INTRODUCTION
AI is the new norm of the society with ever increasing pace, the
development in AI is increasing day by day. “Forty years from now, the
information revolution will have completely transformed the physical,
virtual, and social landscapes that human beings inhabit” ( Matthews et
al., 2021), one such landscape is education. By significantly reducing the
challenges for those lacking a technological background to utilize the
generative capabilities of LLMs(Pack & Maloney, 2023), the
advancement has made AI at the helm of educational transformation
(Deng et al., 2025), be it in writing essays, Code generation or problem-
saving (Tlili et al.,2023; Wise et al.,2024), AI has garnered intrigue of
Educators and Students alike with teaching and learning being the prime
areas of disruption by this technology(Chiarello et al.,2024;Lian et al.,
2024).
The incorporation of LLms into educational Sector is happening with
ever increasing pace, with student using various LLms for academic work
and learning (Jo, 2023; Playfoot et al., 2024), Subsequently, educators
frequently employ this new technology for instructional and evaluative
procedures, seeking to enhance their efficiency (Deng et al., 2025; Shin
& Lee, 2024) and student performance (Bower et al., 2024).
Unlike traditional Chatbots, which work with predefined responses,
LLms generative responses give it more depth and possibilities with
context-aware conversation that can can adapt to various educational
scenarios(Hyun Baek & Kim, 2023; Niloy ey al., 2024; yang & Li,
2024).
In a context driven conversation, these LLMs can function as tutors,
augmenting students’ understanding, thinking, and reasoning, thus
improving learning outcomes(Paladines et al.,2020). Educators have
begun designing dialogue agents for LLms with specific personality
(Tudor et al.,2024). Recent studies o on LLMs and personality has begun
to offer empirical evidence for personality expression in content
generated by LLMs (Li et al., 2022; Pan and Zeng, 2023; Safdari et al.,
2023) and encouraged development of better prompting techniques to
induce (Karra et al., 2022), and edit (Mao et al., 2023) personality
expressed by LLMs.
Previous studies (Jiang et al., 2023; Kim et al., 2025) have made progress
in demonstrating that LLMs can reflect assigned personality traits (via
personality questionnaires) and mimic human personality profiles (Frisch
and Giulianeli, 2024) but their ability to maintain these traits across
dynamic conversations despite their tendency to generate neutral,
balanced content, varies considerably and requires more work for its
examination(Bhandari et al., 2025).
Even with these developments, not much work has been done on how
these LLms associated with certain personalities are consistent during an
interactive session around an Educational Context. If given a particular
learning style do their personality deviate from what was originally
assigned and how it affects the learning efficacy of the students.
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