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This paper introduces ITAS, an intelligent tutoring system for quantum education, featuring a five-module curriculum and a Spoke-and-Wheel architecture with specialized LLM agents. ITAS addresses the challenges of teaching quantum computing by providing dynamic interaction, lesson generation, and conversational analytics. A pilot study at Old Dominion University demonstrated that agent specialization improves reliability, the cloud infrastructure supports classroom-scale use, and the analytics agent provides actionable curriculum insights for instructors.
Quantum education gets a boost: specialized LLM agents in a classroom setting not only improve tutoring reliability but also reveal hidden curriculum gaps.
Quantum computing instructors face a compounding problem: the concepts are counterintuitive, the mathematical formalism is dense, and qualified faculty are scarce outside a small number of well-resourced institutions. Our prior work introduced a knowledge-graph-augmented tutoring prototype with two specialized LLM agents: a Teaching Agent for dynamic interaction and a Lesson Planning Agent for lesson generation. Validated on simulated runs rather than in a real course, that prototype left open whether more aggressive agent specialization would be needed to handle the full range of quantum education tasks under real student load. This paper answers the three questions that the prototype could not answer. Can agent specialization solve the reliability problem in a domain as technically demanding as quantum information science? Can the system run in a real course, not a demonstration? Does the instructor gain actionable intelligence from the deployment? We present ITAS (Intelligent Teaching Assistant System), a multi-agent tutoring system built around four contributions: a five-module QIS curriculum grounded in Watrous's information-first framework, a Spoke-and-Wheel teaching architecture with quantum-specialized agents, a cloud infrastructure designed for production use and regulatory compliance, and a conversational analytics layer for instructors and content developers. Piloted in a quantum computing course at Old Dominion University, the system supports all three answers: deployment evidence is consistent with specialization addressing the task-boundary failures observed in the prototype, cloud infrastructure supports classroom-scale concurrency at sub-textbook cost, and the analytics agent surfaces curriculum gaps the instructor could not otherwise see.
