Daily Papers

AI personal assistants, deployed through robots or wearables, require embodied understanding to collaborate effectively with humans. However, current Multimodal Large Language Models (MLLMs) primarily focus on third-person (exocentric) vision, overlooking the unique challenges of first-person (egocentric) videos. Additionally, high acquisition costs limit data size, impairing MLLM performance. To address these challenges, we propose learning the mapping between exocentric and egocentric domains, leveraging the extensive exocentric knowledge within existing MLLMs to enhance egocentric video understanding. To this end, we introduce Ego-ExoClip, a pre-training dataset comprising 1.1M synchronized ego-exo clip-text pairs derived from Ego-Exo4D, together with the instruction-tuning dataset EgoIT, which is collected from multiple sources to enhance the model's instruction-following capabilities. Building upon the datasets, we propose a migration strategy and further design a progressive mapping learning pipeline with three stages: Demonstrator Self-Preparation, Demonstrator-Learner Guidance, and Learner Self-Practice. Extensive experiments across diverse egocentric tasks reveal that existing MLLMs perform inadequately in egocentric video understanding, while our model significantly outperforms these leading models.

Classifier guidance is a recently introduced method to trade off mode coverage and sample fidelity in conditional diffusion models post training, in the same spirit as low temperature sampling or truncation in other types of generative models. Classifier guidance combines the score estimate of a diffusion model with the gradient of an image classifier and thereby requires training an image classifier separate from the diffusion model. It also raises the question of whether guidance can be performed without a classifier. We show that guidance can be indeed performed by a pure generative model without such a classifier: in what we call classifier-free guidance, we jointly train a conditional and an unconditional diffusion model, and we combine the resulting conditional and unconditional score estimates to attain a trade-off between sample quality and diversity similar to that obtained using classifier guidance.

Classifier guidance -- using the gradients of an image classifier to steer the generations of a diffusion model -- has the potential to dramatically expand the creative control over image generation and editing. However, currently classifier guidance requires either training new noise-aware models to obtain accurate gradients or using a one-step denoising approximation of the final generation, which leads to misaligned gradients and sub-optimal control. We highlight this approximation's shortcomings and propose a novel guidance method: Direct Optimization of Diffusion Latents (DOODL), which enables plug-and-play guidance by optimizing diffusion latents w.r.t. the gradients of a pre-trained classifier on the true generated pixels, using an invertible diffusion process to achieve memory-efficient backpropagation. Showcasing the potential of more precise guidance, DOODL outperforms one-step classifier guidance on computational and human evaluation metrics across different forms of guidance: using CLIP guidance to improve generations of complex prompts from DrawBench, using fine-grained visual classifiers to expand the vocabulary of Stable Diffusion, enabling image-conditioned generation with a CLIP visual encoder, and improving image aesthetics using an aesthetic scoring network. Code at https://github.com/salesforce/DOODL.

Guidance in conditional diffusion generation is of great importance for sample quality and controllability. However, existing guidance schemes are to be desired. On one hand, mainstream methods such as classifier guidance and classifier-free guidance both require extra training with labeled data, which is time-consuming and unable to adapt to new conditions. On the other hand, training-free methods such as universal guidance, though more flexible, have yet to demonstrate comparable performance. In this work, through a comprehensive investigation into the design space, we show that it is possible to achieve significant performance improvements over existing guidance schemes by leveraging off-the-shelf classifiers in a training-free fashion, enjoying the best of both worlds. Employing calibration as a general guideline, we propose several pre-conditioning techniques to better exploit pretrained off-the-shelf classifiers for guiding diffusion generation. Extensive experiments on ImageNet validate our proposed method, showing that state-of-the-art diffusion models (DDPM, EDM, DiT) can be further improved (up to 20%) using off-the-shelf classifiers with barely any extra computational cost. With the proliferation of publicly available pretrained classifiers, our proposed approach has great potential and can be readily scaled up to text-to-image generation tasks. The code is available at https://github.com/AlexMaOLS/EluCD/tree/main.

Today's generative AI systems are tuned to present information by default rather than engage users in service of learning as a human tutor would. To address the wide range of potential education use cases for these systems, we reframe the challenge of injecting pedagogical behavior as one of pedagogical instruction following, where training and evaluation examples include system-level instructions describing the specific pedagogy attributes present or desired in subsequent model turns. This framing avoids committing our models to any particular definition of pedagogy, and instead allows teachers or developers to specify desired model behavior. It also clears a path to improving Gemini models for learning -- by enabling the addition of our pedagogical data to post-training mixtures -- alongside their rapidly expanding set of capabilities. Both represent important changes from our initial tech report. We show how training with pedagogical instruction following produces a LearnLM model (available on Google AI Studio) that is preferred substantially by expert raters across a diverse set of learning scenarios, with average preference strengths of 31\% over GPT-4o, 11\% over Claude 3.5, and 13\% over the Gemini 1.5 Pro model LearnLM was based on.

We study learning to learn for the multi-task structured bandit problem where the goal is to learn a near-optimal algorithm that minimizes cumulative regret. The tasks share a common structure and an algorithm should exploit the shared structure to minimize the cumulative regret for an unseen but related test task. We use a transformer as a decision-making algorithm to learn this shared structure from data collected by a demonstrator on a set of training task instances. Our objective is to devise a training procedure such that the transformer will learn to outperform the demonstrator's learning algorithm on unseen test task instances. Prior work on pretraining decision transformers either requires privileged information like access to optimal arms or cannot outperform the demonstrator. Going beyond these approaches, we introduce a pre-training approach that trains a transformer network to learn a near-optimal policy in-context. This approach leverages the shared structure across tasks, does not require access to optimal actions, and can outperform the demonstrator. We validate these claims over a wide variety of structured bandit problems to show that our proposed solution is general and can quickly identify expected rewards on unseen test tasks to support effective exploration.

We explore the automatic generation of interactive, scenario-based lessons designed to train novice human tutors who teach middle school mathematics online. Employing prompt engineering through a Retrieval-Augmented Generation approach with GPT-4o, we developed a system capable of creating structured tutor training lessons. Our study generated lessons in English for three key topics: Encouraging Students' Independence, Encouraging Help-Seeking Behavior, and Turning on Cameras, using a task decomposition prompting strategy that breaks lesson generation into sub-tasks. The generated lessons were evaluated by two human evaluators, who provided both quantitative and qualitative evaluations using a comprehensive rubric informed by lesson design research. Results demonstrate that the task decomposition strategy led to higher-rated lessons compared to single-step generation. Human evaluators identified several strengths in the LLM-generated lessons, including well-structured content and time-saving potential, while also noting limitations such as generic feedback and a lack of clarity in some instructional sections. These findings underscore the potential of hybrid human-AI approaches for generating effective lessons in tutor training.

The progress in generative AI has fueled AI-powered tools like co-pilots and assistants to provision better guidance, particularly during data analysis. However, research on guidance has not yet examined the perceived efficacy of the source from which guidance is offered and the impact of this source on the user's perception and usage of guidance. We ask whether users perceive all guidance sources as equal, with particular interest in three sources: (i) AI, (ii) human expert, and (iii) a group of human analysts. As a benchmark, we consider a fourth source, (iv) unattributed guidance, where guidance is provided without attribution to any source, enabling isolation of and comparison with the effects of source-specific guidance. We design a five-condition between-subjects study, with one condition for each of the four guidance sources and an additional (v) no-guidance condition, which serves as a baseline to evaluate the influence of any kind of guidance. We situate our study in a custom data preparation and analysis tool wherein we task users to select relevant attributes from an unfamiliar dataset to inform a business report. Depending on the assigned condition, users can request guidance, which the system then provides in the form of attribute suggestions. To ensure internal validity, we control for the quality of guidance across source-conditions. Through several metrics of usage and perception, we statistically test five preregistered hypotheses and report on additional analysis. We find that the source of guidance matters to users, but not in a manner that matches received wisdom. For instance, users utilize guidance differently at various stages of analysis, including expressing varying levels of regret, despite receiving guidance of similar quality. Notably, users in the AI condition reported both higher post-task benefit and regret.

Guidance is a crucial technique for extracting the best performance out of image-generating diffusion models. Traditionally, a constant guidance weight has been applied throughout the sampling chain of an image. We show that guidance is clearly harmful toward the beginning of the chain (high noise levels), largely unnecessary toward the end (low noise levels), and only beneficial in the middle. We thus restrict it to a specific range of noise levels, improving both the inference speed and result quality. This limited guidance interval improves the record FID in ImageNet-512 significantly, from 1.81 to 1.40. We show that it is quantitatively and qualitatively beneficial across different sampler parameters, network architectures, and datasets, including the large-scale setting of Stable Diffusion XL. We thus suggest exposing the guidance interval as a hyperparameter in all diffusion models that use guidance.

Large Language Models (LLMs) have recently showcased remarkable reasoning abilities. However, larger models often surpass their smaller counterparts in reasoning tasks, posing the challenge of effectively transferring these capabilities from larger models. Existing approaches heavily rely on extensive fine-tuning data or continuous interactions with a superior teacher LLM during inference. We introduce a principle-based teacher-student framework called ``Teaching via Principle Discovery'' (TPD) to address these limitations. Inspired by human learning mechanisms, TPD mimics the interaction between a teacher and a student using a principle-based approach. The teacher LLM generates problem-solving instructions and corrective principles based on the student LLM's errors. These principles guide the refinement of instructions and the selection of instructive examples from a validation set. This enables the student model to learn from both the teacher's guidance and its own mistakes. Once the student model begins making inferences, TPD requires no further intervention from the teacher LLM or humans. Through extensive experiments across eight reasoning tasks, we demonstrate the effectiveness of TPD. Compared to standard chain-of-thought prompting, TPD significantly improves the student model's performance, achieving 6.2% improvement on average.

Reinforcement learning (RL) for non-verifiable instruction following increasingly relies on LLM judges with prompt-specific rubrics as reward signals. While recent methods adapt these rubrics to the evolving policy during training, the training prompts themselves remain static, drawn from fixed corpora. This static approach often results in a critical misalignment between prompt difficulty and policy capability, leaving the judge unable to recover a discriminative reward signal when prompts fail to elicit quality variance among rollouts. To address this misalignment, we introduce LLM-as-a-Tutor, a framework that extends the LLM's role from judge to tutor: a single model serves as an examiner that pairwise-compares policy rollouts to detect non-challenging prompts, and as a generator that appends atomic constraints to them. This append-only design monotonically raises difficulty in step with the policy's capability, producing a self-calibrating training signal without external difficulty schedules. On three complex instruction-following benchmarks, our method consistently outperforms both policy-unaware baselines and prior policy-adaptive methods that adapt rubrics or rewrite prompts, suggesting prompt adaptation as a missing axis of policy-awareness in non-verifiable RL.

The vision of a broadly capable and goal-directed agent, such as an Internet-browsing agent in the digital world and a household humanoid in the physical world, has rapidly advanced, thanks to the generalization capability of foundation models. Such a generalist agent needs to have a large and diverse skill repertoire, such as finding directions between two travel locations and buying specific items from the Internet. If each skill needs to be specified manually through a fixed set of human-annotated instructions, the agent's skill repertoire will necessarily be limited due to the quantity and diversity of human-annotated instructions. In this work, we address this challenge by proposing Proposer-Agent-Evaluator, an effective learning system that enables foundation model agents to autonomously discover and practice skills in the wild. At the heart of PAE is a context-aware task proposer that autonomously proposes tasks for the agent to practice with context information of the environment such as user demos or even just the name of the website itself for Internet-browsing agents. Then, the agent policy attempts those tasks with thoughts and actual grounded operations in the real world with resulting trajectories evaluated by an autonomous VLM-based success evaluator. The success evaluation serves as the reward signal for the agent to refine its policies through RL. We validate PAE on challenging vision-based web navigation, using both real-world and self-hosted websites from WebVoyager and WebArena.To the best of our knowledge, this work represents the first effective learning system to apply autonomous task proposal with RL for agents that generalizes real-world human-annotated benchmarks with SOTA performances. Our open-source checkpoints and code can be found in https://yanqval.github.io/PAE/

The proposed method, Discriminator Guidance, aims to improve sample generation of pre-trained diffusion models. The approach introduces a discriminator that gives explicit supervision to a denoising sample path whether it is realistic or not. Unlike GANs, our approach does not require joint training of score and discriminator networks. Instead, we train the discriminator after score training, making discriminator training stable and fast to converge. In sample generation, we add an auxiliary term to the pre-trained score to deceive the discriminator. This term corrects the model score to the data score at the optimal discriminator, which implies that the discriminator helps better score estimation in a complementary way. Using our algorithm, we achive state-of-the-art results on ImageNet 256x256 with FID 1.83 and recall 0.64, similar to the validation data's FID (1.68) and recall (0.66). We release the code at https://github.com/alsdudrla10/DG.

We introduce TESS 2, a general instruction-following diffusion language model that outperforms contemporary instruction-tuned diffusion models, as well as matches and sometimes exceeds strong autoregressive (AR) models. We train TESS 2 by first adapting a strong AR model via continued pretraining with the usual cross-entropy as diffusion loss, and then performing further instruction tuning. We find that adaptation training as well as the choice of the base model is crucial for training good instruction-following diffusion models. We further propose reward guidance, a novel and modular inference-time guidance procedure to align model outputs without needing to train the underlying model. Finally, we show that TESS 2 further improves with increased inference-time compute, highlighting the utility of diffusion LMs in having fine-grained controllability over the amount of compute used at inference time. Code and models are available at https://github.com/hamishivi/tess-2.

Recently, tool-augmented LLMs have gained increasing attention. Given an instruction, tool-augmented LLMs can interact with various external tools in multiple rounds and provide a final answer. However, previous LLMs were trained on overly detailed instructions, which included API names or parameters, while real users would not explicitly mention these API details. This leads to a gap between trained LLMs and real-world scenarios. In addition, most works ignore whether the interaction process follows the instruction. To address these issues, we constructed a training dataset called MGToolBench, which contains statement and category-level instructions to better reflect real-world scenarios. In addition, we propose ToolPlanner, a two-stage reinforcement learning framework that utilizes path planning and two feedback mechanisms to enhance the LLM's task completion and instruction-following capabilities. Experimental results show that ToolPlanner significantly improves the Match Rate, Pass Rate and Win Rate by 26.8%, 20.2%, and 5.6% compared to the SOTA model. Human evaluation verifies that the multi-granularity instructions can better align with users' usage habits. Our data and code will be released upon acceptance.

Large-scale generative models are capable of producing high-quality images from detailed text descriptions. However, many aspects of an image are difficult or impossible to convey through text. We introduce self-guidance, a method that provides greater control over generated images by guiding the internal representations of diffusion models. We demonstrate that properties such as the shape, location, and appearance of objects can be extracted from these representations and used to steer sampling. Self-guidance works similarly to classifier guidance, but uses signals present in the pretrained model itself, requiring no additional models or training. We show how a simple set of properties can be composed to perform challenging image manipulations, such as modifying the position or size of objects, merging the appearance of objects in one image with the layout of another, composing objects from many images into one, and more. We also show that self-guidance can be used to edit real images. For results and an interactive demo, see our project page at https://dave.ml/selfguidance/

The process of creating training data to teach models is currently driven by humans, who manually analyze model weaknesses and plan how to create data that improves a student model. Recent approaches using LLMs as annotators reduce human effort, but still require humans to interpret feedback from evaluations and control the LLM to produce data the student needs. Automating this labor-intensive process by creating autonomous data generation agents - or teachers - is desirable, but requires environments that can simulate the feedback-driven, iterative, closed loop of data creation. To enable rapid and scalable testing for such agents and their modules, we introduce DataEnvGym, a testbed of teacher environments for data generation agents. DataEnvGym frames data generation as a sequential decision-making task, involving an agent consisting of a data generation policy (which generates a plan for creating training data) and a data generation engine (which transforms the plan into data), inside an environment that provides student feedback. The agent's goal is to improve student performance. Students are iteratively trained and evaluated on generated data, with their feedback (in the form of errors or weak skills) being reported to the agent after each iteration. DataEnvGym includes multiple teacher environment instantiations across 3 levels of structure in the state representation and action space. More structured environments are based on inferred skills and offer more interpretability and curriculum control. We support 3 diverse tasks (math, code, and VQA) and test multiple students and teachers. Example agents in our teaching environments can iteratively improve students across tasks and settings. Moreover, we show that environments teach different skill levels and test variants of key modules, pointing to future work in improving data generation agents, engines, and feedback mechanisms.

Recent advancements in diffusion models have revolutionized generative modeling. However, the impressive and vivid outputs they produce often come at the cost of significant model scaling and increased computational demands. Consequently, building personalized diffusion models based on off-the-shelf models has emerged as an appealing alternative. In this paper, we introduce a novel perspective on conditional generation for transferring a pre-trained model. From this viewpoint, we propose *Domain Guidance*, a straightforward transfer approach that leverages pre-trained knowledge to guide the sampling process toward the target domain. Domain Guidance shares a formulation similar to advanced classifier-free guidance, facilitating better domain alignment and higher-quality generations. We provide both empirical and theoretical analyses of the mechanisms behind Domain Guidance. Our experimental results demonstrate its substantial effectiveness across various transfer benchmarks, achieving over a 19.6% improvement in FID and a 23.4% improvement in FD_DINOv2 compared to standard fine-tuning. Notably, existing fine-tuned models can seamlessly integrate Domain Guidance to leverage these benefits, without additional training.

Language agents are increasingly deployed in complex professional workflows, with tutoring emerging as a particularly high-stakes capability that remains largely unmeasured in existing benchmarks. Effective tutor agents require more than producing correct answers or executing accurate tool calls: a robust tutor must diagnose learner state, adapt support over time, make pedagogically justified decisions grounded in educational evidence, and execute interventions within realistic learning-management systems. We introduce EduAgentBench, a source-grounded benchmark for holistically evaluating tutor agents across the full scope of teaching work. It contains 150 quality-controlled tasks across three capability surfaces: professional pedagogical judgment, situated multi-turn tutoring, and Canvas-style teaching workflow completion. Tasks are constructed through a pedagogical-insight-driven pipeline and evaluated with complementary verification signals and human review. Across a comprehensive evaluation of frontier models, our findings reveal that current models are generally capable of bounded pedagogical judgment, but still fall short of professional teaching standards in situated tutoring and autonomous teaching-workflow execution. To our knowledge, EduAgentBench is the first theory-grounded and realistic benchmark for evaluating the holistic teaching capability of tutor agents, providing a measurement foundation for developing future tutor agents that can support realistic teaching work.

In many real-world applications, users rely on natural language instructions to guide large language models (LLMs) across a wide range of tasks. These instructions are often complex, diverse, and subject to frequent change. However, LLMs do not always attend to these instructions reliably, and users lack simple mechanisms to emphasize their importance beyond modifying prompt wording or structure. To address this, we present an inference-time method that enables users to emphasize specific parts of their prompt by steering the model's attention toward them, aligning the model's perceived importance of different prompt tokens with user intent. Unlike prior approaches that are limited to static instructions, require significant offline profiling, or rely on fixed biases, we dynamically update the proportion of model attention given to the user-specified parts--ensuring improved instruction following without performance degradation. We demonstrate that our approach improves instruction following across a variety of tasks involving multiple instructions and generalizes across models of varying scales.

We present a method for using previously-trained 'teacher' agents to kickstart the training of a new 'student' agent. To this end, we leverage ideas from policy distillation and population based training. Our method places no constraints on the architecture of the teacher or student agents, and it regulates itself to allow the students to surpass their teachers in performance. We show that, on a challenging and computationally-intensive multi-task benchmark (DMLab-30), kickstarted training improves the data efficiency of new agents, making it significantly easier to iterate on their design. We also show that the same kickstarting pipeline can allow a single student agent to leverage multiple 'expert' teachers which specialize on individual tasks. In this setting kickstarting yields surprisingly large gains, with the kickstarted agent matching the performance of an agent trained from scratch in almost 10x fewer steps, and surpassing its final performance by 42 percent. Kickstarting is conceptually simple and can easily be incorporated into reinforcement learning experiments.

There are substantial instructional videos on the Internet, which provide us tutorials for completing various tasks. Existing instructional video datasets only focus on specific steps at the video level, lacking experiential guidelines at the task level, which can lead to beginners struggling to learn new tasks due to the lack of relevant experience. Moreover, the specific steps without guidelines are trivial and unsystematic, making it difficult to provide a clear tutorial. To address these problems, we present the GUIDE (Guideline-Guided) dataset, which contains 3.5K videos of 560 instructional tasks in 8 domains related to our daily life. Specifically, we annotate each instructional task with a guideline, representing a common pattern shared by all task-related videos. On this basis, we annotate systematic specific steps, including their associated guideline steps, specific step descriptions and timestamps. Our proposed benchmark consists of three sub-tasks to evaluate comprehension ability of models: (1) Step Captioning: models have to generate captions for specific steps from videos. (2) Guideline Summarization: models have to mine the common pattern in task-related videos and summarize a guideline from them. (3) Guideline-Guided Captioning: models have to generate captions for specific steps under the guide of guideline. We evaluate plenty of foundation models with GUIDE and perform in-depth analysis. Given the diversity and practicality of GUIDE, we believe that it can be used as a better benchmark for instructional video comprehension.

Algorithmic efficiency techniques such as distillation (hinton2015distillation) are useful in improving model quality without increasing serving costs, provided a larger teacher model is available for a smaller student model to learn from during training. Standard distillation methods are limited to only forcing the student to match the teacher's outputs. Given the costs associated with training a large model, we believe we should be extracting more useful information from a teacher model than by just making the student match the teacher's outputs. In this paper, we introduce \guide (Guided Initialization and Distillation of Embeddings). \guide can be considered a distillation technique that forces the student to match the teacher in the parameter space. Using \guide we show 25-26\% reduction in the teacher-student quality gap when using large student models (400M - 1B parameters) trained on approx 20B tokens. We also present a thorough analysis demonstrating that \guide can be combined with knowledge distillation with near additive improvements. Furthermore, we show that applying \guide alone leads to substantially better model quality than applying knowledge distillation by itself. Most importantly, \guide introduces no training or inference overhead and hence any model quality gains from our method are virtually free.

We present Readout Guidance, a method for controlling text-to-image diffusion models with learned signals. Readout Guidance uses readout heads, lightweight networks trained to extract signals from the features of a pre-trained, frozen diffusion model at every timestep. These readouts can encode single-image properties, such as pose, depth, and edges; or higher-order properties that relate multiple images, such as correspondence and appearance similarity. Furthermore, by comparing the readout estimates to a user-defined target, and back-propagating the gradient through the readout head, these estimates can be used to guide the sampling process. Compared to prior methods for conditional generation, Readout Guidance requires significantly fewer added parameters and training samples, and offers a convenient and simple recipe for reproducing different forms of conditional control under a single framework, with a single architecture and sampling procedure. We showcase these benefits in the applications of drag-based manipulation, identity-consistent generation, and spatially aligned control. Project page: https://readout-guidance.github.io.

Generative social robots (GSRs) powered by large language models offer new possibilities for personalized tutoring in higher education, but also introduce risks related to misinformation, missing transparency, or reinforcing incorrect student responses. Prior work identified knowledge-based design (KBD) requirements that define the informational prerequisites for GSRs to manifest responsible and effective tutoring behavior in higher education. In this paper, we operationalized selected KBD requirements in the Reachy Mini robot platform through system prompting, retrieval-augmented generation, and stateful prompt orchestration. As a result, we present Teachy Mini, a GSR tutoring system that was developed using KBD. To test the system, we conducted a preliminary evaluation study. Participants (N = 24) completed a robot-guided learning session about research methodologies. They learned either with Teachy Mini or with a control version that did not follow KBD principles. Teachy Mini was perceived as significantly more aligned with responsible tutoring behavior than the control robot. Moreover, a manipulation check illustrated that Teachy Mini used personalization, slide-grounded explanations, Socratic questioning, affective support, and learner-anchored feedback more consistently than the control robot. No significant between-condition differences were found in system acceptance, intrinsic motivation, or learning effectiveness, although exploratory analyses suggested a positive effect of KBD on objective learning gains when accounting for learner preferences. Overall, the study offered an initial implementation and preliminary evaluation of KBD for GSR tutoring, indicating that KBD can shape responsible robot behavior and potentially increase learning effectiveness in robot-supported learning.

We demonstrate that architectures which traditionally are considered to be ill-suited for a task can be trained using inductive biases from another architecture. Networks are considered untrainable when they overfit, underfit, or converge to poor results even when tuning their hyperparameters. For example, plain fully connected networks overfit on object recognition while deep convolutional networks without residual connections underfit. The traditional answer is to change the architecture to impose some inductive bias, although what that bias is remains unknown. We introduce guidance, where a guide network guides a target network using a neural distance function. The target is optimized to perform well and to match its internal representations, layer-by-layer, to those of the guide; the guide is unchanged. If the guide is trained, this transfers over part of the architectural prior and knowledge of the guide to the target. If the guide is untrained, this transfers over only part of the architectural prior of the guide. In this manner, we can investigate what kinds of priors different architectures place on untrainable networks such as fully connected networks. We demonstrate that this method overcomes the immediate overfitting of fully connected networks on vision tasks, makes plain CNNs competitive to ResNets, closes much of the gap between plain vanilla RNNs and Transformers, and can even help Transformers learn tasks which RNNs can perform more easily. We also discover evidence that better initializations of fully connected networks likely exist to avoid overfitting. Our method provides a mathematical tool to investigate priors and architectures, and in the long term, may demystify the dark art of architecture creation, even perhaps turning architectures into a continuous optimizable parameter of the network.

As research in large language models (LLMs) continues to accelerate, LLM-based evaluation has emerged as a scalable and cost-effective alternative to human evaluations for comparing the ever increasing list of models. This paper investigates the efficacy of these "LLM evaluators", particularly in using them to assess instruction following, a metric that gauges how closely generated text adheres to the given instruction. We introduce a challenging meta-evaluation benchmark, LLMBar, designed to test the ability of an LLM evaluator in discerning instruction-following outputs. The authors manually curated 419 pairs of outputs, one adhering to instructions while the other diverging, yet may possess deceptive qualities that mislead an LLM evaluator, e.g., a more engaging tone. Contrary to existing meta-evaluation, we discover that different evaluators (i.e., combinations of LLMs and prompts) exhibit distinct performance on LLMBar and even the highest-scoring ones have substantial room for improvement. We also present a novel suite of prompting strategies that further close the gap between LLM and human evaluators. With LLMBar, we hope to offer more insight into LLM evaluators and foster future research in developing better instruction-following models.

Typical diffusion models are trained to accept a particular form of conditioning, most commonly text, and cannot be conditioned on other modalities without retraining. In this work, we propose a universal guidance algorithm that enables diffusion models to be controlled by arbitrary guidance modalities without the need to retrain any use-specific components. We show that our algorithm successfully generates quality images with guidance functions including segmentation, face recognition, object detection, and classifier signals. Code is available at https://github.com/arpitbansal297/Universal-Guided-Diffusion.

Generative AI, particularly Language Models (LMs), has the potential to transform real-world domains with societal impact, particularly where access to experts is limited. For example, in education, training novice educators with expert guidance is important for effectiveness but expensive, creating significant barriers to improving education quality at scale. This challenge disproportionately harms students from under-served communities, who stand to gain the most from high-quality education. We introduce Tutor CoPilot, a novel Human-AI approach that leverages a model of expert thinking to provide expert-like guidance to tutors as they tutor. This study is the first randomized controlled trial of a Human-AI system in live tutoring, involving 900 tutors and 1,800 K-12 students from historically under-served communities. Following a preregistered analysis plan, we find that students working with tutors that have access to Tutor CoPilot are 4 percentage points (p.p.) more likely to master topics (p<0.01). Notably, students of lower-rated tutors experienced the greatest benefit, improving mastery by 9 p.p. We find that Tutor CoPilot costs only $20 per-tutor annually. We analyze 550,000+ messages using classifiers to identify pedagogical strategies, and find that tutors with access to Tutor CoPilot are more likely to use high-quality strategies to foster student understanding (e.g., asking guiding questions) and less likely to give away the answer to the student. Tutor interviews highlight how Tutor CoPilot's guidance helps tutors to respond to student needs, though they flag issues in Tutor CoPilot, such as generating suggestions that are not grade-level appropriate. Altogether, our study of Tutor CoPilot demonstrates how Human-AI systems can scale expertise in real-world domains, bridge gaps in skills and create a future where high-quality education is accessible to all students.

LLM training increasingly relies on teacher-generated supervision, from synthetic responses to reasoning traces and tool-use demonstrations. Current practice often chooses the highest-performing teacher to generate student training data, implicitly treating teacher test performance as a proxy for teaching quality. We show that this assumption can fail: even when multiple teachers provide correct answers to the same question, the answer from the strongest teacher is not necessarily the best supervision for a given student. To address this gap, we propose Student-Centric Answer Sampling (SCAS), a framework that selects from verified teacher-generated answers according to their estimated student-centric learning cost. Motivated by a token-wise gradient decomposition, we derive an efficient forward-only proxy for this cost and use it to guide answer selection during training. Experiments across 30 teacher models, 6 student base models, and 8 tasks show that SCAS consistently improves student performance, suggesting that effective distillation should prioritize supervision matched to the current student rather than teacher strength alone.

Large Language Model agents excel at solving complex tasks through iterative reasoning and tool use, but typically depend on ultra-large, costly backbones. Existing distillation approaches train smaller students to imitate full teacher trajectories, yet reasoning and knowledge gaps between the teacher and student often lead to compounding errors. We propose SCoRe, a student-centered framework in which the student generates trajectories and the teacher intervenes only at the first critical error, producing training data matched to the student's ability and exposing specific weaknesses. The student is first fine-tuned on corrected trajectories. Subsequently, short-horizon reinforcement learning starts from the verified prefix before the first critical error, with target rewards assigned at that step. This design encourages autonomous problem-solving beyond imitation and improves training stability. Particularly, on 12 challenging benchmarks, a 7B-parameter student distilled with SCoRe matches the agentic performance of a 72B-parameter teacher.

Reinforcement learning has seen wide success in finetuning large language models to better align with instructions via human feedback. The so-called algorithm, Reinforcement Learning with Human Feedback (RLHF) demonstrates impressive performance on the GPT series models. However, the underlying Reinforcement Learning (RL) algorithm is complex and requires an additional training pipeline for reward and value networks. In this paper, we consider an alternative approach: converting feedback to instruction by relabeling the original one and training the model for better alignment in a supervised manner. Such an algorithm doesn't require any additional parameters except for the original language model and maximally reuses the pretraining pipeline. To achieve this, we formulate instruction alignment problem for language models as a goal-reaching problem in decision making. We propose Hindsight Instruction Relabeling (HIR), a novel algorithm for aligning language models with instructions. The resulting two-stage algorithm shed light to a family of reward-free approaches that utilize the hindsightly relabeled instructions based on feedback. We evaluate the performance of HIR extensively on 12 challenging BigBench reasoning tasks and show that HIR outperforms the baseline algorithms and is comparable to or even surpasses supervised finetuning.

Language models must be adapted to understand and follow user instructions. Reinforcement learning is widely used to facilitate this -- typically using fixed criteria such as "helpfulness" and "harmfulness". In our work, we instead propose using flexible, instruction-specific criteria as a means of broadening the impact that reinforcement learning can have in eliciting instruction following. We propose "Reinforcement Learning from Checklist Feedback" (RLCF). From instructions, we extract checklists and evaluate how well responses satisfy each item - using both AI judges and specialized verifier programs - then combine these scores to compute rewards for RL. We compare RLCF with other alignment methods applied to a strong instruction following model (Qwen2.5-7B-Instruct) on five widely-studied benchmarks -- RLCF is the only method to improve performance on every benchmark, including a 4-point boost in hard satisfaction rate on FollowBench, a 6-point increase on InFoBench, and a 3-point rise in win rate on Arena-Hard. These results establish checklist feedback as a key tool for improving language models' support of queries that express a multitude of needs.

Diffusion models have demonstrated remarkable progress in image generation quality, especially when guidance is used to control the generative process. However, guidance requires a large amount of image-annotation pairs for training and is thus dependent on their availability, correctness and unbiasedness. In this paper, we eliminate the need for such annotation by instead leveraging the flexibility of self-supervision signals to design a framework for self-guided diffusion models. By leveraging a feature extraction function and a self-annotation function, our method provides guidance signals at various image granularities: from the level of holistic images to object boxes and even segmentation masks. Our experiments on single-label and multi-label image datasets demonstrate that self-labeled guidance always outperforms diffusion models without guidance and may even surpass guidance based on ground-truth labels, especially on unbalanced data. When equipped with self-supervised box or mask proposals, our method further generates visually diverse yet semantically consistent images, without the need for any class, box, or segment label annotation. Self-guided diffusion is simple, flexible and expected to profit from deployment at scale. Source code will be at: https://taohu.me/sgdm/

Reward guidance has been applied to great success in the test-time adaptation of continuous diffusion models; it updates each denoising step using the gradients from a downstream reward model. We study reward guidance for discrete diffusion language models, where one cannot differentiate through the natural outputs of the model because they are discrete tokens. Existing approaches either replace these discrete tokens with continuous relaxations, or employ techniques like the straight-through estimator. In this work, we show the downsides of both these methods. The former degrades gradient feedback because the reward model has never been trained with continuous inputs. The latter involves incorrect optimization because the gradient evaluated at discrete tokens is used to update continuous logits. Our key innovation is to go beyond this tradeoff by introducing a novel mechanism called EntRGi: Entropy aware Reward Guidance that dynamically regulates the gradients from the reward model. By modulating the continuous relaxation using the model's confidence, our approach substantially improves reward guidance while providing reliable inputs to the reward model. We empirically validate our approach on a 7B-parameter diffusion language model across 3 diverse reward models and 3 multi-skill benchmarks, showing consistent improvements over state-of-the-art methods.

We introduce Instruct-SkillMix, an automated approach for creating diverse, high quality SFT data. The Instruct-SkillMix pipeline involves two stages, each leveraging an existing powerful LLM: (1) Skill extraction: uses the LLM to extract core "skills" for instruction-following, either from existing datasets, or by directly prompting the model; (2) Data generation: uses the powerful LLM to generate (instruction, response) data that exhibit a randomly chosen pair of these skills. Here, the use of random skill combinations promotes diversity and difficulty. Vanilla SFT (i.e., no PPO, DPO, or RL methods) on data generated from Instruct-SkillMix leads to strong gains on instruction following benchmarks such as AlpacaEval 2.0, MT-Bench, and WildBench. With just 4K examples, LLaMA-3-8B-Base achieves 42.76% length-controlled win rate on AlpacaEval 2.0. To our knowledge, this achieves state-of-the-art performance among all models that have only undergone SFT (no RL methods) and competes with proprietary models such as Claude 3 Opus and LLaMA-3.1-405B-Instruct. Ablation studies also suggest plausible reasons for why creating open instruction-tuning datasets via naive crowd-sourcing has proved difficult. Introducing low quality answers ("shirkers") in 20% of Instruct-SkillMix examples causes performance to plummet, sometimes catastrophically. The Instruct-SkillMix pipeline is flexible and is adaptable to other settings.

Large language model (LLM) agents learn by interacting with environments, but long-horizon training remains fundamentally bottlenecked by sparse and delayed rewards. Existing methods typically address this challenge through post-hoc credit assignment or external reward models, which provide limited guidance at inference time and often separate reward improvement from policy improvement. We propose Self-Guide, a self-generated internal reward for language agents that supports both inference-time guidance and training-time supervision. Specifically, the agent uses Self-Guide as a short self-guidance signal to steer the next action during inference, and converts the same signal into step-level internal reward for denser policy optimization during training. This creates a co-evolving loop: better policy produces better guidance, and better guidance further improves policy as internal reward. Across three agent benchmarks, inference-time self-guidance already yields clear gains, while jointly evolving policy and internal reward with GRPO brings further improvements (8\%) over baselines trained solely with environment reward. Overall, our results suggest that language agents can improve not only by collecting more experience, but also by learning to generate and refine their own internal reward during acting and learning.

Diffusion models have emerged as a pivotal advancement in generative models, setting new standards to the quality of the generated instances. In the current paper we aim to underscore a discrepancy between conventional training methods and the desired conditional sampling behavior of these models. While the prevalent classifier-free guidance technique works well, it's not without flaws. At higher values for the guidance scale parameter w, we often get out of distribution samples and mode collapse, whereas at lower values for w we may not get the desired specificity. To address these challenges, we introduce an updated loss function that better aligns training objectives with sampling behaviors. Experimental validation with FID scores on CIFAR-10 elucidates our method's ability to produce higher quality samples with fewer sampling timesteps, and be more robust to the choice of guidance scale w. We also experiment with fine-tuning Stable Diffusion on the proposed loss, to provide early evidence that large diffusion models may also benefit from this refined loss function.

Instruction following is a fundamental ability of Large Language Models (LLMs), requiring their generated outputs to follow multiple constraints imposed in input instructions. Numerous studies have attempted to enhance this ability through preference optimization or reinforcement learning based on reward signals from LLM-as-a-Judge. However, existing evaluation models for instruction following still possess many deficiencies, such as substantial costs and unreliable assessments. To this end, we propose IF-CRITIC, an LLM critic that can provide efficient and reliable assessments of constraint following in the instructions. We first develop a checklist generator to decompose instructions and generate constraint checklists. With the assistance of the checklists, we collect high-quality critique training data through a multi-stage critique filtering mechanism and employ a constraint-level preference optimization method to train IF-CRITIC. Extensive experiments demonstrate that the evaluation performance of IF-CRITIC can beat strong LLM-as-a-Judge baselines, including Deepseek-R1 and o4-mini. With the scalable reward signals provided by IF-CRITIC, LLMs can achieve substantial performance gains in instruction-following optimization under lower computational overhead compared to strong LLM critic baselines.

Guided sampling is a vital approach for applying diffusion models in real-world tasks that embeds human-defined guidance during the sampling procedure. This paper considers a general setting where the guidance is defined by an (unnormalized) energy function. The main challenge for this setting is that the intermediate guidance during the diffusion sampling procedure, which is jointly defined by the sampling distribution and the energy function, is unknown and is hard to estimate. To address this challenge, we propose an exact formulation of the intermediate guidance as well as a novel training objective named contrastive energy prediction (CEP) to learn the exact guidance. Our method is guaranteed to converge to the exact guidance under unlimited model capacity and data samples, while previous methods can not. We demonstrate the effectiveness of our method by applying it to offline reinforcement learning (RL). Extensive experiments on D4RL benchmarks demonstrate that our method outperforms existing state-of-the-art algorithms. We also provide some examples of applying CEP for image synthesis to demonstrate the scalability of CEP on high-dimensional data.

Deep neural networks are highly performant, but might base their decision on spurious or background features that co-occur with certain classes, which can hurt generalization. To mitigate this issue, the usage of 'model guidance' has gained popularity recently: for this, models are guided to be "right for the right reasons" by regularizing the models' explanations to highlight the right features. Experimental validation of these approaches has thus far however been limited to relatively simple and / or synthetic datasets. To gain a better understanding of which model-guiding approaches actually transfer to more challenging real-world datasets, in this work we conduct an in-depth evaluation across various loss functions, attribution methods, models, and 'guidance depths' on the PASCAL VOC 2007 and MS COCO 2014 datasets, and show that model guidance can sometimes even improve model performance. In this context, we further propose a novel energy loss, show its effectiveness in directing the model to focus on object features. We also show that these gains can be achieved even with a small fraction (e.g. 1%) of bounding box annotations, highlighting the cost effectiveness of this approach. Lastly, we show that this approach can also improve generalization under distribution shifts. Code will be made available.

Concept guidance has emerged as a cheap and simple way to control the behavior of language models by probing their hidden representations for concept vectors and using them to perturb activations at inference time. While the focus of previous work has largely been on truthfulness, in this paper we extend this framework to a richer set of concepts such as appropriateness, humor, creativity and quality, and explore to what degree current detection and guidance strategies work in these challenging settings. To facilitate evaluation, we develop a novel metric for concept guidance that takes into account both the success of concept elicitation as well as the potential degradation in fluency of the guided model. Our extensive experiments reveal that while some concepts such as truthfulness more easily allow for guidance with current techniques, novel concepts such as appropriateness or humor either remain difficult to elicit, need extensive tuning to work, or even experience confusion. Moreover, we find that probes with optimal detection accuracies do not necessarily make for the optimal guides, contradicting previous observations for truthfulness. Our work warrants a deeper investigation into the interplay between detectability, guidability, and the nature of the concept, and we hope that our rich experimental test-bed for guidance research inspires stronger follow-up approaches.

Intelligent tutoring agents powered by large language models (LLMs) have been increasingly explored to deliver personalized guidance in areas such as language learning and science education. However, their capabilities in guiding users to solve complex real-world tasks remain underexplored. To address this limitation, in this work, we focus on coding tutoring, a challenging problem that requires tutors to proactively guide students toward completing predefined coding tasks. We propose a novel agent workflow, Trace-and-Verify (TRAVER), which combines knowledge tracing to estimate a student's knowledge state and turn-by-turn verification to ensure effective guidance toward task completion. We introduce DICT, an automatic evaluation protocol that assesses tutor agents holistically using controlled student simulation and code generation tests. Extensive experiments reveal the challenges of coding tutoring and demonstrate that TRAVER achieves a significantly higher success rate. Although we use code tutoring as an example in this paper, our results and findings can be extended beyond coding, providing valuable insights into advancing tutoring agents for a variety of tasks.

The human-like form of humanoid robots positions them uniquely to achieve the agility and versatility in motor skills that humans possess. Learning from human demonstrations offers a scalable approach to acquiring these capabilities. However, prior works either produce unnatural motions or rely on motion-specific tuning to achieve satisfactory naturalness. Furthermore, these methods are often motion- or goal-specific, lacking the versatility to compose diverse skills, especially when solving unseen tasks. We present BeyondMimic, a framework that scales to diverse motions and carries the versatility to compose them seamlessly in tackling unseen downstream tasks. At heart, a compact motion-tracking formulation enables mastering a wide range of radically agile behaviors, including aerial cartwheels, spin-kicks, flip-kicks, and sprinting, with a single setup and shared hyperparameters, all while achieving state-of-the-art human-like performance. Moving beyond the mere imitation of existing motions, we propose a unified latent diffusion model that empowers versatile goal specification, seamless task switching, and dynamic composition of these agile behaviors. Leveraging classifier guidance, a diffusion-specific technique for test-time optimization toward novel objectives, our model extends its capability to solve downstream tasks never encountered during training, including motion inpainting, joystick teleoperation, and obstacle avoidance, and transfers these skills zero-shot to real hardware. This work opens new frontiers for humanoid robots by pushing the limits of scalable human-like motor skill acquisition from human motion and advancing seamless motion synthesis that achieves generalization and versatility beyond training setups.

Recent progress in large language models (LLMs) has led to impressive performance on a range of tasks, yet advanced instruction following (IF)-especially for complex, multi-turn, and system-prompted instructions-remains a significant challenge. Rigorous evaluation and effective training for such capabilities are hindered by the lack of high-quality, human-annotated benchmarks and reliable, interpretable reward signals. In this work, we introduce AdvancedIF (we will release this benchmark soon), a comprehensive benchmark featuring over 1,600 prompts and expert-curated rubrics that assess LLMs ability to follow complex, multi-turn, and system-level instructions. We further propose RIFL (Rubric-based Instruction-Following Learning), a novel post-training pipeline that leverages rubric generation, a finetuned rubric verifier, and reward shaping to enable effective reinforcement learning for instruction following. Extensive experiments demonstrate that RIFL substantially improves the instruction-following abilities of LLMs, achieving a 6.7% absolute gain on AdvancedIF and strong results on public benchmarks. Our ablation studies confirm the effectiveness of each component in RIFL. This work establishes rubrics as a powerful tool for both training and evaluating advanced IF in LLMs, paving the way for more capable and reliable AI systems.

Question answering systems are typically evaluated on factual correctness, yet many real-world applications-such as education and career guidance-require mentorship: responses that provide reflection and guidance. Existing QA benchmarks rarely capture this distinction, particularly in multilingual and long-form settings. We introduce MentorQA, the first multilingual dataset and evaluation framework for mentorship-focused question answering from long-form videos, comprising nearly 9,000 QA pairs from 180 hours of content across four languages. We define mentorship-focused evaluation dimensions that go beyond factual accuracy, capturing clarity, alignment, and learning value. Using MentorQA, we compare Single-Agent, Dual-Agent, RAG, and Multi-Agent QA architectures under controlled conditions. Multi-Agent pipelines consistently produce higher-quality mentorship responses, with especially strong gains for complex topics and lower-resource languages. We further analyze the reliability of automated LLM-based evaluation, observing substantial variation in alignment with human judgments. Overall, this work establishes mentorship-focused QA as a distinct research problem and provides a multilingual benchmark for studying agentic architectures and evaluation design in educational AI. The dataset and evaluation framework are released at https://github.com/AIM-SCU/MentorQA.

This paper considers the development of an AI-based provably-correct mathematical proof tutor. While Large Language Models (LLMs) allow seamless communication in natural language, they are error prone. Theorem provers such as Lean allow for provable-correctness, but these are hard for students to learn. We present a proof-of-concept system (LeanTutor) by combining the complementary strengths of LLMs and theorem provers. LeanTutor is composed of three modules: (i) an autoformalizer/proof-checker, (ii) a next-step generator, and (iii) a natural language feedback generator. To evaluate the system, we introduce PeanoBench, a dataset of 371 Peano Arithmetic proofs in human-written natural language and formal language, derived from the Natural Numbers Game.

Many students lack access to expert research mentorship. We ask whether an AI mentor can move undergraduates from an idea to a paper. We build METIS, a tool-augmented, stage-aware assistant with literature search, curated guidelines, methodology checks, and memory. We evaluate METIS against GPT-5 and Claude Sonnet 4.5 across six writing stages using LLM-as-a-judge pairwise preferences, student-persona rubrics, short multi-turn tutoring, and evidence/compliance checks. On 90 single-turn prompts, LLM judges preferred METIS to Claude Sonnet 4.5 in 71% and to GPT-5 in 54%. Student scores (clarity/actionability/constraint-fit; 90 prompts x 3 judges) are higher across stages. In multi-turn sessions (five scenarios/agent), METIS yields slightly higher final quality than GPT-5. Gains concentrate in document-grounded stages (D-F), consistent with stage-aware routing and groundings failure modes include premature tool routing, shallow grounding, and occasional stage misclassification.

In this paper, we introduce the novel concept of pedagogically aligned Large Language Models (LLMs) that signifies a transformative shift in the application of LLMs within educational contexts. Rather than providing direct responses to user queries, pedagogically-aligned LLMs function as scaffolding tools, breaking complex problems into manageable subproblems and guiding students towards the final answer through constructive feedback and hints. The objective is to equip learners with problem-solving strategies that deepen their understanding and internalization of the subject matter. Previous research in this field has primarily applied the supervised finetuning approach without framing the objective as an alignment problem, hence not employing reinforcement learning through human feedback (RLHF) methods. This study reinterprets the narrative by viewing the task through the lens of alignment and demonstrates how RLHF methods emerge naturally as a superior alternative for aligning LLM behaviour. Building on this perspective, we propose a novel approach for constructing a reward dataset specifically designed for the pedagogical alignment of LLMs. We apply three state-of-the-art RLHF algorithms and find that they outperform SFT significantly. Our qualitative analyses across model differences and hyperparameter sensitivity further validate the superiority of RLHF over SFT. Also, our study sheds light on the potential of online feedback for enhancing the performance of pedagogically-aligned LLMs, thus providing valuable insights for the advancement of these models in educational settings.

Instruction-following is a foundational capability of large language models (LLMs), with its improvement hinging on scalable and accurate feedback from judge models. However, the reliability of current judge models in instruction-following remains underexplored due to several deficiencies of existing meta-evaluation benchmarks, such as their insufficient data coverage and oversimplified pairwise evaluation paradigms that misalign with model optimization scenarios. To this end, we propose IF-RewardBench, a comprehensive meta-evaluation benchmark for instruction-following that covers diverse instruction and constraint types. For each instruction, we construct a preference graph containing all pairwise preferences among multiple responses based on instruction-following quality. This design enables a listwise evaluation paradigm that assesses the capabilities of judge models to rank multiple responses, which is essential in guiding model alignment. Extensive experiments on IF-RewardBench reveal significant deficiencies in current judge models and demonstrate that our benchmark achieves a stronger positive correlation with downstream task performance compared to existing benchmarks. Our codes and data are available at https://github.com/thu-coai/IF-RewardBench.

Small language models are attractive for production deployment due to their low cost, fast inference, and ease of specialization. However, adapting them to a specific task remains a challenging engineering loop, driven not by training itself but by surrounding decisions: data curation, failure diagnosis, regression avoidance, and iteration control. We present Pioneer Agent, a closed-loop system that automates this lifecycle. In cold-start mode, given only a natural-language task description, the agent acquires data, constructs evaluation sets, and iteratively trains models by jointly optimizing data, hyperparameters, and learning strategy. In production mode, given a deployed model with labeled failures, it diagnoses error patterns, constructs targeted training data, and retrains under explicit regression constraints. To evaluate this setting, we introduce AdaptFT-Bench, a benchmark of synthetic inference logs with progressively increasing noise, designed to test the full adaptation loop: diagnosis, curriculum synthesis, retraining, and verification. Across eight cold-start benchmarks spanning reasoning, math, code generation, summarization, and classification, Pioneer Agent improves over base models by 1.6-83.8 points. On AdaptFT-Bench, it improves or preserves performance in all seven scenarios, while naive retraining degrades by up to 43 points. On two production-style deployments built from public benchmark tasks, it raises intent classification from 84.9% to 99.3% and Entity F1 from 0.345 to 0.810. Beyond performance gains, the agent often discovers effective training strategies, including chain-of-thought supervision, task-specific optimization, and quality-focused data curation, purely from downstream feedback.

Large Language Models (LLMs) have shown significant promise as copilots in various tasks. Local deployment of LLMs on edge devices is necessary when handling privacy-sensitive data or latency-sensitive tasks. The computational constraints of such devices make direct deployment of powerful large-scale LLMs impractical, necessitating the Knowledge Distillation from large-scale models to lightweight models. Lots of work has been done to elicit diversity and quality training examples from LLMs, but little attention has been paid to aligning teacher instructional content based on student preferences, akin to "responsive teaching" in pedagogy. Thus, we propose ARTE, dubbed Aligning TeacheR with StudenT PreferencEs, a framework that aligns the teacher model with student preferences to generate tailored training examples for Knowledge Distillation. Specifically, we elicit draft questions and rationales from the teacher model, then collect student preferences on these questions and rationales using students' performance with in-context learning as a proxy, and finally align the teacher model with student preferences. In the end, we repeat the first step with the aligned teacher model to elicit tailored training examples for the student model on the target task. Extensive experiments on academic benchmarks demonstrate the superiority of ARTE over existing instruction-tuning datasets distilled from powerful LLMs. Moreover, we thoroughly investigate the generalization of ARTE, including the generalization of fine-tuned student models in reasoning ability and the generalization of aligned teacher models to generate tailored training data across tasks and students. In summary, our contributions lie in proposing a novel framework for tailored training example generation, demonstrating its efficacy in experiments, and investigating the generalization of both student & aligned teacher models in ARTE.

While representation alignment with self-supervised models has been shown to improve diffusion model training, its potential for enhancing inference-time conditioning remains largely unexplored. We introduce Representation-Aligned Guidance (REPA-G), a framework that leverages these aligned representations, with rich semantic properties, to enable test-time conditioning from features in generation. By optimizing a similarity objective (the potential) at inference, we steer the denoising process toward a conditioned representation extracted from a pre-trained feature extractor. Our method provides versatile control at multiple scales, ranging from fine-grained texture matching via single patches to broad semantic guidance using global image feature tokens. We further extend this to multi-concept composition, allowing for the faithful combination of distinct concepts. REPA-G operates entirely at inference time, offering a flexible and precise alternative to often ambiguous text prompts or coarse class labels. We theoretically justify how this guidance enables sampling from the potential-induced tilted distribution. Quantitative results on ImageNet and COCO demonstrate that our approach achieves high-quality, diverse generations. Code is available at https://github.com/valeoai/REPA-G.

A significant body of recent research in the field of Learning Analytics has focused on leveraging machine learning approaches for predicting at-risk students in order to initiate timely interventions and thereby elevate retention and completion rates. The overarching feature of the majority of these research studies has been on the science of prediction only. The component of predictive analytics concerned with interpreting the internals of the models and explaining their predictions for individual cases to stakeholders has largely been neglected. Additionally, works that attempt to employ data-driven prescriptive analytics to automatically generate evidence-based remedial advice for at-risk learners are in their infancy. eXplainable AI is a field that has recently emerged providing cutting-edge tools which support transparent predictive analytics and techniques for generating tailored advice for at-risk students. This study proposes a novel framework that unifies both transparent machine learning as well as techniques for enabling prescriptive analytics, while integrating the latest advances in large language models. This work practically demonstrates the proposed framework using predictive models for identifying at-risk learners of programme non-completion. The study then further demonstrates how predictive modelling can be augmented with prescriptive analytics on two case studies in order to generate human-readable prescriptive feedback for those who are at risk using ChatGPT.

Computer-use agents (CUAs) have recently made substantial progress, but deploying a separate large expert for each software domain remains expensive. Small open computer-use agents are more practical specialization targets, but they remain substantially weaker and exhibit uneven domain-specific failures. A straightforward remedy is to synthesize large-scale training data for the target domain, yet we find that this naive approach yields only marginal improvements. Building on this observation, we introduce LearnWeak, an annotation-free specialization framework for small computer-use agents that uses a stronger reference agent to identify the student's weaknesses in the target domain, synthesize targeted tasks, and construct supervision automatically. LearnWeak further introduces an error-aware specialization objective that disentangles planning and execution errors, enabling more behaviorally precise updates than broad uniform supervision. On OSWorld, LearnWeak achieves average gains of 11.6 and 11.1 percentage points over EvoCUA-8B and OpenCUA-7B, respectively, across eight domains. We also validate that our student-aware dataset generation and training approaches outperform existing autonomous trajectory generation and training baselines. Our work highlights the importance of student awareness in both data synthesis and agent training, pointing toward a more principled and efficient path for specializing small computer-use agents in diverse domains.

Prompting ChatGPT to achieve complex goals (e.g., creating a customer support chatbot) often demands meticulous prompt engineering, including aspects like fluent writing and chain-of-thought techniques. While emerging prompt optimizers can automatically refine many of these aspects, we argue that clearly conveying customized requirements (e.g., how to handle diverse inputs) remains a human-centric challenge. In this work, we introduce Requirement-Oriented Prompt Engineering (ROPE), a paradigm that focuses human attention on generating clear, complete requirements during prompting. We implement ROPE through an assessment and training suite that provides deliberate practice with LLM-generated feedback. In a study with 30 novices, we show that requirement-focused training doubles novices' prompting performance, significantly outperforming conventional prompt engineering training and prompt optimization. We also demonstrate that high-quality LLM outputs are directly tied to the quality of input requirements. Our work paves the way for more effective task delegation in human-LLM collaborative prompting.

Human experience in digital environments offers a vast, underexplored resource of authentic, untrimmed interactions that contain rich procedural knowledge. We introduce Demo2Tutorial, a framework that transforms this experience captured via screen recordings and interaction logs into structured, multimodal software tutorials for teaching both humans and agents. Demo2Tutorial first collects human experience via a dedicated recorder, then parses raw experience using a multimodal Action Parser to reconstruct perception, action, and intent. A Step Planner then abstracts these steps into hierarchical task graphs representing goals and steps. Finally, a Tutorial Composer transforms the parsed experience into structured, reusable image-text instructions. We evaluate the tutorial generation quality on a new benchmark derived from official software documentation. We further demonstrate that this distilled representation benefits (i) human learning, by automatically generating multimodal tutorials, and (ii) agent learning, by improving downstream GUI-agent planning and generalization. Experiments show Demo2Tutorial produces high-quality tutorials that surpass human-authored ones and significantly outperform baseline methods, while enabling both faster human task completion and improved GUI agent planning, demonstrating that structured tutorials distilled from human experience can serve as effective knowledge representations for advancing both human learning and agent capabilities. Code and data will be available at https://github.com/showlab/Demo2Tutorial.

Education represents one of the most promising real-world applications for Large Language Models (LLMs). However, conventional tutoring systems rely on static pre-training knowledge that lacks adaptation to individual learners, while existing RAG-augmented systems fall short in delivering personalized, guided feedback. To bridge this gap, we present DeepTutor, an agent-native open-source framework for personalized tutoring where every feature shares a common personalization substrate. We propose a hybrid personalization engine that couples static knowledge grounding with dynamic multi-resolution memory, distilling interaction history into a continuously evolving learner profile. Moreover, we construct a closed tutoring loop that bidirectionally couples citation-grounded problem solving with difficulty-calibrated question generation. The personalization substrate further supports collaborative writing, multi-agent deep research, and interactive guided learning, enabling cross-modality coherence. To move beyond reactive interfaces, we introduce TutorBot, a proactive multi-agent layer that deploys tutoring capabilities through extensible skills and unified multi-channel access, providing consistent experience across platforms. To better evaluate such tutoring systems, we construct TutorBench, a student-centric benchmark with source-grounded learner profiles and a first-person interactive protocol that measures adaptive tutoring from the learner's perspective. We further evaluate foundational agentic reasoning abilities across five authoritative benchmarks. Experiments show that DeepTutor improves personalized tutoring quality while maintaining general agentic reasoning abilities. We hope DeepTutor provides unique insights into next-generation AI-powered and personalized tutoring systems for the community.

Instruction following is a key capability for LLMs. However, recent studies have shown that LLMs often struggle with instructions containing multiple constraints (e.g. a request to create a social media post "in a funny tone" with "no hashtag"). Despite this, most evaluations focus solely on synthetic data. To address this, we introduce RealInstruct, the first benchmark designed to evaluate LLMs' ability to follow real-world multi-constrained instructions by leveraging queries real users asked AI assistants. We also investigate model-based evaluation as a cost-effective alternative to human annotation for this task. Our findings reveal that even the proprietary GPT-4 model fails to meet at least one constraint on over 21% of instructions, highlighting the limitations of state-of-the-art models. To address the performance gap between open-source and proprietary models, we propose the Decompose, Critique and Refine (DeCRIM) self-correction pipeline, which enhances LLMs' ability to follow constraints. DeCRIM works by decomposing the original instruction into a list of constraints and using a Critic model to decide when and where the LLM's response needs refinement. Our results show that DeCRIM improves Mistral's performance by 7.3% on RealInstruct and 8.0% on IFEval even with weak feedback. Moreover, we demonstrate that with strong feedback, open-source LLMs with DeCRIM can outperform GPT-4 on both benchmarks.

Intelligent tutoring systems optimize the selection and timing of learning materials to enhance understanding and long-term retention. This requires estimates of both the learner's progress (''knowledge tracing''; KT), and the prerequisite structure of the learning domain (''knowledge mapping''). While recent deep learning models achieve high KT accuracy, they do so at the expense of the interpretability of psychologically-inspired models. In this work, we present a solution to this trade-off. PSI-KT is a hierarchical generative approach that explicitly models how both individual cognitive traits and the prerequisite structure of knowledge influence learning dynamics, thus achieving interpretability by design. Moreover, by using scalable Bayesian inference, PSI-KT targets the real-world need for efficient personalization even with a growing body of learners and learning histories. Evaluated on three datasets from online learning platforms, PSI-KT achieves superior multi-step predictive accuracy and scalable inference in continual-learning settings, all while providing interpretable representations of learner-specific traits and the prerequisite structure of knowledge that causally supports learning. In sum, predictive, scalable and interpretable knowledge tracing with solid knowledge mapping lays a key foundation for effective personalized learning to make education accessible to a broad, global audience.

Enabling robots to navigate following diverse language instructions in unexplored environments is an attractive goal for human-robot interaction. However, this goal is challenging because different navigation tasks require different strategies. The scarcity of instruction navigation data hinders training an instruction navigation model with varied strategies. Therefore, previous methods are all constrained to one specific type of navigation instruction. In this work, we propose InstructNav, a generic instruction navigation system. InstructNav makes the first endeavor to handle various instruction navigation tasks without any navigation training or pre-built maps. To reach this goal, we introduce Dynamic Chain-of-Navigation (DCoN) to unify the planning process for different types of navigation instructions. Furthermore, we propose Multi-sourced Value Maps to model key elements in instruction navigation so that linguistic DCoN planning can be converted into robot actionable trajectories. With InstructNav, we complete the R2R-CE task in a zero-shot way for the first time and outperform many task-training methods. Besides, InstructNav also surpasses the previous SOTA method by 10.48% on the zero-shot Habitat ObjNav and by 86.34% on demand-driven navigation DDN. Real robot experiments on diverse indoor scenes further demonstrate our method's robustness in coping with the environment and instruction variations.

Large Language Models (LLMs) have been successful in mathematical reasoning tasks such as formal theorem proving when integrated with interactive proof assistants like Lean. Existing approaches involve training or fine-tuning an LLM on a specific dataset to perform well on particular domains, such as undergraduate-level mathematics. These methods struggle with generalizability to advanced mathematics. A fundamental limitation is that these approaches operate on static domains, failing to capture how mathematicians often work across multiple domains and projects simultaneously or cyclically. We present LeanAgent, a novel lifelong learning framework for theorem proving that continuously generalizes to and improves on ever-expanding mathematical knowledge without forgetting previously learned knowledge. LeanAgent introduces several key innovations, including a curriculum learning strategy that optimizes the learning trajectory in terms of mathematical difficulty, a dynamic database for efficient management of evolving mathematical knowledge, and progressive training to balance stability and plasticity. LeanAgent successfully proves 162 theorems previously unproved by humans across 23 diverse Lean repositories, many from advanced mathematics. It performs up to 11times better than the static LLM baseline, proving challenging theorems in domains like abstract algebra and algebraic topology while showcasing a clear progression of learning from basic concepts to advanced topics. In addition, we analyze LeanAgent's superior performance on key lifelong learning metrics. LeanAgent achieves exceptional scores in stability and backward transfer, where learning new tasks improves performance on previously learned tasks. This emphasizes LeanAgent's continuous generalizability and improvement, explaining its superior theorem proving performance.

Learning in environments with large state and action spaces, and sparse rewards, can hinder a Reinforcement Learning (RL) agent's learning through trial-and-error. For instance, following natural language instructions on the Web (such as booking a flight ticket) leads to RL settings where input vocabulary and number of actionable elements on a page can grow very large. Even though recent approaches improve the success rate on relatively simple environments with the help of human demonstrations to guide the exploration, they still fail in environments where the set of possible instructions can reach millions. We approach the aforementioned problems from a different perspective and propose guided RL approaches that can generate unbounded amount of experience for an agent to learn from. Instead of learning from a complicated instruction with a large vocabulary, we decompose it into multiple sub-instructions and schedule a curriculum in which an agent is tasked with a gradually increasing subset of these relatively easier sub-instructions. In addition, when the expert demonstrations are not available, we propose a novel meta-learning framework that generates new instruction following tasks and trains the agent more effectively. We train DQN, deep reinforcement learning agent, with Q-value function approximated with a novel QWeb neural network architecture on these smaller, synthetic instructions. We evaluate the ability of our agent to generalize to new instructions on World of Bits benchmark, on forms with up to 100 elements, supporting 14 million possible instructions. The QWeb agent outperforms the baseline without using any human demonstration achieving 100% success rate on several difficult environments.

Task semantics can be expressed by a set of input-to-output examples or a piece of textual instruction. Conventional machine learning approaches for natural language processing (NLP) mainly rely on the availability of large-scale sets of task-specific examples. Two issues arise: first, collecting task-specific labeled examples does not apply to scenarios where tasks may be too complicated or costly to annotate, or the system is required to handle a new task immediately; second, this is not user-friendly since end-users are probably more willing to provide task description rather than a set of examples before using the system. Therefore, the community is paying increasing interest in a new supervision-seeking paradigm for NLP: learning from task instructions. Despite its impressive progress, there are some common issues that the community struggles with. This survey paper tries to summarize and provide insights into the current research on instruction learning, particularly by answering the following questions: (i) What is task instruction, and what instruction types exist? (ii) How to model instructions? (iii) What factors influence and explain the instructions' performance? (iv) What challenges remain in instruction learning? To our knowledge, this is the first comprehensive survey about textual instructions.

Text-to-Image models have introduced a remarkable leap in the evolution of machine learning, demonstrating high-quality synthesis of images from a given text-prompt. However, these powerful pretrained models still lack control handles that can guide spatial properties of the synthesized images. In this work, we introduce a universal approach to guide a pretrained text-to-image diffusion model, with a spatial map from another domain (e.g., sketch) during inference time. Unlike previous works, our method does not require to train a dedicated model or a specialized encoder for the task. Our key idea is to train a Latent Guidance Predictor (LGP) - a small, per-pixel, Multi-Layer Perceptron (MLP) that maps latent features of noisy images to spatial maps, where the deep features are extracted from the core Denoising Diffusion Probabilistic Model (DDPM) network. The LGP is trained only on a few thousand images and constitutes a differential guiding map predictor, over which the loss is computed and propagated back to push the intermediate images to agree with the spatial map. The per-pixel training offers flexibility and locality which allows the technique to perform well on out-of-domain sketches, including free-hand style drawings. We take a particular focus on the sketch-to-image translation task, revealing a robust and expressive way to generate images that follow the guidance of a sketch of arbitrary style or domain. Project page: sketch-guided-diffusion.github.io

Instruction-tuned language models (LM) are able to respond to imperative commands, providing a more natural user interface compared to their base counterparts. In this work, we present Promptriever, the first retrieval model able to be prompted like an LM. To train Promptriever, we curate and release a new instance-level instruction training set from MS MARCO, spanning nearly 500k instances. Promptriever not only achieves strong performance on standard retrieval tasks, but also follows instructions. We observe: (1) large gains (reaching SoTA) on following detailed relevance instructions (+14.3 p-MRR / +3.1 nDCG on FollowIR), (2) significantly increased robustness to lexical choices/phrasing in the query+instruction (+12.9 Robustness@10 on InstructIR), and (3) the ability to perform hyperparameter search via prompting to reliably improve retrieval performance (+1.4 average increase on BEIR). Promptriever demonstrates that retrieval models can be controlled with prompts on a per-query basis, setting the stage for future work aligning LM prompting techniques with information retrieval.

In this paper, we focus on enhancing a diffusion-based text-to-video (T2V) model during the post-training phase by distilling a highly capable consistency model from a pretrained T2V model. Our proposed method, T2V-Turbo-v2, introduces a significant advancement by integrating various supervision signals, including high-quality training data, reward model feedback, and conditional guidance, into the consistency distillation process. Through comprehensive ablation studies, we highlight the crucial importance of tailoring datasets to specific learning objectives and the effectiveness of learning from diverse reward models for enhancing both the visual quality and text-video alignment. Additionally, we highlight the vast design space of conditional guidance strategies, which centers on designing an effective energy function to augment the teacher ODE solver. We demonstrate the potential of this approach by extracting motion guidance from the training datasets and incorporating it into the ODE solver, showcasing its effectiveness in improving the motion quality of the generated videos with the improved motion-related metrics from VBench and T2V-CompBench. Empirically, our T2V-Turbo-v2 establishes a new state-of-the-art result on VBench, with a Total score of 85.13, surpassing proprietary systems such as Gen-3 and Kling.

While instruction-tuned models have shown remarkable success in various natural language processing tasks, accurately evaluating their ability to follow instructions remains challenging. Existing benchmarks primarily focus on common instructions that align well with what the model learned during training. However, proficiency in responding to these instructions does not necessarily imply strong ability in instruction following. In this paper, we propose a novel instruction-following evaluation protocol called verbalizer manipulation. It instructs the model to verbalize the task label with words aligning with model priors to different extents, adopting verbalizers from highly aligned (e.g., outputting ``postive'' for positive sentiment), to minimally aligned (e.g., outputting ``negative'' for positive sentiment). Verbalizer manipulation can be seamlessly integrated with any classification benchmark to examine the model's reliance on priors and its ability to override them to accurately follow the instructions. We conduct a comprehensive evaluation of four major model families across nine datasets, employing twelve sets of verbalizers for each of them. We observe that the instruction-following abilities of models, across different families and scales, are significantly distinguished by their performance on less natural verbalizers. Even the strongest GPT-4 model struggles to perform better than random guessing on the most challenging verbalizer, emphasizing the need for continued advancements to improve their instruction-following abilities.

Diffusion models have shown impressive results in generating high-quality conditional samples using guidance techniques such as Classifier-Free Guidance (CFG). However, existing methods often require additional training or neural function evaluations (NFEs), making them incompatible with guidance-distilled models. Also, they rely on heuristic approaches that need identifying target layers. In this work, we propose a novel and efficient method, termed PLADIS, which boosts pre-trained models (U-Net/Transformer) by leveraging sparse attention. Specifically, we extrapolate query-key correlations using softmax and its sparse counterpart in the cross-attention layer during inference, without requiring extra training or NFEs. By leveraging the noise robustness of sparse attention, our PLADIS unleashes the latent potential of text-to-image diffusion models, enabling them to excel in areas where they once struggled with newfound effectiveness. It integrates seamlessly with guidance techniques, including guidance-distilled models. Extensive experiments show notable improvements in text alignment and human preference, offering a highly efficient and universally applicable solution.

Teaching to improve student models (e.g., knowledge distillation) is an extensively studied methodology in LLMs. However, for humans, teaching not only improves students but also improves teachers. We ask: Can LLMs also learn by teaching (LbT)? If yes, we can potentially unlock the possibility of continuously advancing the models without solely relying on human-produced data or stronger models. In this paper, we provide a preliminary exploration of this ambitious agenda. We show that LbT ideas can be incorporated into existing LLM training/prompting pipelines and provide noticeable improvements. Specifically, we design three methods, each mimicking one of the three levels of LbT in humans: observing students' feedback, learning from the feedback, and learning iteratively, with the goals of improving answer accuracy without training and improving models' inherent capability with fine-tuning. The findings are encouraging. For example, similar to LbT in human, we see that: (1) LbT can induce weak-to-strong generalization: strong models can improve themselves by teaching other weak models; (2) Diversity in students might help: teaching multiple students could be better than teaching one student or the teacher itself. We hope that this early promise can inspire future research on LbT and more broadly adopting the advanced techniques in education to improve LLMs. The code is available at https://github.com/imagination-research/lbt.

Despite impressive progress in areas like mathematical reasoning, large language models still face significant challenges in consistently solving complex problems. Drawing inspiration from key human learning strategies, we propose two novel strategies to enhance the capability of large language models to solve these complex problems. First, Adaptive Difficulty Curriculum Learning (ADCL) is a novel curriculum learning strategy that tackles the Difficulty Shift phenomenon (i.e., a model's perception of problem difficulty dynamically changes during training) by periodically re-estimating difficulty within upcoming data batches to maintain alignment with the model's evolving capabilities. Second, Expert-Guided Self-Reformulation (EGSR) is a novel reinforcement learning strategy that bridges the gap between imitation learning and pure exploration by guiding models to reformulate expert solutions within their own conceptual framework, rather than relying on direct imitation, fostering deeper understanding and knowledge assimilation. Extensive experiments on challenging mathematical reasoning benchmarks, using Qwen2.5-7B as the base model, demonstrate that these human-inspired strategies synergistically and significantly enhance performance. Notably, their combined application improves performance over the standard Zero-RL baseline by 10% on the AIME24 benchmark and 16.6% on AIME25.

Instruction fine-tuning (IFT) elicits instruction following capabilities and steers the behavior of large language models (LLMs) via supervised learning. However, existing models trained on open-source IFT datasets only have the ability to follow instructions from users, and often fail to follow complex role and rules specified by developers, a.k.a. system prompts. The ability to follow these roles and rules is essential for deployment, as it ensures that the model safely interacts with users within developer defined guidelines. To improve such role and rule following ability, we propose \model, an automated data generation pipeline that generates diverse roles and rules from existing IFT instructions, along with corresponding responses. This data can then be used to train models that follow complex system prompts. The models are evaluated on our newly created benchmarks for role and rule following ability, as well as standard instruction-following benchmarks and general NLP tasks. Our framework significantly improves role and rule following capability in LLMs, as evidenced by over 25% increase in pass-rate on rule adherence, i.e. following all requirements, in our experiments with the Alpaca and Ultrachat datasets. Moreover, our models achieves this increase without any regression on popular instruction following benchmarks.

Large language models (LLMs) are revolutionizing education, with LLM-based agents playing a key role in simulating student behavior. A major challenge in student simulation is modeling the diverse learning patterns of students at various cognitive levels. However, current LLMs, typically trained as ``helpful assistants'', target at generating perfect responses. As a result, they struggle to simulate students with diverse cognitive abilities, as they often produce overly advanced answers, missing the natural imperfections that characterize student learning and resulting in unrealistic simulations. To address this issue, we propose a training-free framework for student simulation. We begin by constructing a cognitive prototype for each student using a knowledge graph, which captures their understanding of concepts from past learning records. This prototype is then mapped to new tasks to predict student performance. Next, we simulate student solutions based on these predictions and iteratively refine them using a beam search method to better replicate realistic mistakes. To validate our approach, we construct the Student\_100 dataset, consisting of 100 students working on Python programming and 5,000 learning records. Experimental results show that our method consistently outperforms baseline models, achieving 100% improvement in simulation accuracy.

The practice of transferring knowledge from a sophisticated, closed-source large language model (LLM) to a compact, open-source LLM has garnered considerable attention. Previous works have focused on a unidirectional knowledge distillation way by aligning the responses of the student model with those of the teacher model to a set of instructions. Nevertheless, they overlooked the possibility of incorporating any reciprocal "feedback"--identifying challenging instructions where the student model's performance falls short--to boost the student model's proficiency iteratively. To this end, we propose a novel adversarial distillation framework for a more efficient knowledge transfer. Leveraging the versatile role adaptability of LLMs, we prompt the closed-source model to identify "hard" instructions and generate new "hard" instructions for the student model, creating a three-stage adversarial loop of imitation, discrimination, and generation. By applying this adversarial framework, we successfully transfer knowledge from ChatGPT to a 7B student model (named Lion), achieving nearly 95% capability approximation using a mere 70k training data. We aspire that this proposed model may serve as the baseline to reflect the performance of ChatGPT, especially the open-source instruction-following language model baseline for our community.

This work investigates large language models (LLMs) as teachable agents for learning by teaching (LBT). LBT with teachable agents helps learners identify their knowledge gaps and discover new knowledge. However, teachable agents require expensive programming of subject-specific knowledge. While LLMs as teachable agents can reduce the cost, LLMs' over-competence as tutees discourages learners from teaching. We propose a prompting pipeline that restrains LLMs' competence and makes them initiate "why" and "how" questions for effective knowledge-building. We combined these techniques into TeachYou, an LBT environment for algorithm learning, and AlgoBo, an LLM-based tutee chatbot that can simulate misconceptions and unawareness prescribed in its knowledge state. Our technical evaluation confirmed that our prompting pipeline can effectively configure AlgoBo's problem-solving performance. Through a between-subject study with 40 algorithm novices, we also observed that AlgoBo's questions led to knowledge-dense conversations (effect size=0.73). Lastly, we discuss design implications, cost-efficiency, and personalization of LLM-based teachable agents.

Can a model learn to escape its own learning plateau? Reinforcement learning methods for finetuning large reasoning models stall on datasets with low initial success rates, and thus little training signal. We investigate a fundamental question: Can a pretrained LLM leverage latent knowledge to generate an automated curriculum for problems it cannot solve? To explore this, we design SOAR: A self-improvement framework designed to surface these pedagogical signals through meta-RL. A teacher copy of the model proposes synthetic problems for a student copy, and is rewarded with its improvement on a small subset of hard problems. Critically, SOAR grounds the curriculum in measured student progress rather than intrinsic proxy rewards. Our study on the hardest subsets of mathematical benchmarks (0/128 success) reveals three core findings. First, we show that it is possible to realize bi-level meta-RL that unlocks learning under sparse, binary rewards by sharpening a latent capacity of pretrained models to generate useful stepping stones. Second, grounded rewards outperform intrinsic reward schemes used in prior LLM self-play, reliably avoiding the instability and diversity collapse modes they typically exhibit. Third, analyzing the generated questions reveals that structural quality and well-posedness are more critical for learning progress than solution correctness. Our results suggest that the ability to generate useful stepping stones does not require the preexisting ability to actually solve the hard problems, paving a principled path to escape reasoning plateaus without additional curated data.

Skill extraction and recommendation systems have been studied from recruiter, applicant, and education perspectives. While AI applications in job advertisements have received broad attention, deficiencies in the instructed skills side remain a challenge. In this work, we address the scarcity of publicly available datasets by releasing both manually annotated and synthetic datasets of skills from the European Skills, Competences, Qualifications and Occupations (ESCO) taxonomy and university course pairs and publishing corresponding annotation guidelines. Specifically, we match graduate-level university courses with skills from the Systems Analysts and Management and Organization Analyst ESCO occupation groups at two granularities: course title with a skill, and course sentence with a skill. We train language models on this dataset to serve as a baseline for retrieval and recommendation systems for course-to-skill and skill-to-course matching. We evaluate the models on a portion of the annotated data. Our BERT model achieves 87% F1-score, showing that course and skill matching is a feasible task.

Scaling high-quality tutoring remains a major challenge in education. Due to growing demand, many platforms employ novice tutors who, unlike experienced educators, struggle to address student mistakes and thus fail to seize prime learning opportunities. Our work explores the potential of large language models (LLMs) to close the novice-expert knowledge gap in remediating math mistakes. We contribute Bridge, a method that uses cognitive task analysis to translate an expert's latent thought process into a decision-making model for remediation. This involves an expert identifying (A) the student's error, (B) a remediation strategy, and (C) their intention before generating a response. We construct a dataset of 700 real tutoring conversations, annotated by experts with their decisions. We evaluate state-of-the-art LLMs on our dataset and find that the expert's decision-making model is critical for LLMs to close the gap: responses from GPT4 with expert decisions (e.g., "simplify the problem") are +76% more preferred than without. Additionally, context-sensitive decisions are critical to closing pedagogical gaps: random decisions decrease GPT4's response quality by -97% than expert decisions. Our work shows the potential of embedding expert thought processes in LLM generations to enhance their capability to bridge novice-expert knowledge gaps. Our dataset and code can be found at: https://github.com/rosewang2008/bridge.

Reinforcement Learning from Verifiable Rewards (RLVR) has been widely adopted as the de facto method for enhancing the reasoning capabilities of large language models and has demonstrated notable success in verifiable domains like math and competitive programming tasks. However, the efficacy of RLVR diminishes significantly when applied to agentic environments. These settings, characterized by multi-step, complex problem solving, lead to high failure rates even for frontier LLMs, as the reward landscape is too sparse for effective model training via conventional RLVR. In this work, we introduce Agent-RLVR, a framework that makes RLVR effective in challenging agentic settings, with an initial focus on software engineering tasks. Inspired by human pedagogy, Agent-RLVR introduces agent guidance, a mechanism that actively steers the agent towards successful trajectories by leveraging diverse informational cues. These cues, ranging from high-level strategic plans to dynamic feedback on the agent's errors and environmental interactions, emulate a teacher's guidance, enabling the agent to navigate difficult solution spaces and promotes active self-improvement via additional environment exploration. In the Agent-RLVR training loop, agents first attempt to solve tasks to produce initial trajectories, which are then validated by unit tests and supplemented with agent guidance. Agents then reattempt with guidance, and the agent policy is updated with RLVR based on the rewards of these guided trajectories. Agent-RLVR elevates the pass@1 performance of Qwen-2.5-72B-Instruct from 9.4% to 22.4% on SWE-Bench Verified. We find that our guidance-augmented RLVR data is additionally useful for test-time reward model training, shown by further boosting pass@1 to 27.8%. Agent-RLVR lays the groundwork for training agents with RLVR in complex, real-world environments where conventional RL methods struggle.

As students increasingly adopt large language models (LLMs) as learning aids, it is crucial to build models that are adept at handling the nuances of tutoring: they need to identify the core needs of students, be adaptive, provide personalized guidance, and be accurate. To this end, we introduce TutorBench, a dataset and evaluation benchmark designed to rigorously evaluate the core tutoring skills of LLMs. The dataset comprises 1,490 samples curated by human experts, focused on high-school and AP-level curricula. The samples are drawn from three common tutoring tasks: (i) generating adaptive explanations tailored to a student's confusion, (ii) providing actionable feedback on a student's work, and (iii) promoting active learning through effective hint generation. To account for the inherent complexity of tutoring, samples are accompanied by sample-specific rubrics which are used to judge model responses during evaluation. TutorBench uses a reliable and fine-grained automatic evaluation method that uses an LLM-judge and the sample-specific rubrics. We evaluate 16 frontier LLMs on TutorBench and present a detailed analysis of their performance and behavior. Our results show that none of the frontier LLMs achieve a score of greater than 56%, showing a large room for improvement. We find that LLMs fall short in exhibiting the full range of tutoring skills needed to guide, diagnose, and support students effectively, with all the frontier models achieving less than a 60% pass rate on rubric criteria related to these skills. We also find that different model families exhibit varied strengths and limitations: the Claude models outperform others in supporting active learning, while they lag behind in the other two use cases. By releasing TutorBench, we provide a comprehensive and unsaturated benchmark to guide the development of the next-generation of AI tutors.

Classifier-free guidance is a key component for enhancing the performance of conditional generative models across diverse tasks. While it has previously demonstrated remarkable improvements for the sample quality, it has only been exclusively employed for diffusion models. In this paper, we integrate classifier-free guidance into Flow Matching (FM) models, an alternative simulation-free approach that trains Continuous Normalizing Flows (CNFs) based on regressing vector fields. We explore the usage of Guided Flows for a variety of downstream applications. We show that Guided Flows significantly improves the sample quality in conditional image generation and zero-shot text-to-speech synthesis, boasting state-of-the-art performance. Notably, we are the first to apply flow models for plan generation in the offline reinforcement learning setting, showcasing a 10x speedup in computation compared to diffusion models while maintaining comparable performance.

Open large language models (LLMs) with great performance in various tasks have significantly advanced the development of LLMs. However, they are far inferior to commercial models such as ChatGPT and GPT-4 when acting as agents to tackle complex tasks in the real world. These agent tasks employ LLMs as the central controller responsible for planning, memorization, and tool utilization, necessitating both fine-grained prompting methods and robust LLMs to achieve satisfactory performance. Though many prompting methods have been proposed to complete particular agent tasks, there is lack of research focusing on improving the agent capabilities of LLMs themselves without compromising their general abilities. In this work, we present AgentTuning, a simple and general method to enhance the agent abilities of LLMs while maintaining their general LLM capabilities. We construct AgentInstruct, a lightweight instruction-tuning dataset containing high-quality interaction trajectories. We employ a hybrid instruction-tuning strategy by combining AgentInstruct with open-source instructions from general domains. AgentTuning is used to instruction-tune the Llama 2 series, resulting in AgentLM. Our evaluations show that AgentTuning enables LLMs' agent capabilities without compromising general abilities. The AgentLM-70B is comparable to GPT-3.5-turbo on unseen agent tasks, demonstrating generalized agent capabilities. We open source the AgentInstruct and AgentLM-7B, 13B, and 70B models at https://github.com/THUDM/AgentTuning , serving open and powerful alternatives to commercial LLMs for agent tasks.

We introduce our Leanabell-Prover-V2, a 7B large language models (LLMs) that can produce formal theorem proofs in Lean 4, with verifier-integrated Long Chain-of-Thoughts (CoT). Following our previous work Leanabell-Prover-V1, we continual to choose to posttrain existing strong prover models for further performance improvement. In our V2 version, we mainly upgrade the Reinforcement Learning (RL) with feedback provided by the Lean 4 verifier. Crucially, verifier feedback, such as indicating success or detailing specific errors, allows the LLM to become ``self-aware'' of the correctness of its own reasoning process and learn to reflexively correct errors. Leanabell-Prover-V2 directly optimizes LLM reasoning trajectories with multi-turn verifier interactions, together with feedback token masking for stable RL training and a simple reward strategy. Experiments show that Leanabell-Prover-V2 improves performance by 3.2% (pass@128) with Kimina-Prover-Preview-Distill-7B and 2.0% (pass@128) with DeepSeek-Prover-V2-7B on the MiniF2F test set. The source codes, curated data and models are available at: https://github.com/Leanabell-LM/Leanabell-Prover-V2.

Denoising diffusion models (DDMs) have attracted attention for their exceptional generation quality and diversity. This success is largely attributed to the use of class- or text-conditional diffusion guidance methods, such as classifier and classifier-free guidance. In this paper, we present a more comprehensive perspective that goes beyond the traditional guidance methods. From this generalized perspective, we introduce novel condition- and training-free strategies to enhance the quality of generated images. As a simple solution, blur guidance improves the suitability of intermediate samples for their fine-scale information and structures, enabling diffusion models to generate higher quality samples with a moderate guidance scale. Improving upon this, Self-Attention Guidance (SAG) uses the intermediate self-attention maps of diffusion models to enhance their stability and efficacy. Specifically, SAG adversarially blurs only the regions that diffusion models attend to at each iteration and guides them accordingly. Our experimental results show that our SAG improves the performance of various diffusion models, including ADM, IDDPM, Stable Diffusion, and DiT. Moreover, combining SAG with conventional guidance methods leads to further improvement.

Research in Curriculum Learning has shown better performance on the task by optimizing the sequence of the training data. Recent works have focused on using complex reinforcement learning techniques to find the optimal data ordering strategy to maximize learning for a given network. In this paper, we present a simple yet efficient technique based on continuous optimization trained with auto-encoding procedure. We call this new approach Training Sequence Optimization (TSO). With a usual encoder-decoder setup we try to learn the latent space continuous representation of the training strategy and a predictor network is used on the continuous representation to predict the accuracy of the strategy on the fixed network architecture. The performance predictor and encoder enable us to perform gradient-based optimization by gradually moving towards the latent space representation of training data ordering with potentially better accuracy. We show an empirical gain of 2AP with our generated optimal curriculum strategy over the random strategy using the CIFAR-100 and CIFAR-10 datasets and have better boosts than the existing state-of-the-art CL algorithms.

Recently, the role of LLM-as-judge in evaluating large language models has gained prominence. However, current judge models suffer from narrow specialization and limited robustness, undermining their capacity for comprehensive evaluations. In this work, we present CompassJudger-2, a novel generalist judge model that overcomes these limitations via a task-driven, multi-domain data curation strategy. Central to our approach is supervising judgment tasks with verifiable rewards, guiding intrinsic critical reasoning through rejection sampling to foster robust, generalizable judgment capabilities. We introduce a refined learning objective with margin policy gradient loss to enhance performance. Empirically, CompassJudger-2 achieves superior results across multiple judge and reward benchmarks, and our 7B model demonstrates competitive judgment accuracy with significantly larger models like DeepSeek-V3 and Qwen3-235B-A22B. Additionally, we propose JudgerBenchV2, a comprehensive benchmark evaluating cross-domain judgment accuracy and rank consistency to standardize judge model evaluation. These contributions advance robust, scalable LLM judgment and establish new performance and evaluation standards.

LLM agents acting in structured environments fail in operational rather than conversational ways, and reliability depends on procedural knowledge of the environment. Prior self-improvement methods accumulate natural-language guidance without checking that each new item preserves previously correct behavior, so a note that fixes one trajectory can silently regress another. We introduce GRASP (Gated Regression-Aware Skill Proposer), which treats agent improvement as a sequence of edits to a bounded skill library, admitting each candidate only if it produces a net improvement on a balanced held-out probe under a hard regression budget. We evaluate GRASP across five base models (gpt-oss-120b, DeepSeek V4 Flash, Gemini 3.1 Flash Lite, GPT-4.1, GPT-5.4) on two FHIR-based clinical benchmarks. On MedAgentBench, GRASP lifts gpt-oss-120b from 40.6% to 88.8%, exceeds the strongest of five self-improvement baselines by 21.0 points, and improves every other base model by 17.2 to 40.3 points. Ablations attribute the gain to comparative proposal generation, the acceptance gate, and the hard regression budget rather than to skill writing itself, which without validation is no better than using no skills. The mechanism generalizes beyond the clinical domain, improving agents on three of four non-clinical environments and remaining flat only where the action space is open-ended. Frozen libraries transfer across models, where skills from a stronger model improve weaker executors beyond what they learn for themselves while the reverse does not, an asymmetry that no ungated baseline reproduces.

Human teaching effort is a significant bottleneck for the broader applicability of interactive imitation learning. To reduce the number of required queries, existing methods employ active learning to query the human teacher only in uncertain, risky, or novel situations. However, during these queries, the novice's planned actions are not utilized despite containing valuable information, such as the novice's capabilities, as well as corresponding uncertainty levels. To this end, we allow the novice to say: "I plan to do this, but I am uncertain." We introduce the Active Skill-level Data Aggregation (ASkDAgger) framework, which leverages teacher feedback on the novice plan in three key ways: (1) S-Aware Gating (SAG): Adjusts the gating threshold to track sensitivity, specificity, or a minimum success rate; (2) Foresight Interactive Experience Replay (FIER), which recasts valid and relabeled novice action plans into demonstrations; and (3) Prioritized Interactive Experience Replay (PIER), which prioritizes replay based on uncertainty, novice success, and demonstration age. Together, these components balance query frequency with failure incidence, reduce the number of required demonstration annotations, improve generalization, and speed up adaptation to changing domains. We validate the effectiveness of ASkDAgger through language-conditioned manipulation tasks in both simulation and real-world environments. Code, data, and videos are available at https://askdagger.github.io.

As LLM agent ecosystems grow, the number of available skills (tools, plugins) has reached tens of thousands, making it infeasible to inject all skills into an agent's context. This creates a need for skill routing -- retrieving the most relevant skills from a large pool given a user task. The problem is compounded by pervasive functional overlap in community skill repositories, where many skills share similar names and purposes yet differ in implementation details. Despite its practical importance, skill routing remains under-explored. Current agent architectures adopt a progressive disclosure design -- exposing only skill names and descriptions to the agent while keeping the full implementation body hidden -- implicitly treating metadata as sufficient for selection. We challenge this assumption through a systematic empirical study on a benchmark of ~$80K skills and 75 expert-verified queries. Our key finding is that the skill body (full implementation text) is the decisive signal: removing it causes 29--44 percentage point degradation across all retrieval methods, and cross-encoder attention analysis reveals 91.7% of attention concentrating on the body field. Motivated by this finding, we propose SkillRouter, a two-stage retrieve-and-rerank pipeline totaling only 1.2B parameters (0.6B encoder + 0.6B reranker). SkillRouter achieves 74.0% top-1 routing accuracy and delivers the strongest average result among the compact and zero-shot baselines we evaluate, while remaining deployable on consumer hardware.

LLM chatbot interfaces allow students to get instant, interactive assistance with homework, but doing so carelessly may not advance educational objectives. In this study, an interactive homework help system based on DeepSeek R1 is developed and first implemented for students enrolled in a large computer science beginning programming course. In addition to an assist button in a well-known code editor, our assistant also has a feedback option in our command-line automatic evaluator. It wraps student work in a personalized prompt that advances our educational objectives without offering answers straight away. We have discovered that our assistant can recognize students' conceptual difficulties and provide ideas, plans, and template code in pedagogically appropriate ways. However, among other mistakes, it occasionally incorrectly labels the correct student code as incorrect or encourages students to use correct-but-lesson-inappropriate approaches, which can lead to long and frustrating journeys for the students. After discussing many development and deployment issues, we provide our conclusions and future actions.

Large language models (LLMs) hold the promise of solving diverse tasks when provided with appropriate natural language prompts. However, prompting often leads models to make predictions with lower accuracy compared to finetuning a model with ample training data. On the other hand, while finetuning LLMs on task-specific data generally improves their performance, abundant annotated datasets are not available for all tasks. Previous work has explored generating task-specific data from state-of-the-art LLMs and using this data to finetune smaller models, but this approach requires access to a language model other than the one being trained, which introduces cost, scalability challenges, and legal hurdles associated with continuously relying on more powerful LLMs. In response to these, we propose SELF-GUIDE, a multi-stage mechanism in which we synthesize task-specific input-output pairs from the student LLM, then use these input-output pairs to finetune the student LLM itself. In our empirical evaluation of the Natural Instructions V2 benchmark, we find that SELF-GUIDE improves the performance of LLM by a substantial margin. Specifically, we report an absolute improvement of approximately 15% for classification tasks and 18% for generation tasks in the benchmark's metrics. This sheds light on the promise of self-synthesized data guiding LLMs towards becoming task-specific experts without any external learning signals.

Recent advancements in Text-to-Image (T2I) diffusion models have demonstrated impressive success in generating high-quality images with zero-shot generalization capabilities. Yet, current models struggle to closely adhere to prompt semantics, often misrepresenting or overlooking specific attributes. To address this, we propose a simple, training-free approach that modulates the guidance direction of diffusion models during inference. We first decompose the prompt semantics into a set of concepts, and monitor the guidance trajectory in relation to each concept. Our key observation is that deviations in model's adherence to prompt semantics are highly correlated with divergence of the guidance from one or more of these concepts. Based on this observation, we devise a technique to steer the guidance direction towards any concept from which the model diverges. Extensive experimentation validates that our method improves the semantic alignment of images generated by diffusion models in response to prompts. Project page is available at: https://korguy.github.io/

Despite widespread deployment of Large Language Models, systematic evaluation of instruction-following capabilities remains challenging. While comprehensive benchmarks exist, focused assessments that quickly diagnose specific instruction adherence patterns are valuable. As newer models may be trained on existing benchmarks, novel evaluation approaches are needed to assess genuine capabilities rather than memorized performance. This paper presents a streamlined evaluation framework using twenty carefully designed prompts to assess LLM instruction-following across diverse task categories. We demonstrate this framework through a large-scale empirical study conducted on October 14, 2025, testing 256 verified working models from 331 available via OpenRouter. To ensure methodological rigor and prevent selection bias, we first verified each model's basic functionality before inclusion. Unlike large-scale benchmarks requiring extensive computational resources, our approach offers a practical diagnostic tool researchers and practitioners can readily apply. Our methodology builds upon verifiable instructions while introducing a compact test suite balancing comprehensiveness with efficiency. Each prompt targets distinct aspects of instruction following, including format compliance, content constraints, logical sequencing, and multi-step task execution. We evaluate models from major providers (OpenAI, Anthropic, Google, Meta, Mistral) and emerging implementations (Qwen, DeepSeek, community models), providing comparative performance analysis. Our findings reveal consistent failure modes and identify specific instruction types posing particular challenges. This work contributes both a practical evaluation tool and one of the most comprehensive empirical analyses of instruction-following capabilities across the contemporary LLM landscape.

Generative social robots (GSRs) powered by large language models enable adaptive, conversational tutoring but also introduce risks such as misinformation, overreliance, and privacy violations. Existing frameworks for educational technologies and responsible AI primarily define desired behaviors, yet they rarely specify the knowledge prerequisites that enable generative agents to express these behaviors reliably. To address this gap, we adopt a knowledge-based design perspective and investigate what information tutoring-oriented GSRs require to function responsibly and effectively in higher education. Based on twelve semistructured interviews with university students and lecturers, we identified twelve design requirements across three knowledge types: self-knowledge (assertive, conscientious, and friendly personality with customizable role), user-knowledge (personalized information about student learning goals, learning progress, motivation type, emotional state, and background), and context-knowledge (learning materials, educational strategies, courserelated information, and physical learning environment). Drawing from these results, this work provides a structured foundation for the design of tutoring GSRs, aligning generative AI capabilities with pedagogical and ethical expectations.

Given an unconditional diffusion model and a predictor for a target property of interest (e.g., a classifier), the goal of training-free guidance is to generate samples with desirable target properties without additional training. Existing methods, though effective in various individual applications, often lack theoretical grounding and rigorous testing on extensive benchmarks. As a result, they could even fail on simple tasks, and applying them to a new problem becomes unavoidably difficult. This paper introduces a novel algorithmic framework encompassing existing methods as special cases, unifying the study of training-free guidance into the analysis of an algorithm-agnostic design space. Via theoretical and empirical investigation, we propose an efficient and effective hyper-parameter searching strategy that can be readily applied to any downstream task. We systematically benchmark across 7 diffusion models on 16 tasks with 40 targets, and improve performance by 8.5% on average. Our framework and benchmark offer a solid foundation for conditional generation in a training-free manner.

Personalizing text-to-image diffusion models is crucial for adapting the pre-trained models to specific target concepts, enabling diverse image generation. However, fine-tuning with few images introduces an inherent trade-off between aligning with the target distribution (e.g., subject fidelity) and preserving the broad knowledge of the original model (e.g., text editability). Existing sampling guidance methods, such as classifier-free guidance (CFG) and autoguidance (AG), fail to effectively guide the output toward well-balanced space: CFG restricts the adaptation to the target distribution, while AG compromises text alignment. To address these limitations, we propose personalization guidance, a simple yet effective method leveraging an unlearned weak model conditioned on a null text prompt. Moreover, our method dynamically controls the extent of unlearning in a weak model through weight interpolation between pre-trained and fine-tuned models during inference. Unlike existing guidance methods, which depend solely on guidance scales, our method explicitly steers the outputs toward a balanced latent space without additional computational overhead. Experimental results demonstrate that our proposed guidance can improve text alignment and target distribution fidelity, integrating seamlessly with various fine-tuning strategies.

Pretrained models have become a commodity and offer strong results on a broad range of tasks. In this work, we focus on classification and seek to learn a unique encoder able to take from several complementary pretrained models. We aim at even stronger generalization across a variety of classification tasks. We propose to learn such an encoder via multi-teacher distillation. We first thoroughly analyse standard distillation when driven by multiple strong teachers with complementary strengths. Guided by this analysis, we gradually propose improvements to the basic distillation setup. Among those, we enrich the architecture of the encoder with a ladder of expendable projectors, which increases the impact of intermediate features during distillation, and we introduce teacher dropping, a regularization mechanism that better balances the teachers' influence. Our final distillation strategy leads to student models of the same capacity as any of the teachers, while retaining or improving upon the performance of the best teacher for each task. Project page and code: https://europe.naverlabs.com/unic

Gripper-in-hand data collection decouples demonstration acquisition from robot hardware, but whether a trajectory is executable on the target robot remains unknown until a separate replay-and-validate stage. Failed demonstrations therefore inflate the effective cost per usable trajectory through repeated collection, diagnosis, and validation. Existing collection-time feedback systems mitigate this issue but rely on head-worn AR/VR displays, robot-in-the-loop hardware, or learned dynamics models; real-time executability feedback has not yet been integrated into the gripper-in-hand data collection paradigm. We present FeasibleCap, a gripper-in-hand data collection system that brings real-time executability guidance into robot-free capture. At each frame, FeasibleCap checks reachability, joint-rate limits, and collisions against a target robot model and closes the loop through on-device visual overlays and haptic cues, allowing demonstrators to correct motions during collection without learned models, headsets, or robot hardware. On pick-and-place and tossing tasks, FeasibleCap improves replay success and reduces the fraction of infeasible frames, with the largest gains on tossing. Simulation experiments further indicate that enforcing executability constraints during collection does not sacrifice cross-embodiment transfer across robot platforms. Hardware designs and software are available at https://github.com/aod321/FeasibleCap.

Instruct LLM provide a paradigm used in large scale language model to align LLM to human preference. The paradigm contains supervised fine tuning and reinforce learning from human feedback. This paradigm is also used in downstream scenarios to adapt LLM to specific corpora and applications. Comparing to SFT, there are many efforts focused on RLHF and several algorithms being proposed, such as PPO, DPO, IPO, KTO, MinorDPO and etc. Meanwhile most efforts for SFT are focused on how to collect, filter and mix high quality data. In this article with insight from DPO and MinorDPO, we propose a training metric for SFT to measure the discrepancy between the optimized model and the original model, and a loss function MinorSFT that can increase the training effectiveness, and reduce the discrepancy between the optimized LLM and original LLM.

Large vision-language models have endowed GUI agents with strong general capabilities for interface understanding and interaction. However, due to insufficient exposure to domain-specific software operation data during training, these agents exhibit significant domain bias - they lack familiarity with the specific operation workflows (planning) and UI element layouts (grounding) of particular applications, limiting their real-world task performance. In this paper, we present GUIDE (GUI Unbiasing via Instructional-Video Driven Expertise), a training-free, plug-and-play framework that resolves GUI agent domain bias by autonomously acquiring domain-specific expertise from web tutorial videos through a retrieval-augmented automated annotation pipeline. GUIDE introduces two key innovations. First, a subtitle-driven Video-RAG pipeline unlocks video semantics through subtitle analysis, performing progressive three-stage retrieval - domain classification, topic extraction, and relevance matching - to identify task-relevant tutorial videos. Second, a fully automated annotation pipeline built on an inverse dynamics paradigm feeds consecutive keyframes enhanced with UI element detection into VLMs, inferring the required planning and grounding knowledge that are injected into the agent's corresponding modules to address both manifestations of domain bias. Extensive experiments on OSWorld demonstrate GUIDE's generality as a plug-and-play component for both multi-agent systems and single-model agents. It consistently yields over 5% improvements and reduces execution steps - without modifying any model parameters or architecture - validating GUIDE as an architecture-agnostic enhancement to bridge GUI agent domain bias.

Reinforcement Learning with Verifiable Rewards (RLVR) is a promising paradigm for enhancing the reasoning ability in Large Language Models (LLMs). However, prevailing methods primarily rely on self-exploration or a single off-policy teacher to elicit long chain-of-thought (LongCoT) reasoning, which may introduce intrinsic model biases and restrict exploration, ultimately limiting reasoning diversity and performance. Drawing inspiration from multi-teacher strategies in knowledge distillation, we introduce Adaptive Multi-Guidance Policy Optimization (AMPO), a novel framework that adaptively leverages guidance from multiple proficient teacher models, but only when the on-policy model fails to generate correct solutions. This "guidance-on-demand" approach expands exploration while preserving the value of self-discovery. Moreover, AMPO incorporates a comprehension-based selection mechanism, prompting the student to learn from the reasoning paths that it is most likely to comprehend, thus balancing broad exploration with effective exploitation. Extensive experiments show AMPO substantially outperforms a strong baseline (GRPO), with a 4.3% improvement on mathematical reasoning tasks and 12.2% on out-of-distribution tasks, while significantly boosting Pass@k performance and enabling more diverse exploration. Notably, using four peer-sized teachers, our method achieves comparable results to approaches that leverage a single, more powerful teacher (e.g., DeepSeek-R1) with more data. These results demonstrate a more efficient and scalable path to superior reasoning and generalizability. Our code is available at https://github.com/SII-Enigma/AMPO.

State-of-the-art neural theorem provers like DeepSeek-Prover-V1.5 combine large language models with reinforcement learning, achieving impressive results through sophisticated training. We ask: do these highly-trained models still benefit from simple structural guidance at inference time? We evaluate a lightweight intervention -- a fixed prompt schedule over 15 common tactic skeletons -- on the miniF2F benchmark. This simple approach yields 21.7% pass@16 compared to 15.2% for standard sampling from the same model, a 43% relative improvement using the same number of samples (k=16) and same maximum generation length (1024 tokens). Our results suggest that even capable RL-trained provers underutilize structural priors available in the tactic language, and that simple inference-time guidance remains a cheap, complementary boost.

The integration of large language models (LLMs) into education presents unprecedented opportunities for scalable personalized learning. However, standard LLMs often function as generic information providers, lacking alignment with fundamental pedagogical principles such as helpfulness, student-centered personalization, and creativity cultivation. To bridge this gap, we propose EduAlign, a novel framework designed to guide LLMs toward becoming more effective and responsible educational assistants. EduAlign consists of two main stages. In the first stage, we curate a dataset of 8k educational interactions and annotate them-both manually and automatically-along three key educational dimensions: Helpfulness, Personalization, and Creativity (HPC). These annotations are used to train HPC-RM, a multi-dimensional reward model capable of accurately scoring LLM outputs according to these educational principles. We further evaluate the consistency and reliability of this reward model. In the second stage, we leverage HPC-RM as a reward signal to fine-tune a pre-trained LLM using Group Relative Policy Optimization (GRPO) on a set of 2k diverse prompts. We then assess the pre- and post-finetuning models on both educational and general-domain benchmarks across the three HPC dimensions. Experimental results demonstrate that the fine-tuned model exhibits significantly improved alignment with pedagogical helpfulness, personalization, and creativity stimulation. This study presents a scalable and effective approach to aligning LLMs with nuanced and desirable educational traits, paving the way for the development of more engaging, pedagogically aligned AI tutors.

In long-horizon LLM agent reinforcement learning, weak policies often repeat similar failures, producing uninformative rollout trajectories and limiting effective policy optimization. Existing skill-centric methods improve exploration by optimizing, filtering, or internalizing reusable skills. However, they remain centered on the skills themselves rather than being designed as adaptive training-time support for the evolving policy. To address this, we propose a policy-centric training paradigm that reframes skills as a dynamic training scaffold. Our framework, Pats, converts rollout groups from the latest policy into evidence cards and uses task-specific evaluation to adjust the context used in subsequent rollouts. Concrete guidance helps weak policies to complete challenging tasks. As policy improves, redundant context is revised or removed to reduce reliance on explicit guidance while preserving useful rollout variation. The policy is optimized with environmental rewards using standard RLVR, and the training scaffold is discarded at deployment. On ALFWorld and WebShop, Pats improves over strong baselines by up to 18.6%. Across seven search-augmented QA benchmarks, it remains competitive while using 32.1% fewer prompt tokens than the baseline.

The current study describes a cost-effective method for adapting large language models (LLMs) for academic advising with study-abroad contexts in mind and for application in low-resource methods for acculturation. With the Mistral-7B-Instruct model applied with a Low-Rank Adaptation (LoRA) method and a 4-bit quantization method, the model underwent training in two distinct stages related to this study's purpose to enhance domain specificity while maintaining computational efficiency. In Phase 1, the model was conditioned with a synthetic dataset via the Gemini Pro API, and in Phase 2, it was trained with manually curated datasets from the StudyAbroadGPT project to achieve enhanced, contextualized responses. Technical innovations entailed memory-efficient quantization, parameter-efficient adaptation, and continuous training analytics via Weights & Biases. After training, this study demonstrated a reduction in training loss by 52.7%, 92% accuracy in domain-specific recommendations, achieved 95% markdown-based formatting support, and a median run-rate of 100 samples per second on off-the-shelf GPU equipment. These findings support the effective application of instruction-tuned LLMs within educational advisers, especially in low-resource institutional scenarios. Limitations included decreased generalizability and the application of a synthetically generated dataset, but this framework is scalable for adding new multilingual-augmented and real-time academic advising processes. Future directions may include plans for the integration of retrieval-augmented generation, applying dynamic quantization routines, and connecting to real-time academic databases to increase adaptability and accuracy.

Adaptive learning technology solutions often use a learner model to trace learning and make pedagogical decisions. The present research introduces a formalized methodology for specifying learner models, Logistic Knowledge Tracing (LKT), that consolidates many extant learner modeling methods. The strength of LKT is the specification of a symbolic notation system for alternative logistic regression models that is powerful enough to specify many extant models in the literature and many new models. To demonstrate the generality of LKT, we fit 12 models, some variants of well-known models and some newly devised, to 6 learning technology datasets. The results indicated that no single learner model was best in all cases, further justifying a broad approach that considers multiple learner model features and the learning context. The models presented here avoid student-level fixed parameters to increase generalizability. We also introduce features to stand in for these intercepts. We argue that to be maximally applicable, a learner model needs to adapt to student differences, rather than needing to be pre-parameterized with the level of each student's ability.

We propose a novel task, G4C, to study teacher-student natural language interactions in a goal-driven and grounded environment. Dungeons and Dragons (D&D), a role-playing game, provides an ideal setting to investigate such interactions. Here, the Dungeon Master (DM), i.e., the teacher, guides the actions of several players -- students, each with their own personas and abilities -- to achieve shared goals grounded in a fantasy world. Our approach is to decompose and model these interactions into (1) the DM's intent to guide players toward a given goal; (2) the DM's guidance utterance to the players expressing this intent; and (3) a theory-of-mind (ToM) model that anticipates the players' reaction to the guidance one turn into the future. We develop a novel reinforcement learning (RL) method for training a DM that generates guidance for players by rewarding utterances where the intent matches the ToM-anticipated player actions. Human and automated evaluations show that a DM trained to explicitly model intents and incorporate ToM of the players using RL generates better-quality guidance that is 3x more likely to fulfill the DM's intent than a vanilla natural language generation (NLG) approach.

The application of advanced generative artificial intelligence in education is often constrained by the lack of real-time adaptability, personalization, and reliability of the content. To address these challenges, we propose ExpertAgent - an intelligent agent framework designed for personalized education that provides reliable knowledge and enables highly adaptive learning experiences. Therefore, we developed ExpertAgent, an innovative learning agent that provides users with a proactive and personalized learning experience. ExpertAgent dynamic planning of the learning content and strategy based on a continuously updated student model. Therefore, overcoming the limitations of traditional static learning content to provide optimized teaching strategies and learning experience in real time. All instructional content is grounded in a validated curriculum repository, effectively reducing hallucination risks in large language models and improving reliability and trustworthiness.

Diffusion models deliver high quality in image synthesis but remain expensive during training and inference. Recent works have leveraged the inherent redundancy in visual content to make training more affordable by training only on a subset of visual information. While these methods were successful in providing cheaper and more effective training, sparsely trained diffusion models struggle in inference. This is due to their lacking response to Classifier-free Guidance (CFG) leading to underwhelming performance during inference. To overcome this, we propose Sparse Guidance (SG). Instead of using conditional dropout as a signal to guide diffusion models, SG uses token-level sparsity. As a result, SG preserves the high-variance of the conditional prediction better, achieving good quality and high variance outputs. Leveraging token-level sparsity at inference, SG improves fidelity at lower compute, achieving 1.58 FID on the commonly used ImageNet-256 benchmark with 25% fewer FLOPs, and yields up to 58% FLOP savings at matched baseline quality. To demonstrate the effectiveness of Sparse Guidance, we train a 2.5B text-to-image diffusion model using training time sparsity and leverage SG during inference. SG achieves improvements in composition and human preference score while increasing throughput at the same time.

Efficient and accurate evaluation is crucial for the continuous improvement of large language models (LLMs). Among various assessment methods, subjective evaluation has garnered significant attention due to its superior alignment with real-world usage scenarios and human preferences. However, human-based evaluations are costly and lack reproducibility, making precise automated evaluators (judgers) vital in this process. In this report, we introduce CompassJudger-1, the first open-source all-in-one judge LLM. CompassJudger-1 is a general-purpose LLM that demonstrates remarkable versatility. It is capable of: 1. Performing unitary scoring and two-model comparisons as a reward model; 2. Conducting evaluations according to specified formats; 3. Generating critiques; 4. Executing diverse tasks like a general LLM. To assess the evaluation capabilities of different judge models under a unified setting, we have also established JudgerBench, a new benchmark that encompasses various subjective evaluation tasks and covers a wide range of topics. CompassJudger-1 offers a comprehensive solution for various evaluation tasks while maintaining the flexibility to adapt to diverse requirements. Both CompassJudger and JudgerBench are released and available to the research community athttps://github.com/open-compass/CompassJudger. We believe that by open-sourcing these tools, we can foster collaboration and accelerate progress in LLM evaluation methodologies.

While Reinforcement Learning with Verifiable Rewards (RLVR) has shown strong effectiveness in reasoning tasks, it cannot be directly applied to non-verifiable domains lacking ground-truth verifiers, such as LLM alignment. In this work, we investigate whether reference-guided LLM-evaluators can bridge this gap by serving as soft "verifiers". First, we design evaluation protocols that enhance LLM-based evaluators for LLM alignment using reference outputs. Through comprehensive experiments, we show that a reference-guided approach substantially improves the accuracy of less capable LLM-judges using references from frontier models; stronger LLM-judges can also be enhanced by high-quality (i.e., human-written) references. Building on these improved judges, we demonstrate the utility of high-quality references in alignment tuning, where LLMs guided with references are used as judges to self-improve. We show that reference-guided self-improvement yields clear gains over both direct SFT on reference outputs and self-improvement with reference-free judges, achieving performance comparable to training with ArmoRM, a strong finetuned reward model. Specifically, our method achieves 73.1% and 58.7% on AlpacaEval and Arena-Hard with Llama-3-8B-Instruct, and 70.0% and 74.1% with Qwen2.5-7B, corresponding to average absolute gains of +20.2 / +17.1 points over SFT distillation and +5.3 / +3.6 points over reference-free self-improvement on AlpacaEval / Arena-Hard. These results highlight the potential of using reference-guided LLM-evaluators to enable effective LLM post-training in non-verifiable domains.

Instruction-following is crucial for building AI agents with large language models (LLMs), as these models must adhere strictly to user-provided constraints and guidelines. However, LLMs often fail to follow even simple and clear instructions. To improve instruction-following behavior and prevent undesirable outputs, a deeper understanding of how LLMs' internal states relate to these outcomes is required. Our analysis of LLM internal states reveal a dimension in the input embedding space linked to successful instruction-following. We demonstrate that modifying representations along this dimension improves instruction-following success rates compared to random changes, without compromising response quality. Further investigation reveals that this dimension is more closely related to the phrasing of prompts rather than the inherent difficulty of the task or instructions. This discovery also suggests explanations for why LLMs sometimes fail to follow clear instructions and why prompt engineering is often effective, even when the content remains largely unchanged. This work provides insight into the internal workings of LLMs' instruction-following, paving the way for reliable LLM agents.

Improving the reasoning capabilities of large language models (LLMs) typically relies either on the model's ability to sample a correct solution to be reinforced or on the existence of a stronger model able to solve the problem. However, many difficult problems remain intractable for even current frontier models, preventing the extraction of valid training signals. A promising alternative is to leverage high-quality expert human solutions, yet naive imitation of this data fails because it is fundamentally out of distribution: expert solutions are typically didactic, containing implicit reasoning gaps intended for human readers rather than computational models. Furthermore, high-quality expert solutions are expensive, necessitating generalizable sample-efficient training methods. We propose Distribution Aligned Imitation Learning (DAIL), a two-step method that bridges the distributional gap by first transforming expert solutions into detailed, in-distribution reasoning traces and then applying a contrastive objective to focus learning on expert insights and methodologies. We find that DAIL can leverage fewer than 1000 high-quality expert solutions to achieve 10-25% pass@k gains on Qwen2.5-Instruct and Qwen3 models, improve reasoning efficiency by 2x to 4x, and enable out-of-domain generalization.

The advent of Intelligent Tutoring Systems (ITSs) has marked a paradigm shift in education, enabling highly personalized learning pathways. However, true personalization requires adapting to learners' complex knowledge states (multi-source) and diverse goals (multi-sink); existing ITSs often lack the necessary structural-reasoning capability and knowledge dynamism to generate genuinely effective learning paths, and they lack scientifically rigorous validation paradigms. In this paper we propose GraphMASAL (A Graph-based Multi-Agent System for Adaptive Learning), which integrates (i) a dynamic knowledge graph for persistent, stateful learner modeling; (ii) a LangGraph-orchestrated trio of agents (Diagnostician, Planner, Tutor); (iii) a knowledge-graph-grounded two-stage neural IR component (dual-encoder dense retrieval with cross-encoder listwise re-ranking and calibrated score fusion); and (iv) a multi-source multi-sink (MSMS) planning engine with a cognitively grounded cost and an approximation guarantee via greedy set cover. Under blinded automated evaluations with matched inputs and inference settings across diverse student profiles, GraphMASAL consistently outperforms LLM prompting and structured ablations in planning--achieving stronger structural/sequence alignment of learning paths, higher coverage of weak concepts, and lower learning cost--while also surpassing prompt-based baselines in cognitive diagnosis. Agreement with expert/LLM-proxy ratings further supports the validity of our evaluation protocol. These findings indicate that grounding LLM agents in a dynamic knowledge graph, coupled with optimization under educational constraints, yields reliable, interpretable, and pedagogically plausible learning plans, advancing personalized and goal-oriented education.

Tool-augmented language models have demonstrated strong capabilities, but their reliance on live API access creates scalability and reliability challenges during training and deployment. We propose MTR, a simulation-first training framework for tool-augmented reasoning. Instead of relying on live APIs, MTR learns from complete ReAct traces with schema-validated, simulated observations. Our approach operates through a multi-agent architecture where a ToolMaker generates task-specific, OpenAI-compatible tool interfaces, an AutoAgent produces structured think-act-observe sequences, and a ToolActor simulates realistic responses. Training proceeds in two stages: Stage-1 Supervised Fine-Tuning (SFT) teaches 'trace grammar' from complete reasoning sequences; Stage-2 Group Relative Policy Optimization (GRPO) optimizes strategy with a composite trace reward that balances answer correctness and internal consistency. Across four multi-hop QA benchmarks (HotpotQA, MuSiQue, 2WikiMultiHopQA, Bamboogle), MTR attains competitive Exact Match (EM) scores to live-API systems and excels on reasoning-intensive tasks, suggesting that effective tool reasoning can be learned from structured traces without live interactions.

This paper addresses the critical data scarcity that hinders the practical deployment of learning to defer (L2D) systems to the population. We introduce a context-aware, semi-supervised framework that uses meta-learning to generate expert-specific embeddings from only a few demonstrations. We demonstrate the efficacy of a dual-purpose mechanism, where these embeddings are used first to generate a large corpus of pseudo-labels for training, and subsequently to enable on-the-fly adaptation to new experts at test-time. The experiment results on three different datasets confirm that a model trained on these synthetic labels rapidly approaches oracle-level performance, validating the data efficiency of our approach. By resolving a key training bottleneck, this work makes adaptive L2D systems more practical and scalable, paving the way for human-AI collaboration in real-world environments. To facilitate reproducibility and address implementation details not covered in the main text, we provide our source code and training configurations at https://github.com/nil123532/learning-to-defer-to-a-population-with-limited-demonstrations.

Diffusion models have demonstrated strong generative performance when using guidance methods such as classifier-free guidance (CFG), which enhance output quality by modifying the sampling trajectory. These methods typically improve a target output by intentionally degrading another, often the unconditional output, using heuristic perturbation functions such as identity mixing or blurred conditions. However, these approaches lack a principled foundation and rely on manually designed distortions. In this work, we propose Adversarial Sinkhorn Attention Guidance (ASAG), a novel method that reinterprets attention scores in diffusion models through the lens of optimal transport and intentionally disrupt the transport cost via Sinkhorn algorithm. Instead of naively corrupting the attention mechanism, ASAG injects an adversarial cost within self-attention layers to reduce pixel-wise similarity between queries and keys. This deliberate degradation weakens misleading attention alignments and leads to improved conditional and unconditional sample quality. ASAG shows consistent improvements in text-to-image diffusion, and enhances controllability and fidelity in downstream applications such as IP-Adapter and ControlNet. The method is lightweight, plug-and-play, and improves reliability without requiring any model retraining.

On-policy distillation (OPD) has recently emerged as an effective post-training paradigm for consolidating the capabilities of specialized expert models into a single student model. Despite its empirical success, the conditions under which OPD yields reliable improvement remain poorly understood. In this work, we identify two fundamental bottlenecks that limit effective OPD: insufficient exploration of informative states and unreliable teacher supervision for student rollouts. Building on this insight, we propose Uni-OPD, a unified OPD framework that generalizes across Large Language Models (LLMs) and Multimodal Large Language Models (MLLMs), centered on a dual-perspective optimization strategy. Specifically, from the student's perspective, we adopt two data balancing strategies to promote exploration of informative student-generated states during training. From the teacher's perspective, we show that reliable supervision hinges on whether aggregated token-level guidance remains order-consistent with the outcome reward. To this end, we develop an outcome-guided margin calibration mechanism to restore order consistency between correct and incorrect trajectories. We conduct extensive experiments on 5 domains and 16 benchmarks covering diverse settings, including single-teacher and multi-teacher distillation across LLMs and MLLMs, strong-to-weak distillation, and cross-modal distillation. Our results verify the effectiveness and versatility of Uni-OPD and provide practical insights into reliable OPD.

Large language models are quickly becoming the foundation for intelligent agents that are capable of using tools. However, training such agents is challenging because it requires human creation and annotation of a diverse set of tasks, tools, and evaluation criteria. In this paper, we propose the Self-Challenging framework for training an agent on high-quality tasks that are generated by itself. The agent first plays the role of challenger and generates a task after interacting with the given tools. The tasks take the form of a novel general class of problems termed Code-as-Task, which are defined by an instruction, a verification function and solution and failure cases which serve as tests, allowing to filter only for high-quality tasks. The agent then takes an executor role and trains on those tasks with reinforcement learning using the evaluation feedback as a reward. Evaluation on two existing multi-turn tool-use agent benchmarks, M3ToolEval and TauBench, shows the Self-Challenging framework achieves over a two-fold improvement in Llama-3.1-8B-Instruct, despite using only self-generated training data.

This paper introduces the Decomposed Requirements Following Ratio (DRFR), a new metric for evaluating Large Language Models' (LLMs) ability to follow instructions. Addressing a gap in current methodologies, DRFR breaks down complex instructions into simpler criteria, facilitating a detailed analysis of LLMs' compliance with various aspects of tasks. Alongside this metric, we present InFoBench, a benchmark comprising 500 diverse instructions and 2,250 decomposed questions across multiple constraint categories. Our experiments compare DRFR with traditional scoring methods and explore annotation sources, including human experts, crowd-sourced workers, and GPT-4. The findings demonstrate DRFR's higher reliability and the effectiveness of using GPT-4 as a cost-efficient annotator. The evaluation of several advanced LLMs using this framework reveals their strengths and areas needing improvement, particularly in complex instruction-following. This study contributes a novel metric and benchmark, offering insights for future LLM development and evaluation.