Large Language Models (LLMs) are increasingly used as learning companions, providing scaffolded explanations, hints, or step-by-step guidance. However, in current LLM-based learning scenarios, scaffolded content is primarily consumed passively, offering limited support for active learner engagement. Learning science research suggests that effective educational scaffolding depends not only on what support is provided, but also on how learners engage with it. In this work, we explore whether embedding lightweight interactive components into LLM-generated scaffolding responses can promote learning-oriented engagement and improve short-term learning outcomes. We evaluated this approach through a within-subjects laboratory study (N=8). Results provide initial evidence that interactive scaffolding increases learners' perceived engagement and attentional focus, while supporting short-term learning performance. We conclude with design implications for integrating interaction into LLM-generated scaffolding to support active learning engagement.

翻译：大型语言模型（LLM）正日益被用作学习伴侣，提供脚手架式解释、提示或逐步指导。然而，在当前基于LLM的学习场景中，脚手架内容主要被被动消费，对促进学习者主动参与的支持有限。学习科学研究表明，有效的教育脚手架不仅取决于提供何种支持，还取决于学习者如何与之互动。本研究探讨了在LLM生成的脚手架响应中嵌入轻量级交互组件是否能促进面向学习的参与度并改善短期学习效果。我们通过一项被试内实验室研究（N=8）评估了该方法。结果初步表明，交互式脚手架能提高学习者的感知参与度和注意力集中度，同时支持短期学习表现。最后，我们提出了将交互性整合到LLM生成的脚手架中以支持主动学习参与的设计启示。