Daily Papers

In recent years, generative AI (GenAI) in educational settings has become ubiquitous in university students' daily lives, despite its potential to induce over-reliance, metacognitive disengagement, and diminished learning when used unrestrictedly. While most prior research has focused on how to pedagogically scaffold its usage, the question of when to allow off-the-shelf GenAI remains understudied and lacks pedagogically grounded empirical investigation. We treat access timing itself as a form of implicit scaffolding and operationalize it through a reinforcement learning (RL) agent that decides when students should access GenAI, with a reward function grounded in metacognitive theory, cognitive load theory, and productive failure. In a mixed-methods controlled lab study with N=105 higher education students, we compared the agent's effect on learning gains and metacognitive engagement to unrestricted and fully restricted use. Results show that strategically timed GenAI access under the reinforcement learning condition improved objective post-test performance and metacognitive accuracy compared with unrestricted access, without requiring explicit metacognitive prompts or structured scaffolding. Exploratory comparisons with the fully restricted condition further suggest that timed access may reduce task errors and time on task relative to complete withholding. Overall, timing of GenAI access therefore is a tractable, theoretically grounded, and scalable pedagogical strategy that improves over completely unrestricted and withheld access, compatible with off-the-shelf tools and potentially low adoption barrier. This opens up a new research area that explores how access timing can be facilitated by educators and implemented in human-AI learning system design.

This paper presents a Large Language Model (LLM) based conversational agent system designed to enhance human-machine collaboration in Machine Learning Operations (MLOps). We introduce the Swarm Agent, an extensible architecture that integrates specialized agents to create and manage ML workflows through natural language interactions. The system leverages a hierarchical, modular design incorporating a KubeFlow Pipelines (KFP) Agent for ML pipeline orchestration, a MinIO Agent for data management, and a Retrieval-Augmented Generation (RAG) Agent for domain-specific knowledge integration. Through iterative reasoning loops and context-aware processing, the system enables users with varying technical backgrounds to discover, execute, and monitor ML pipelines; manage datasets and artifacts; and access relevant documentation, all via intuitive conversational interfaces. Our approach addresses the accessibility gap in complex MLOps platforms like Kubeflow, making advanced ML tools broadly accessible while maintaining the flexibility to extend to other platforms. The paper describes the architecture, implementation details, and demonstrates how this conversational MLOps assistant reduces complexity and lowers barriers to entry for users across diverse technical skill levels.

The growing importance of data visualization in business intelligence and data science emphasizes the need for tools that can efficiently generate meaningful visualizations from large datasets. Existing tools fall into two main categories: human-powered tools (e.g., Tableau and PowerBI), which require intensive expert involvement, and AI-powered automated tools (e.g., Draco and Table2Charts), which often fall short of guessing specific user needs. In this paper, we aim to achieve the best of both worlds. Our key idea is to initially auto-generate a set of high-quality visualizations to minimize manual effort, then refine this process iteratively with user feedback to more closely align with their needs. To this end, we present HAIChart, a reinforcement learning-based framework designed to iteratively recommend good visualizations for a given dataset by incorporating user feedback. Specifically, we propose a Monte Carlo Graph Search-based visualization generation algorithm paired with a composite reward function to efficiently explore the visualization space and automatically generate good visualizations. We devise a visualization hints mechanism to actively incorporate user feedback, thus progressively refining the visualization generation module. We further prove that the top-k visualization hints selection problem is NP-hard and design an efficient algorithm. We conduct both quantitative evaluations and user studies, showing that HAIChart significantly outperforms state-of-the-art human-powered tools (21% better at Recall and 1.8 times faster) and AI-powered automatic tools (25.1% and 14.9% better in terms of Hit@3 and R10@30, respectively).

When an AI system is deployed, the individuals who use and or are evaluated by it form beliefs about how the system operates and use those beliefs to strategically present their preferences, behaviors, or attributes. The system then responds with feedback or a decision outcome, thereby creating a human-AI interaction loop. This thesis studies how to design and shape such interactions to achieve three goals: (1) help individuals develop accurate beliefs about the AI systems so they can improve and or secure favorable outcomes at minimal cost, (2) encourage improvement and or discourage gaming behaviors, and (3) ensure that the AI system continues to achieve its intended objectives, such as maximizing accuracy. To address these goals, the thesis is organized into three complementary parts that examine and study human-AI interactions from the perspectives of both evaluated individuals and AI systems. Together, the work presented in this thesis advances human-centered machine learning by providing principles and methods for designing AI systems that align with human needs, values, and capabilities. Methodologically, this thesis integrates theoretical analysis, data-driven modeling, human-subject experiments, and empirical evaluations on real-world and semi-synthetic datasets.

Recent technological advances, especially in the field of machine learning, provide astonishing progress on the road towards artificial general intelligence. However, tasks in current real-world business applications cannot yet be solved by machines alone. We, therefore, identify the need for developing socio-technological ensembles of humans and machines. Such systems possess the ability to accomplish complex goals by combining human and artificial intelligence to collectively achieve superior results and continuously improve by learning from each other. Thus, the need for structured design knowledge for those systems arises. Following a taxonomy development method, this article provides three main contributions: First, we present a structured overview of interdisciplinary research on the role of humans in the machine learning pipeline. Second, we envision hybrid intelligence systems and conceptualize the relevant dimensions for system design for the first time. Finally, we offer useful guidance for system developers during the implementation of such applications.

Learning deployable manipulation policies is bottlenecked by the scarcity of data that is both high-fidelity and scalable. Real-robot teleoperation is accurate but costly to scale; robot-free UMI capture scales readily, and current practice uses the resulting data mainly for pre-training, adding a small real-robot "anchor" at post-training. We ask whether raising the fidelity of robot-free UMI data, rather than shrinking the real-robot fraction, can remove that anchor. We present HiFi-UMI, a portable UMI data-production system co-designed for trajectory accuracy, inter-gripper relative pose, synchronization, and field of view: head-mounted offline stereo-inertial SLAM, native rather than reconstructed relative pose, a shared microsecond GPIO trigger, and two wide-angle cameras per hand covering ~200 degrees. It reaches 3 mm workspace-local end-effector accuracy without external tracking infrastructure. Using this corpus, we demonstrate zero-robot post-training: a policy post-trained solely on HiFi-UMI demonstrations deploys directly on a real robot and matches in-domain teleoperation across three backbones spanning the vision-language-action and world-action-model families, with success-rate differences of -2.5, +3.1, and -0.6 percentage points on StarVLA-QwenPI, OpenPI-pi_0.5, and LingBot-VA; the strongest policy reaches 85% on a precision insertion task, even though the teleoperation baseline is collected in the evaluation scene and no HiFi-UMI trajectory is. Pre-training on 4,000 hours from the same corpus lowers action error on ten unseen tasks by 41% and, on StarVLA-QwenPI, raises real-robot success by a further 18.1 percentage points. We open-source HiFi-UMI-2K, 2,000 hours of microsecond-synchronized, ultra-wide-FoV demonstrations, each automatically reconstructed and validated through simulation replay, as a large-scale, high-fidelity resource for the robot-learning community.

The last decade has seen a significant increase of interest in deep learning research, with many public successes that have demonstrated its potential. As such, these systems are now being incorporated into commercial products. With this comes an additional challenge: how can we build AI systems that solve tasks where there is not a crisp, well-defined specification? While multiple solutions have been proposed, in this competition we focus on one in particular: learning from human feedback. Rather than training AI systems using a predefined reward function or using a labeled dataset with a predefined set of categories, we instead train the AI system using a learning signal derived from some form of human feedback, which can evolve over time as the understanding of the task changes, or as the capabilities of the AI system improve. The MineRL BASALT competition aims to spur forward research on this important class of techniques. We design a suite of four tasks in Minecraft for which we expect it will be hard to write down hardcoded reward functions. These tasks are defined by a paragraph of natural language: for example, "create a waterfall and take a scenic picture of it", with additional clarifying details. Participants must train a separate agent for each task, using any method they want. Agents are then evaluated by humans who have read the task description. To help participants get started, we provide a dataset of human demonstrations on each of the four tasks, as well as an imitation learning baseline that leverages these demonstrations. Our hope is that this competition will improve our ability to build AI systems that do what their designers intend them to do, even when the intent cannot be easily formalized. Besides allowing AI to solve more tasks, this can also enable more effective regulation of AI systems, as well as making progress on the value alignment problem.

Curriculum design is a fundamental component of education. For example, when we learn mathematics at school, we build upon our knowledge of addition to learn multiplication. These and other concepts must be mastered before our first algebra lesson, which also reinforces our addition and multiplication skills. Designing a curriculum for teaching either a human or a machine shares the underlying goal of maximizing knowledge transfer from earlier to later tasks, while also minimizing forgetting of learned tasks. Prior research on curriculum design for image classification focuses on the ordering of training examples during a single offline task. Here, we investigate the effect of the order in which multiple distinct tasks are learned in a sequence. We focus on the online class-incremental continual learning setting, where algorithms or humans must learn image classes one at a time during a single pass through a dataset. We find that curriculum consistently influences learning outcomes for humans and for multiple continual machine learning algorithms across several benchmark datasets. We introduce a novel-object recognition dataset for human curriculum learning experiments and observe that curricula that are effective for humans are highly correlated with those that are effective for machines. As an initial step towards automated curriculum design for online class-incremental learning, we propose a novel algorithm, dubbed Curriculum Designer (CD), that designs and ranks curricula based on inter-class feature similarities. We find significant overlap between curricula that are empirically highly effective and those that are highly ranked by our CD. Our study establishes a framework for further research on teaching humans and machines to learn continuously using optimized curricula.

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.

Large-enrollment university courses face persistent challenges in providing timely and scalable instructional support. While generative AI holds promise, its effective use depends on reliability and pedagogical alignment. We present a human-centered case study of AI-assisted support in a Calculus I course, implemented in close collaboration with the course instructor. We developed a system to answer students' questions on a discussion forum, fine-tuning a lightweight language model on 2,588 historical student-instructor interactions. The model achieved 75.3% accuracy on a benchmark of 150 representative questions annotated by five instructors, and in 36% of cases, its responses were rated equal to or better than instructor answers. Post-deployment student survey (N = 105) indicated that students valued the alignment of the responses with the course materials and their immediate availability, while still relying on the instructor verification for trust. We highlight the importance of hybrid human-AI workflows for safe and effective course support.

Artificial intelligence offers an unprecedented opportunity to augment human capabilities, yet progress at the frontier has focused primarily on advancing model capabilities. We introduce StudentBench, a suite of AI teaching evaluations and a public platform that enables large-scale data collection with over 175,000 student-AI messages to study whether large language models (LLMs) produce learning gains equivalent to human tutoring. Using StudentBench, we measured learning gains on Quantitative and Verbal GRE questions across 2,383 human participants receiving AI tutoring, human tutoring, or no tutoring. We establish that AI tutoring is statistically equivalent to expert human tutoring for GRE learning gains (p = .015), and in five of the seven GRE domains, the best performing AI tutor surpassed the human tutor, on average. In a second study, expert human tutors compared LLM-generated lesson plans and practice problems through 2,028 pairwise rubric evaluations. Together, the two studies clearly separate AI tutors across: (1) lesson planning, (2) practice-problem creation, (3) conversational pedagogy, (4) cost, and (5) engagement. Surprisingly, one AI tutor achieved learning gains equivalent to human tutoring (p = .044) at 918 times lower cost (USD 0.0052 for AI versus USD 4.81 for human, per percentage point gained). For Quantitative GRE sessions, faster AI replies correlated with more student messages, more messages with more correct practice, and more correct practice with larger learning gains (all p < .002). The StudentBench platform is freely available at https://studentbench.org.

The traditional process of building interactive machine learning systems can be viewed as a teacher-learner interaction scenario where the machine-learners are trained by one or more human-teachers. In this work, we explore the idea of using a conversational interface to investigate the interaction between human-teachers and interactive machine-learners. Specifically, we examine whether teachable AI agents can reliably learn from human-teachers through conversational interactions, and how this learning compare with traditional supervised learning algorithms. Results validate the concept of teachable conversational agents and highlight the factors relevant for the development of machine learning systems that intend to learn from conversational interactions.

Human-in-the-loop (HIL) systems have emerged as a promising approach for combining the strengths of data-driven machine learning models with the contextual understanding of human experts. However, a deeper look into several of these systems reveals that calling them HIL would be a misnomer, as they are quite the opposite, namely AI-in-the-loop (AI^2L) systems, where the human is in control of the system, while the AI is there to support the human. We argue that existing evaluation methods often overemphasize the machine (learning) component's performance, neglecting the human expert's critical role. Consequently, we propose an AI^2L perspective, which recognizes that the human expert is an active participant in the system, significantly influencing its overall performance. By adopting an AI^2L approach, we can develop more comprehensive systems that faithfully model the intricate interplay between the human and machine components, leading to more effective and robust AI systems.

Despite rapid AI adoption in education, rigorous evaluation of AI-powered educational (AIED) systems remains critically underdeveloped, particularly in second language (L2) education, one of the most common yet least evaluated AI applications. We introduce L2-Bench, an open-source benchmark of 1,000+ task-response pairs to aid the pedagogy-led evaluation of LLM capabilities relating to language learning and assessment. Crucially, L2-Bench measures model performativity on the application of learning experience design principles rather than mere knowledge of those principles or broad learning outcomes. Our contributions include: (1) a validated taxonomy of 12 competencies and 31 subcompetencies validated by 200+ expert practitioners (task authenticity: 4.42/5.00, criteria adequacy: 4.18/5.00); (2) a rubric-based evaluation methodology that we believe can, if adapted, generalize to similar (open-ended, qualitative) disciplines; (3) an evaluation dataset that produces reliable signal about model strengths, weaknesses, and contextual robustness across diverse L2 education scenarios. We find that, among large models, Claude Opus 4.7 performs best overall (85.5%), though is marginally outperformed on several constituent tasks. We also find that performance drops notably on harder tasks (69.9% to 73.4%). L2-Bench provides education stakeholders better methods to make more informed decisions about real-world AIED adoption, use, and governance, while advancing the maturing science of AI evaluations for education.

Drawing supports learning by externalizing mental models, but providing timely feedback at scale remains challenging. We present Draw2Learn, a system that explores how AI can act as a supportive teammate during drawing-based learning. The design translates learning principles into concrete interaction patterns: AI generates structured drawing quests, provides optional visual scaffolds, monitors progress, and delivers multidimensional feedback. We collected formative user feedback during system development and open-ended comments. Feedback showed positive ratings for usability, usefulness, and user experience, with themes highlighting AI scaffolding value and learner autonomy. This work contributes a design framework for teammate-oriented AI in generative learning and identifies key considerations for future research.

There are an increasing number of domains in which artificial intelligence (AI) systems both surpass human ability and accurately model human behavior. This introduces the possibility of algorithmically-informed teaching in these domains through more relatable AI partners and deeper insights into human decision-making. Critical to achieving this goal, however, is coherently modeling human behavior at various skill levels. Chess is an ideal model system for conducting research into this kind of human-AI alignment, with its rich history as a pivotal testbed for AI research, mature superhuman AI systems like AlphaZero, and precise measurements of skill via chess rating systems. Previous work in modeling human decision-making in chess uses completely independent models to capture human style at different skill levels, meaning they lack coherence in their ability to adapt to the full spectrum of human improvement and are ultimately limited in their effectiveness as AI partners and teaching tools. In this work, we propose a unified modeling approach for human-AI alignment in chess that coherently captures human style across different skill levels and directly captures how people improve. Recognizing the complex, non-linear nature of human learning, we introduce a skill-aware attention mechanism to dynamically integrate players' strengths with encoded chess positions, enabling our model to be sensitive to evolving player skill. Our experimental results demonstrate that this unified framework significantly enhances the alignment between AI and human players across a diverse range of expertise levels, paving the way for deeper insights into human decision-making and AI-guided teaching tools.

The proliferation of applications using artificial intelligence (AI) systems has led to a growing number of users interacting with these systems through sophisticated interfaces. Human-computer interaction research has long shown that interfaces shape both user behavior and user perception of technical capabilities and risks. Yet, practitioners and researchers evaluating the social and ethical risks of AI systems tend to overlook the impact of anthropomorphic, deceptive, and immersive interfaces on human-AI interactions. Here, we argue that design features of interfaces with adaptive AI systems can have cascading impacts, driven by feedback loops, which extend beyond those previously considered. We first conduct a scoping review of AI interface designs and their negative impact to extract salient themes of potentially harmful design patterns in AI interfaces. Then, we propose Design-Enhanced Control of AI systems (DECAI), a conceptual model to structure and facilitate impact assessments of AI interface designs. DECAI draws on principles from control systems theory -- a theory for the analysis and design of dynamic physical systems -- to dissect the role of the interface in human-AI systems. Through two case studies on recommendation systems and conversational language model systems, we show how DECAI can be used to evaluate AI interface designs.

User simulation is important for developing and evaluating human-centered AI, yet current student simulation in educational applications has significant limitations. Existing approaches focus on single learning experiences and do not account for students' gradual knowledge construction and evolving skill sets. Moreover, large language models are optimized to produce direct and accurate responses, making it challenging to represent the incomplete understanding and developmental constraints that characterize real learners. In this paper, we introduce a novel framework for memory-based student simulation that incorporates developmental trajectories through a hierarchical memory mechanism with structured knowledge representation. The framework also integrates metacognitive processes and personality traits to enrich the individual learner profiling, through dynamical consolidation of both cognitive development and personal learning characteristics. In practice, we implement a curriculum-aligned simulator grounded on the Next Generation Science Standards. Experimental results show that our approach can effectively reflect the gradual nature of knowledge development and the characteristic difficulties students face, providing a more accurate representation of learning processes.

People's decision-making abilities often fail to improve or may even erode when they rely on AI for decision-support, even when the AI provides informative explanations. We argue this is partly because people intuitively seek contrastive explanations, which clarify the difference between the AI's decision and their own reasoning, while most AI systems offer "unilateral" explanations that justify the AI's decision but do not account for users' thinking. To align human-AI knowledge on decision tasks, we introduce a framework for generating human-centered contrastive explanations that explain the difference between AI's choice and a predicted, likely human choice about the same task. Results from a large-scale experiment (N = 628) demonstrate that contrastive explanations significantly enhance users' independent decision-making skills compared to unilateral explanations, without sacrificing decision accuracy. Amid rising deskilling concerns, our research demonstrates that incorporating human reasoning into AI design can foster human skill development.

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.

Peer learning, where learners teach and learn from each other, is foundational to educational practice. A novel phenomenon has emerged: AI agents forming communities where they share skills, discoveries, and collaboratively discuss knowledge. This paper presents an educational data mining analysis of Moltbook, a large-scale community where over 2.4 million AI agents engage in discourse that structurally resembles peer learning. Analyzing 28,683 posts (after filtering automated spam) and 138 comment threads with statistical and qualitative methods, we identify discourse patterns consistent with peer learning behaviors: agents share skills they built (74K comments on a skill tutorial), report discoveries, and engage in collaborative problem-solving. Qualitative comment analysis reveals a taxonomy of response patterns: validation (22%), knowledge extension (18%), application (12%), and metacognitive reflection (7%), coded by two independent raters (Cohen's κ= 0.78). We characterize how these AI discourse patterns differ from human peer learning: (1) statements outperform questions with an 11.4:1 ratio (χ^2 = 847.3, p < .001); (2) procedural content receives significantly higher engagement than other content (Kruskal-Wallis H = 312.7, p < .001); (3) extreme participation inequality (Gini = 0.91 for comments) reveals non-human behavioral signatures. We propose six empirically grounded hypotheses for educational AI design. Crucially, we distinguish between surface-level discourse patterns and underlying cognitive processes: whether agents "learn" in any meaningful sense remains an open question. Our work provides the first empirical characterization of peer-learning-like discourse among AI agents, contributing to EDM's understanding of AI-populated educational environments.

Student simulation can support learning-by-teaching pedagogy where human students (as tutors) teach AI-simulated novice students (as tutees). Recent research often relies on prompt engineering with large language models (LLMs) to simulate novice student behaviour, but it is difficult to keep the AI-simulated student at a stable novice knowledge level. A key reason is that many LLMs are trained to be broadly capable, so even when prompted to "act like a novice," the LLMs can still produce expert-level explanations during the learning-by-teaching interaction process. As a result, the AI-simulated student may drift beyond the intended knowledge level, reducing the credibility of the simulation for studying learning-by-teaching processes. Thus, we propose a knowledge-level simulation approach based on machine unlearning. We investigate this approach using a dataset of multiple-choice questions on Python programming concepts. We apply machine unlearning to transform a knowledgeable LLM into a novice-level AI student (i.e., teachable agent), then evaluate whether the teachable agent can relearn targeted knowledge components through learning-by-teaching dialogue interactions. Finally, we analyse the dialogue logs to characterise how the agent's behaviour changes over time, including its question asking, error patterns, and responsiveness to instruction. The results show that (1) unlearning produces simulated student agents with more novice-like responses than prompt-only baselines, (2) the agents recover a measurable portion of the unlearned knowledge under structured exposure, and (3) dialogue analyses reveal identifiable trajectories of conceptual change and teaching moves that predict learning recovery.

Since the first instances of online education, where courses were uploaded to accessible and shared online platforms, this form of scaling the dissemination of human knowledge to reach a broader audience has sparked extensive discussion and widespread adoption. Recognizing that personalized learning still holds significant potential for improvement, new AI technologies have been continuously integrated into this learning format, resulting in a variety of educational AI applications such as educational recommendation and intelligent tutoring. The emergence of intelligence in large language models (LLMs) has allowed for these educational enhancements to be built upon a unified foundational model, enabling deeper integration. In this context, we propose MAIC (Massive AI-empowered Course), a new form of online education that leverages LLM-driven multi-agent systems to construct an AI-augmented classroom, balancing scalability with adaptivity. Beyond exploring the conceptual framework and technical innovations, we conduct preliminary experiments at Tsinghua University, one of China's leading universities. Drawing from over 100,000 learning records of more than 500 students, we obtain a series of valuable observations and initial analyses. This project will continue to evolve, ultimately aiming to establish a comprehensive open platform that supports and unifies research, technology, and applications in exploring the possibilities of online education in the era of large model AI. We envision this platform as a collaborative hub, bringing together educators, researchers, and innovators to collectively explore the future of AI-driven online education.

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.

Students frequently make mistakes while solving mathematical problems, and traditional error correction methods are both time-consuming and labor-intensive. This paper introduces an innovative Virtual AI Teacher system designed to autonomously analyze and correct student Errors (VATE). Leveraging advanced large language models (LLMs), the system uses student drafts as a primary source for error analysis, which enhances understanding of the student's learning process. It incorporates sophisticated prompt engineering and maintains an error pool to reduce computational overhead. The AI-driven system also features a real-time dialogue component for efficient student interaction. Our approach demonstrates significant advantages over traditional and machine learning-based error correction methods, including reduced educational costs, high scalability, and superior generalizability. The system has been deployed on the Squirrel AI learning platform for elementary mathematics education, where it achieves 78.3\% accuracy in error analysis and shows a marked improvement in student learning efficiency. Satisfaction surveys indicate a strong positive reception, highlighting the system's potential to transform educational practices.

Generative AI creates new opportunities for programming education, but many existing systems remain overly directive, producing lengthy explanations and premature solutions that can overwhelm K-12 novices. In this paper, we present a participatory design study of how an adaptive tutorial system, SocratiCode, evolved toward a Socratic tutoring model for beginner programming instruction. Drawing on weekly learner feedback, we iteratively refined the system over a four-week study with two K-12 students learning Python. Across iterations, the system shifted from flexible tutorial generation toward a more dialogic form of support characterized by guided questioning, reflection prompts, misconception checks, incremental hints, and mandatory pauses for learner input. Our preliminary observations suggest that this Socratic shift improved explanation clarity, supported problem-solving engagement, and better aligned instruction with novice learners' needs, especially when combined with human guidance. We argue that generative AI in K-12 programming education may be most effective not as an answer engine, but as a Socratic, adaptive learning companion embedded within a human-guided instructional framework.

Large Language Model (LLM) based AI educational content generation systems are increasingly being developed, yet no standardised benchmark exists to systematically evaluate them. This study introduces LessonBench-V1, a benchmark dataset comprising 647 human-written lessons paired with LLM-based reverse-engineered lesson plans across 240 STEM topics spanning mathematics, physics, chemistry, and computer science. The lessons are drawn from 97 trusted open sources, including LibreTexts, Brilliant.org and GeeksForGeeks. Each lesson plan is human-reviewed and produced through a pedagogically grounded methodology that synthesises Bloom's Taxonomy, Gagné's Events, Merrill's First Principles, and the 5E Instructional Model. The lesson plans capture 3,620 learning objectives with pedagogical metadata, enabling systematic, reproducible evaluation of lesson-generation AI agents and supporting further research. The study further proposes a three-dimensional evaluation pipeline for use with the dataset.

Unlike the free exploration of childhood, the demands of daily life reduce our motivation to explore our surroundings, leading to missed opportunities for informal learning. Traditional tools for knowledge acquisition are reactive, relying on user initiative and limiting their ability to uncover hidden interests. Through formative studies, we introduce AiGet, a proactive AI assistant integrated with AR smart glasses, designed to seamlessly embed informal learning into low-demand daily activities (e.g., casual walking and shopping). AiGet analyzes real-time user gaze patterns, environmental context, and user profiles, leveraging large language models to deliver personalized, context-aware knowledge with low disruption to primary tasks. In-lab evaluations and real-world testing, including continued use over multiple days, demonstrate AiGet's effectiveness in uncovering overlooked yet surprising interests, enhancing primary task enjoyment, reviving curiosity, and deepening connections with the environment. We further propose design guidelines for AI-assisted informal learning, focused on transforming everyday moments into enriching learning experiences.

In the age of AI-powered educational (AIED) innovation, evaluating the developmental consequences of novel designs before they are exposed to students has become both essential and challenging. Since such interventions may carry irreversible effects, it is critical to anticipate not only potential benefits but also possible harms. This study proposes a student development agent framework based on large language models (LLMs), designed to simulate how students with diverse characteristics may evolve under different educational settings without administering them to real students. By validating the approach through a case study on a multi-agent learning environment (MAIC), we demonstrate that the agent's predictions align with real student outcomes in non-cognitive developments. The results suggest that LLM-based simulations hold promise for evaluating AIED innovations efficiently and ethically. Future directions include enhancing profile structures, incorporating fine-tuned or small task-specific models, validating effects of empirical findings, interpreting simulated data and optimizing evaluation methods.

Ethical debates in AI have primarily focused on back-end issues such as data governance, model training, and algorithmic decision-making. Less attention has been paid to the ethical significance of front-end design choices, such as the interaction and representation-based elements through which users interact with AI systems. This gap is particularly significant for Conversational User Interfaces (CUI) based on Natural Language Processing (NLP) systems, where humanizing design elements such as dialogue-based interaction, emotive language, personality modes, and anthropomorphic metaphors are increasingly prevalent. This work argues that humanization in AI front-end design is a value-driven choice that profoundly shapes users' mental models, trust calibration, and behavioral responses. Drawing on research in human-computer interaction (HCI), conversational AI, and value-sensitive design, we examine how interfaces can play a central role in misaligning user expectations, fostering misplaced trust, and subtly undermining user autonomy, especially in vulnerable contexts. To ground this analysis, we discuss two AI systems developed by Chayn, a nonprofit organization supporting survivors of gender-based violence. Chayn is extremely cautious when building AI that interacts with or impacts survivors by operationalizing their trauma-informed design principles. This Chayn case study illustrates how ethical considerations can motivate principled restraint in interface design, challenging engagement-based norms in contemporary AI products. We argue that ethical front-end AI design is a form of procedural ethics, enacted through interaction choices rather than embedded solely in system logic.

Modern language model-based AI systems are remarkably powerful, yet their capabilities remain fundamentally capped by their human creators in three key ways. First, although a model's weights can be updated via fine-tuning, acquiring new knowledge from small, specialized corpora after pretraining remains highly data-inefficient. Second, the training of these systems relies heavily on finite, human-generated data from across history. Third, the pipelines used to train AI models are confined by the algorithms that human researchers can discover and explore. This thesis takes a small step toward overcoming these inherent limitations, presenting three chapters aimed at breaking these dependencies to create continually self-improving AI. First, to overcome this data-efficiency barrier in knowledge acquisition, we propose a synthetic data approach that diversifies and amplifies small corpora into rich knowledge representations, enabling a model to effectively update its parameters from limited source material. Second, to reduce reliance on human data, we show that given a fixed amount of such data, the model can self-generate synthetic data to bootstrap its fundamental pretraining capabilities without distillation from any off-the-shelf, instruction-tuned LM. Finally, to transcend human-engineered training paradigms, we demonstrate that by scaling search during test time over the space of algorithms, AI can search over a larger space of learning algorithm configurations than human researchers can explore manually.

Generative AI tools such as ChatGPT now provide novice programmers with unprecedented access to instant, personalized support. While this holds clear promise, their influence on students' metacognitive processes remains underexplored. Existing work has largely focused on correctness and usability, with limited attention to whether and how students' use of AI assistants supports or bypasses key metacognitive processes. This study addresses that gap by analyzing student-AI interactions through a metacognitive lens in university-level programming courses. We examined more than 10,000 dialogue logs collected over three years, complemented by surveys of students and educators. Our analysis focused on how prompts and responses aligned with metacognitive phases and strategies. Synthesizing these findings across data sources, we distill design considerations for AI-powered coding assistants that aim to support rather than supplant metacognitive engagement. Our findings provide guidance for developing educational AI tools that strengthen students' learning processes in programming education.

Contemporary machine learning paradigm excels in statistical data analysis, solving problems that classical AI couldn't. However, it faces key limitations, such as a lack of integration with planning, incomprehensible internal structure, and inability to learn continually. We present the initial design for an AI system, Agential AI (AAI), in principle operating independently or on top of statistical methods, designed to overcome these issues. AAI's core is a learning method that models temporal dynamics with guarantees of completeness, minimality, and continual learning, using component-level variation and selection to learn the structure of the environment. It integrates this with a behavior algorithm that plans on a learned model and encapsulates high-level behavior patterns. Preliminary experiments on a simple environment show AAI's effectiveness and potential.

The growing adoption of generative AI in education highlights the need to integrate established pedagogical principles into AI-assisted learning environments. This study investigates the potential of metacognitive theory to inform AI-assisted programming education through a hint system designed around the metacognitive phases of planning, monitoring, and evaluation. Upon request, the system can provide three types of AI-generated hints--planning, debugging, and optimization--to guide students at different stages of problem-solving. Through a study with 102 students in an introductory data science programming course, we find that students perceive and engage with planning hints most highly, whereas optimization hints are rarely requested. We observe a consistent association between requesting planning hints and achieving higher grades across question difficulty and student competency. However, when facing harder tasks, students seek additional debugging but not more planning support. These insights contribute to the growing field of AI-assisted programming education by providing empirical evidence on the importance of pedagogical principles in AI-assisted learning.

Artificial general intelligence (AGI) has gained global recognition as a future technology due to the emergence of breakthrough large language models and chatbots such as GPT-4 and ChatGPT, respectively. Compared to conventional AI models, typically designed for a limited range of tasks, demand significant amounts of domain-specific data for training and may not always consider intricate interpersonal dynamics in education. AGI, driven by the recent large pre-trained models, represents a significant leap in the capability of machines to perform tasks that require human-level intelligence, such as reasoning, problem-solving, decision-making, and even understanding human emotions and social interactions. This position paper reviews AGI's key concepts, capabilities, scope, and potential within future education, including achieving future educational goals, designing pedagogy and curriculum, and performing assessments. It highlights that AGI can significantly improve intelligent tutoring systems, educational assessment, and evaluation procedures. AGI systems can adapt to individual student needs, offering tailored learning experiences. They can also provide comprehensive feedback on student performance and dynamically adjust teaching methods based on student progress. The paper emphasizes that AGI's capabilities extend to understanding human emotions and social interactions, which are critical in educational settings. The paper discusses that ethical issues in education with AGI include data bias, fairness, and privacy and emphasizes the need for codes of conduct to ensure responsible AGI use in academic settings like homework, teaching, and recruitment. We also conclude that the development of AGI necessitates interdisciplinary collaborations between educators and AI engineers to advance research and application efforts.

Generative AI tools, such as AI-generated hints, are increasingly integrated into programming education to offer timely, personalized support. However, little is known about how to effectively leverage these hints while ensuring autonomous and meaningful learning. One promising approach involves pairing AI-generated hints with reflection prompts, asking students to review and analyze their learning, when they request hints. This study investigates the interplay between AI-generated hints and different designs of reflection prompts in an online introductory programming course. We conducted a two-trial field experiment. In Trial 1, students were randomly assigned to receive prompts either before or after receiving hints, or no prompt at all. Each prompt also targeted one of three SRL phases: planning, monitoring, and evaluation. In Trial 2, we examined two types of prompt guidance: directed (offering more explicit and structured guidance) and open (offering more general and less constrained guidance). Findings show that students in the before-hint (RQ1), planning (RQ2), and directed (RQ3) prompt groups produced higher-quality reflections but reported lower satisfaction with AI-generated hints than those in other conditions. Immediate performance did not differ across conditions. This negative relationship between reflection quality and hint satisfaction aligns with previous work on student mental effort and satisfaction. Our results highlight the need to reconsider how AI models are trained and evaluated for education, as prioritizing user satisfaction can undermine deeper learning.

High-quality feedback is essential for effective human-AI interaction. It bridges knowledge gaps, corrects digressions, and shapes system behavior; both during interaction and throughout model development. Yet despite its importance, human feedback to AI is often infrequent and low quality. This gap motivates a critical examination of human feedback during interactions with AIs. To understand and overcome the challenges preventing users from giving high-quality feedback, we conducted two studies examining feedback dynamics between humans and conversational agents (CAs). Our formative study, through the lens of Grice's maxims, identified four Feedback Barriers -- Common Ground, Verifiability, Communication, and Informativeness -- that prevent high-quality feedback by users. Building on these findings, we derive three design desiderata and show that systems incorporating scaffolds aligned with these desiderata enabled users to provide higher-quality feedback. Finally, we detail a call for action to the broader AI community for advances in Large Language Models capabilities to overcome Feedback Barriers.

The emergence of large-language models (LLMs) that excel at code generation and commercial products such as GitHub's Copilot has sparked interest in human-AI pair programming (referred to as "pAIr programming") where an AI system collaborates with a human programmer. While traditional pair programming between humans has been extensively studied, it remains uncertain whether its findings can be applied to human-AI pair programming. We compare human-human and human-AI pair programming, exploring their similarities and differences in interaction, measures, benefits, and challenges. We find that the effectiveness of both approaches is mixed in the literature (though the measures used for pAIr programming are not as comprehensive). We summarize moderating factors on the success of human-human pair programming, which provides opportunities for pAIr programming research. For example, mismatched expertise makes pair programming less productive, therefore well-designed AI programming assistants may adapt to differences in expertise levels.

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.

Integration of artificial intelligent (AI) agents in higher education is transforming teaching, learning and administrative processes. Although existing AI agents effectively support individual tasks, their implementation remains fragmented and inefficient for handling the complexity of educational institutions. This highlights a significant research gap: the lack of integrated eco-system-level agentic multi-agent AI platform capable of coordinated planning, reasoning, and adaptive decision-making across multiple educational functions. This paper presents a forward-looking perspective on agentic multi-agent AI platform in higher education, consisting interconnected autonomous, goal driven agents that support learning, teaching, and institutional operations. It addresses timely and critical questions: Can agentic AI represent the next generation of intelligent systems in tertiary education? Can they collectively support seamless coordinated operations across teaching, learning and administrative support? To what extent can such systems foster inclusive and equitable learning for diverse learners with special educational needs? To ground this perspective, a thematic analysis of existing literature identifies four dominant themes: task-specific fragmented AI tools, the transition from single-agent to multi-agent systems, limited cross-functional integration, and insufficient focus on inclusivity and accessibility. Findings reveal a clear gap between current AI implementations and the needs of holistic, learner-centered educational ecosystem. The paper synthesizes challenges and outlines future research directions for scalable human-aligned, and inclusive agentic AI platform. The significant contribution is the incorporation of inclusive learning perspectives, highlighting how coordinated agentic multi-agent platform can support diverse learners through adaptive, multimodal interventions.

Generative AI (GenAI) tools are now common learning companions for adolescents, yet how they regulate their use during authentic learning tasks remains poorly understood. Self-regulated learning (SRL) and high-level help-seeking (HS) are commonly proposed as safeguards against passive or shortcut-oriented use, but most empirical studies focus on aggregate learning outcomes rather than these moment-to-moment processes during AI-supported learning. This work-in-progress examines open-ended conversational data from 98 Grade-9 students across three German Gymnasium schools, who used a web-based Mistral-Large tutor to prepare a curriculum-aligned mathematics skill before an exam. Alongside chat logs (1,616 turns; 808 student turns), we collected pre-post domain knowledge, pre-chat learning needs, and self-reported cognitive load. We propose a turn-level codebook combining theory-driven SRL and HS constructs with two LLM-specific inductive codes (agency over the AI; epistemic vigilance), and report preliminary AI-coded results. Although students overwhelmingly selected scaffolded support before the chat, their interactions were dominated by instrumental requests with almost no explicit monitoring or evaluation. Post-test performance was significantly lower than pre-test, and higher extraneous cognitive load predicted lower post-test scores after controlling for prior knowledge. We discuss how these patterns can support hybrid human-AI analysis of interaction patterns and inform scaffolds for more agentic and epistemically proactive GenAI use.

This study introduces an evaluation benchmark for middle school algebra to be used in artificial intelligence(AI) based educational platforms. The goal is to support the design of AI systems that can enhance learner conceptual understanding of algebra by taking into account their current level of algebra comprehension. The data set comprises 55 misconceptions about algebra, common errors, and 220 diagnostic examples identified in previous peer-reviewed studies. We provide an example application using a large language model, observing a range of precision and recall scores depending on the topic and experimental setup that reaches 83.9% when including educator feedback and restricting it by topic. We found that topics such as ratios and proportions prove as difficult for LLMs as they are for students. We included a human assessment of LLMs results and feedback from five middle school math educators on the clarity and occurrence of misconceptions in the dataset and the potential use of AI in conjunction with the dataset. Most educators (80% or more) indicated that they encounter these misconceptions among their students, suggesting the relevance of the data set to teaching middle school algebra. Despite varying familiarity with AI tools, four out of five educators expressed interest in using the data set with AI to diagnose student misconceptions or train teachers. The results emphasize the importance of topic-constrained testing, the need for multimodal approaches, and the relevance of human expertise to gain practical insights when using AI for human learning.

As artificial intelligence becomes increasingly intelligent---in some cases, achieving superhuman performance---there is growing potential for humans to learn from and collaborate with algorithms. However, the ways in which AI systems approach problems are often different from the ways people do, and thus may be uninterpretable and hard to learn from. A crucial step in bridging this gap between human and artificial intelligence is modeling the granular actions that constitute human behavior, rather than simply matching aggregate human performance. We pursue this goal in a model system with a long history in artificial intelligence: chess. The aggregate performance of a chess player unfolds as they make decisions over the course of a game. The hundreds of millions of games played online by players at every skill level form a rich source of data in which these decisions, and their exact context, are recorded in minute detail. Applying existing chess engines to this data, including an open-source implementation of AlphaZero, we find that they do not predict human moves well. We develop and introduce Maia, a customized version of Alpha-Zero trained on human chess games, that predicts human moves at a much higher accuracy than existing engines, and can achieve maximum accuracy when predicting decisions made by players at a specific skill level in a tuneable way. For a dual task of predicting whether a human will make a large mistake on the next move, we develop a deep neural network that significantly outperforms competitive baselines. Taken together, our results suggest that there is substantial promise in designing artificial intelligence systems with human collaboration in mind by first accurately modeling granular human decision-making.

Large Language Models (LLMs) have significantly advanced smart education in the Artificial General Intelligence (AGI) era. A promising application lies in the automatic generalization of instructional design for curriculum and learning activities, focusing on two key aspects: (1) Customized Generation: generating niche-targeted teaching content based on students' varying learning abilities and states, and (2) Intelligent Optimization: iteratively optimizing content based on feedback from learning effectiveness or test scores. Currently, a single large LLM cannot effectively manage the entire process, posing a challenge for designing intelligent teaching plans. To address these issues, we developed EduPlanner, an LLM-based multi-agent system comprising an evaluator agent, an optimizer agent, and a question analyst, working in adversarial collaboration to generate customized and intelligent instructional design for curriculum and learning activities. Taking mathematics lessons as our example, EduPlanner employs a novel Skill-Tree structure to accurately model the background mathematics knowledge of student groups, personalizing instructional design for curriculum and learning activities according to students' knowledge levels and learning abilities. Additionally, we introduce the CIDDP, an LLM-based five-dimensional evaluation module encompassing clarity, Integrity, Depth, Practicality, and Pertinence, to comprehensively assess mathematics lesson plan quality and bootstrap intelligent optimization. Experiments conducted on the GSM8K and Algebra datasets demonstrate that EduPlanner excels in evaluating and optimizing instructional design for curriculum and learning activities. Ablation studies further validate the significance and effectiveness of each component within the framework. Our code is publicly available at https://github.com/Zc0812/Edu_Planner

AI assistance continues to help advance applications in education, from language learning to intelligent tutoring systems, yet current methods for providing students feedback are still quite limited. Most automatic feedback systems either provide binary correctness feedback, which may not help a student understand how to improve, or require hand-coding feedback templates, which may not generalize to new domains. This can be particularly challenging for physical control tasks, where the rich diversity in student behavior and specialized domains make it challenging to leverage general-purpose assistive tools for providing feedback. We design and build CORGI, a model trained to generate language corrections for physical control tasks, such as learning to ride a bike. CORGI takes in as input a pair of student and expert trajectories, and then generates natural language corrections to help the student improve. We collect and train CORGI over data from three diverse physical control tasks (drawing, steering, and joint movement). Through both automatic and human evaluations, we show that CORGI can (i) generate valid feedback for novel student trajectories, (ii) outperform baselines on domains with novel control dynamics, and (iii) improve student learning in an interactive drawing task.

Deep learning models for natural language processing (NLP) are increasingly adopted and deployed by analysts without formal training in NLP or machine learning (ML). However, the documentation intended to convey the model's details and appropriate use is tailored primarily to individuals with ML or NLP expertise. To address this gap, we conduct a design inquiry into interactive model cards, which augment traditionally static model cards with affordances for exploring model documentation and interacting with the models themselves. Our investigation consists of an initial conceptual study with experts in ML, NLP, and AI Ethics, followed by a separate evaluative study with non-expert analysts who use ML models in their work. Using a semi-structured interview format coupled with a think-aloud protocol, we collected feedback from a total of 30 participants who engaged with different versions of standard and interactive model cards. Through a thematic analysis of the collected data, we identified several conceptual dimensions that summarize the strengths and limitations of standard and interactive model cards, including: stakeholders; design; guidance; understandability & interpretability; sensemaking & skepticism; and trust & safety. Our findings demonstrate the importance of carefully considered design and interactivity for orienting and supporting non-expert analysts using deep learning models, along with a need for consideration of broader sociotechnical contexts and organizational dynamics. We have also identified design elements, such as language, visual cues, and warnings, among others, that support interactivity and make non-interactive content accessible. We summarize our findings as design guidelines and discuss their implications for a human-centered approach towards AI/ML documentation.

New developments are enabling AI systems to perceive, recognize, and respond with social cues based on inferences made from humans' explicit or implicit behavioral and verbal cues. These AI systems, equipped with an equivalent of human's Theory of Mind (ToM) capability, are currently serving as matchmakers on dating platforms, assisting student learning as teaching assistants, and enhancing productivity as work partners. They mark a new era in human-AI interaction (HAI) that diverges from traditional human-computer interaction (HCI), where computers are commonly seen as tools instead of social actors. Designing and understanding the human perceptions and experiences in this emerging HAI era becomes an urgent and critical issue for AI systems to fulfill human needs and mitigate risks across social contexts. In this paper, we posit the Mutual Theory of Mind (MToM) framework, inspired by our capability of ToM in human-human communications, to guide this new generation of HAI research by highlighting the iterative and mutual shaping nature of human-AI communication. We discuss the motivation of the MToM framework and its three key components that iteratively shape the human-AI communication in three stages. We then describe two empirical studies inspired by the MToM framework to demonstrate the power of MToM in guiding the design and understanding of human-AI communication. Finally, we discuss future research opportunities in human-AI interaction through the lens of MToM.

Artificial Intelligence has made remarkable advancements in recent years, primarily driven by increasingly large deep learning models. However, achieving true Artificial General Intelligence (AGI) demands fundamentally new architectures rather than merely scaling up existing models. Current approaches largely depend on expanding model parameters, which improves task-specific performance but falls short in enabling continuous, adaptable, and generalized learning. Achieving AGI capable of continuous learning and personalization on resource-constrained edge devices is an even bigger challenge. This paper reviews the state of continual learning and neuroscience-inspired AI, and proposes a novel architecture for Personalized AGI that integrates brain-like learning mechanisms for edge deployment. We review literature on continuous lifelong learning, catastrophic forgetting, and edge AI, and discuss key neuroscience principles of human learning, including Synaptic Pruning, Hebbian plasticity, Sparse Coding, and Dual Memory Systems, as inspirations for AI systems. Building on these insights, we outline an AI architecture that features complementary fast-and-slow learning modules, synaptic self-optimization, and memory-efficient model updates to support on-device lifelong adaptation. Conceptual diagrams of the proposed architecture and learning processes are provided. We address challenges such as catastrophic forgetting, memory efficiency, and system scalability, and present application scenarios for mobile AI assistants and embodied AI systems like humanoid robots. We conclude with key takeaways and future research directions toward truly continual, personalized AGI on the edge. While the architecture is theoretical, it synthesizes diverse findings and offers a roadmap for future implementation.

The rapid integration of generative artificial intelligence into education has driven digital transformation in e-teaching, yet user perceptions of AI educational apps remain underexplored. This study performs a sentiment-driven evaluation of user reviews from top AI ed-apps on the Google Play Store to assess efficacy, challenges, and pedagogical implications. Our pipeline involved scraping app data and reviews, RoBERTa for binary sentiment classification, GPT-4o for key point extraction, and GPT-5 for synthesizing top positive/negative themes. Apps were categorized into seven types (e.g., homework helpers, math solvers, language tools), with overlaps reflecting multifunctional designs. Results indicate predominantly positive sentiments, with homework apps like Edu AI (95.9% positive) and Answer.AI (92.7%) leading in accuracy, speed, and personalization, while language/LMS apps (e.g., Teacher AI at 21.8% positive) lag due to instability and limited features. Positives emphasize efficiency in brainstorming, problem-solving, and engagement; negatives center on paywalls, inaccuracies, ads, and glitches. Trends show that homework helpers outperform specialized tools, highlighting AI's democratizing potential amid risks of dependency and inequity. The discussion proposes future ecosystems with hybrid AI-human models, VR/AR for immersive learning, and a roadmap for developers (adaptive personalization) and policymakers (monetization regulation for inclusivity). This underscores generative AI's role in advancing e-teaching by enabling ethical refinements that foster equitable, innovative environments. The full dataset is available here(https://github.com/erfan-nourbakhsh/GenAI-EdSent).

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.

Due to the proliferation of short-form content and the rapid adoption of AI, opportunities for deep, reflective thinking have significantly diminished, undermining users' critical thinking and reducing engagement with the reasoning behind AI-generated outputs. To address this issue, we propose an Interactive Chain-of-Thought (CoT) Framework that enhances human-centered explainability and responsible AI usage by making the model's inference process transparent, modular, and user-editable. The framework decomposes reasoning into clearly defined blocks that users can inspect, modify, and re-execute, encouraging active cognitive engagement rather than passive consumption. It further integrates a lightweight edit-adaptation mechanism inspired by preference learning, allowing the system to align with diverse cognitive styles and user intentions. Ethical transparency is ensured through explicit metadata disclosure, built-in bias checkpoint functionality, and privacy-preserving safeguards. This work outlines the design principles and architecture necessary to promote critical engagement, responsible interaction, and inclusive adaptation in AI systems aimed at addressing complex societal challenges.

AI creation, such as poem or lyrics generation, has attracted increasing attention from both industry and academic communities, with many promising models proposed in the past few years. Existing methods usually estimate the outputs based on single and independent visual or textual information. However, in reality, humans usually make creations according to their experiences, which may involve different modalities and be sequentially correlated. To model such human capabilities, in this paper, we define and solve a novel AI creation problem based on human experiences. More specifically, we study how to generate texts based on sequential multi-modal information. Compared with the previous works, this task is much more difficult because the designed model has to well understand and adapt the semantics among different modalities and effectively convert them into the output in a sequential manner. To alleviate these difficulties, we firstly design a multi-channel sequence-to-sequence architecture equipped with a multi-modal attention network. For more effective optimization, we then propose a curriculum negative sampling strategy tailored for the sequential inputs. To benchmark this problem and demonstrate the effectiveness of our model, we manually labeled a new multi-modal experience dataset. With this dataset, we conduct extensive experiments by comparing our model with a series of representative baselines, where we can demonstrate significant improvements in our model based on both automatic and human-centered metrics. The code and data are available at: https://github.com/Aman-4-Real/MMTG.

As humans delegate more tasks and decisions to artificial intelligence (AI), we risk losing control of our individual and collective futures. Relatively simple algorithmic systems already steer human decision-making, such as social media feed algorithms that lead people to unintentionally and absent-mindedly scroll through engagement-optimized content. In this paper, we develop the idea of human agency by integrating philosophical and scientific theories of agency with AI-assisted evaluation methods: using large language models (LLMs) to simulate and validate user queries and to evaluate AI responses. We develop HumanAgencyBench (HAB), a scalable and adaptive benchmark with six dimensions of human agency based on typical AI use cases. HAB measures the tendency of an AI assistant or agent to Ask Clarifying Questions, Avoid Value Manipulation, Correct Misinformation, Defer Important Decisions, Encourage Learning, and Maintain Social Boundaries. We find low-to-moderate agency support in contemporary LLM-based assistants and substantial variation across system developers and dimensions. For example, while Anthropic LLMs most support human agency overall, they are the least supportive LLMs in terms of Avoid Value Manipulation. Agency support does not appear to consistently result from increasing LLM capabilities or instruction-following behavior (e.g., RLHF), and we encourage a shift towards more robust safety and alignment targets.

Menu system design is a challenging task involving many design options and various human factors. For example, one crucial factor that designers need to consider is the semantic and systematic relation of menu commands. However, capturing these relations can be challenging due to limited available resources. With the advancement of neural language models, large language models can utilize their vast pre-existing knowledge in designing and refining menu systems. In this paper, we propose MenuCraft, an AI-assisted designer for menu design that enables collaboration between the designer and a dialogue system to design menus. MenuCraft offers an interactive language-based menu design tool that simplifies the menu design process and enables easy customization of design options. MenuCraft supports a variety of interactions through dialog that allows performing few-shot learning.

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.

Understanding a student's problem-solving strategy can have a significant impact on effective math learning using Intelligent Tutoring Systems (ITSs) and Adaptive Instructional Systems (AISs). For instance, the ITS/AIS can better personalize itself to correct specific misconceptions that are indicated by incorrect strategies, specific problems can be designed to improve strategies and frustration can be minimized by adapting to a student's natural way of thinking rather than trying to fit a standard strategy for all. While it may be possible for human experts to identify strategies manually in classroom settings with sufficient student interaction, it is not possible to scale this up to big data. Therefore, we leverage advances in Machine Learning and AI methods to perform scalable strategy prediction that is also fair to students at all skill levels. Specifically, we develop an embedding called MVec where we learn a representation based on the mastery of students. We then cluster these embeddings with a non-parametric clustering method where we progressively learn clusters such that we group together instances that have approximately symmetrical strategies. The strategy prediction model is trained on instances sampled from these clusters. This ensures that we train the model over diverse strategies and also that strategies from a particular group do not bias the DNN model, thus allowing it to optimize its parameters over all groups. Using real world large-scale student interaction datasets from MATHia, we implement our approach using transformers and Node2Vec for learning the mastery embeddings and LSTMs for predicting strategies. We show that our approach can scale up to achieve high accuracy by training on a small sample of a large dataset and also has predictive equality, i.e., it can predict strategies equally well for learners at diverse skill levels.

The recent advancement of large language models (LLMs) has been achieved through a combo of instruction tuning and human alignment. However, building manually crafted instruction datasets and performing human alignment become the bottleneck for scaling the development of LLMs. In this paper, we exploit the idea of leveraging AI models in lieu of humans as the teacher to train student LLMs. Our method is inspired by how human students refine their writing skills by following the rubrics and learning from the revisions offered by their tutors. Specifically, we employ a teacher LLM to create a curriculum for instruction tuning of the student LLM, namely Curriculum Instruction TunING (CITING). It encompasses two main steps: (1) the teacher LLM crafts the rubrics for evaluating the answers corresponding to various types of questions, and (2) the student LLM learns to follow the rubrics and perform self-correction from the revision made by the teacher. We further iteratively carry out it to embody the procedure of CITING. We compare CITING to a series of state-of-the-art baselines on four datasets. Our method demonstrates strong improvement in terms of articulate, in-depth, and comprehensive by GPT-4 evaluation. Specifically, it achieves an average winning rate of 79.4% over SFT, 73.4% over RLHF, 78.1% over RRHF, and 76.3% over RAFT, respectively.

Generative AI (GenAI) has rapidly entered education, yet its user experience is often explained through adoption-oriented constructs such as usefulness, ease of use, and engagement. We argue that these constructs are no longer sufficient because systems such as ChatGPT do not merely support learning tasks but also participate in knowledge construction. Existing theories cannot explain why GenAI frequently produces experiences characterized by negotiated authority, redistributed cognition, and accountability tension. To address this gap, this paper develops the Human--AI Epistemic Partnership Theory (HAEPT), explaining the GenAI user experience as a form of epistemic partnership that features a dynamic negotiation of three interlocking contracts: epistemic, agency, and accountability. We argue that findings on trust, over-reliance, academic integrity, teacher caution, and relational interaction about GenAI can be reinterpreted as tensions within these contracts rather than as isolated issues. Instead of holding a single, stable view of GenAI, users adjust how they relate to it over time through calibration cycles. These repeated interactions account for why trust and skepticism often coexist and for how partnership modes describe recurrent configurations of human--AI collaboration across tasks. To demonstrate the usefulness of HAEPT, we applied it to analyze the UX of collaborative learning with AI speakers and AI-facilitated scientific argumentation, illustrating different contract configurations.

Artificial intelligence is transforming education through data-driven, personalized learning solutions. This paper introduces AI Tutor, an innovative web application that provides personalized tutoring in any subject using state-of-the-art Large Language Model (LLM). AI Tutor ingests course materials to construct an adaptive knowledge base tailored to the course. When students pose questions, it retrieves the most relevant information and generates detailed, conversational responses citing supporting evidence. The system is powered by advanced large language models and Retrieval-Augmented Generation (RAG) techniques for accurate, natural question answering. We present a fully-functional web interface and video demonstration that showcase AI Tutor's versatility across diverse subjects and its ability to produce pedagogically cogent responses. While an initial prototype, this work represents a pioneering step toward AI-enabled tutoring systems that can democratize access to high-quality, customized educational support.

Recent advances in AI -- including generative approaches -- have resulted in technology that can support humans in scientific discovery and decision support but may also disrupt democracies and target individuals. The responsible use of AI increasingly shows the need for human-AI teaming, necessitating effective interaction between humans and machines. A crucial yet often overlooked aspect of these interactions is the different ways in which humans and machines generalise. In cognitive science, human generalisation commonly involves abstraction and concept learning. In contrast, AI generalisation encompasses out-of-domain generalisation in machine learning, rule-based reasoning in symbolic AI, and abstraction in neuro-symbolic AI. In this perspective paper, we combine insights from AI and cognitive science to identify key commonalities and differences across three dimensions: notions of generalisation, methods for generalisation, and evaluation of generalisation. We map the different conceptualisations of generalisation in AI and cognitive science along these three dimensions and consider their role in human-AI teaming. This results in interdisciplinary challenges across AI and cognitive science that must be tackled to provide a foundation for effective and cognitively supported alignment in human-AI teaming scenarios.

Intelligent tutoring systems combined with large language models offer a promising approach to address students' diverse needs and promote self-efficacious learning. While large language models possess good foundational knowledge of electrical engineering basics, they remain insufficiently capable of addressing specific questions about electrical circuits. In this paper, we present AITEE, an agent-based tutoring system for electrical engineering designed to accompany students throughout their learning process, offer individualized support, and promote self-directed learning. AITEE supports both hand-drawn and digital circuits through an adapted circuit reconstruction process, enabling natural interaction with students. Our novel graph-based similarity measure identifies relevant context from lecture materials through a retrieval augmented generation approach, while parallel Spice simulation further enhances accuracy in applying solution methodologies. The system implements a Socratic dialogue to foster learner autonomy through guided questioning. Experimental evaluations demonstrate that AITEE significantly outperforms baseline approaches in domain-specific knowledge application, with even medium-sized LLM models showing acceptable performance. Our results highlight the potential of agentic tutors to deliver scalable, personalized, and effective learning environments for electrical engineering education.

Deployed artificial intelligence (AI) often impacts humans, and there is no one-size-fits-all metric to evaluate these tools. Human-centered evaluation of AI-based systems combines quantitative and qualitative analysis and human input. It has been explored to some depth in the explainable AI (XAI) and human-computer interaction (HCI) communities. Gaps remain, but the basic understanding that humans interact with AI and accompanying explanations, and that humans' needs -- complete with their cognitive biases and quirks -- should be held front and center, is accepted by the community. In this paper, we draw parallels between the relatively mature field of XAI and the rapidly evolving research boom around large language models (LLMs). Accepted evaluative metrics for LLMs are not human-centered. We argue that many of the same paths tread by the XAI community over the past decade will be retread when discussing LLMs. Specifically, we argue that humans' tendencies -- again, complete with their cognitive biases and quirks -- should rest front and center when evaluating deployed LLMs. We outline three developed focus areas of human-centered evaluation of XAI: mental models, use case utility, and cognitive engagement, and we highlight the importance of exploring each of these concepts for LLMs. Our goal is to jumpstart human-centered LLM evaluation.

Human intelligence, the most evident and accessible form of source of reasoning, hosted by biological hardware, has evolved and been refined over thousands of years, positioning itself today to create new artificial forms and preparing to self--design their evolutionary path forward. Beginning with the advent of foundation models, the rate at which human and artificial intelligence interact with each other has surpassed any anticipated quantitative figures. The close engagement led to both bits of intelligence to be impacted in various ways, which naturally resulted in complex confluences that warrant close scrutiny. In the sequel, we shall explore the interplay between human and machine intelligence, focusing on the crucial role humans play in developing ethical, responsible, and robust intelligent systems. We slightly delve into interesting aspects of implementation inspired by the mechanisms underlying neuroscience and human cognition. Additionally, we propose future perspectives, capitalizing on the advantages of symbiotic designs to suggest a human-centered direction for next-generation AI development. We finalize this evolving document with a few thoughts and open questions yet to be addressed by the broader community.

Humans rapidly learn abstract knowledge when encountering novel environments and flexibly deploy this knowledge to guide efficient and intelligent action. Can modern AI systems learn and plan in a similar way? We study this question using a dataset of complex human gameplay with concurrent fMRI recordings, in which participants learn novel video games that require rule discovery, hypothesis revision, and multi-step planning. We jointly evaluate models by their ability to play the games, match human learning behavior, and predict brain activity during the same task, comparing a suite of frontier Large Reasoning Models (LRMs) against model-free and model-based deep reinforcement learning agents and a Bayesian theory-based agent. We find that frontier LRMs most closely match human behavioral patterns during game discovery and predict brain activity an order of magnitude better than both reinforcement learning alternatives across cortical and subcortical regions, with effects robust to permutation controls. Through targeted manipulations, we further show that brain alignment reflects the model's in-context representation of the game state rather than its downstream planning or reasoning. Our results establish LRMs as compelling computational accounts of human learning and decision making in complex, naturalistic environments. Project page with interactive replays: https://botcs.github.io/reason-to-play/

Recently, there is an increasing interest in using artificial intelligence (AI) to automate aspects of the research process, or even autonomously conduct the full research cycle from idea generation, over data analysis, to composing and evaluation of scientific manuscripts. Examples of working AI scientist systems have been demonstrated for computer science tasks and running molecular biology labs. While some approaches aim for full autonomy of the scientific AI, others rather aim for leveraging human-AI teaming. Here, we address how to adapt such approaches for boosting Brain-Computer Interface (BCI) development, as well as brain research resp. neuroscience at large. We argue that at this time, a strong emphasis on human-AI teaming, in contrast to fully autonomous AI BCI researcher will be the most promising way forward. We introduce the collaborative workspaces concept for human-AI teaming based on a set of Janusian design principles, looking both ways, to the human as well as to the AI side. Based on these principles, we present ChatBCI, a Python-based toolbox for enabling human-AI collaboration based on interaction with Large Language Models (LLMs), designed for BCI research and development projects. We show how ChatBCI was successfully used in a concrete BCI project on advancing motor imagery decoding from EEG signals. Our approach can be straightforwardly extended to broad neurotechnological and neuroscientific topics, and may by design facilitate human expert knowledge transfer to scientific AI systems in general.

With AI advancing fast, educators face a dilemma: allow the tool or ban it. Conflicting evidence that it both helps and hurts learning only deepens the confusion. The allow-or-ban framing is a false dichotomy; the relevant design question is placement. Used well, AI can scale feedback, examples, practice, and individualized support. Used poorly, it replaces the cognitive work that learning requires and leaves an illusion of learning: a confident sense of mastery that collapses on the unaided task. The strongest causal evidence shows the outcome flips on design: an unguarded AI helper left high-school students about 17% worse on an unaided exam than peers with no tool at all, while the same model rebuilt to withhold answers erased the harm, and a well-engineered tutor roughly doubled learning. We give educators one graspable frame for placing the tool. A new idea is learned through six moves, in order: Prime, Probe, Point, Attach, Strengthen, and Test. Secure the first hard attempt and the final unaided check, scaffold with guarded AI in between, and one diagnostic carries the frame: if letting AI in makes the task feel effortless, it is in the wrong place. To make it usable, we map classical teaching moves and AI-supported interventions to each step. Together, the six-move model, the placement rule, and the intervention menu provide a practical foundation for lesson and course redesign in the age of AI.

To make AI systems broadly useful for challenging real-world tasks, we need them to learn complex human goals and preferences. One approach to specifying complex goals asks humans to judge during training which agent behaviors are safe and useful, but this approach can fail if the task is too complicated for a human to directly judge. To help address this concern, we propose training agents via self play on a zero sum debate game. Given a question or proposed action, two agents take turns making short statements up to a limit, then a human judges which of the agents gave the most true, useful information. In an analogy to complexity theory, debate with optimal play can answer any question in PSPACE given polynomial time judges (direct judging answers only NP questions). In practice, whether debate works involves empirical questions about humans and the tasks we want AIs to perform, plus theoretical questions about the meaning of AI alignment. We report results on an initial MNIST experiment where agents compete to convince a sparse classifier, boosting the classifier's accuracy from 59.4% to 88.9% given 6 pixels and from 48.2% to 85.2% given 4 pixels. Finally, we discuss theoretical and practical aspects of the debate model, focusing on potential weaknesses as the model scales up, and we propose future human and computer experiments to test these properties.

Educational chatbots are a promising tool for assisting student learning. However, the development of effective chatbots in education has been challenging, as high-quality data is seldom available in this domain. In this paper, we propose a framework for generating synthetic teacher-student interactions grounded in a set of textbooks. Our approaches capture one aspect of learning interactions where curious students with partial knowledge interactively ask a teacher questions about the material in the textbook. We highlight various quality criteria that such dialogues should fulfill and compare several approaches relying on either prompting or fine-tuning large language models. We use synthetic dialogues to train educational chatbots and show benefits of further fine-tuning in different educational domains. However, human evaluation shows that our best data synthesis method still suffers from hallucinations and tends to reiterate information from previous conversations. Our findings offer insights for future efforts in synthesizing conversational data that strikes a balance between size and quality. We will open-source our data and code.

The applications of generative AI have become extremely impressive, and the interplay between users and AI is even more so. Current human-AI interaction literature has taken a broad look at how humans interact with generative AI, but it lacks specificity regarding the user interface designs and patterns used to create these applications. Therefore, we present a survey that comprehensively presents taxonomies of how a human interacts with AI and the user interaction patterns designed to meet the needs of a variety of relevant use cases. We focus primarily on user-guided interactions, surveying interactions that are initiated by the user and do not include any implicit signals given by the user. With this survey, we aim to create a compendium of different user-interaction patterns that can be used as a reference for designers and developers alike. In doing so, we also strive to lower the entry barrier for those attempting to learn more about the design of generative AI applications.

Can an AI autonomously design mechanisms for computer systems on par with the creativity and reasoning of human experts? We present Glia, an AI architecture for networked systems design that uses large language models (LLMs) in a human-inspired, multi-agent workflow. Each agent specializes in reasoning, experimentation, and analysis, collaborating through an evaluation framework that grounds abstract reasoning in empirical feedback. Unlike prior ML-for-systems methods that optimize black-box policies, Glia generates interpretable designs and exposes its reasoning process. When applied to a distributed GPU cluster for LLM inference, it produces new algorithms for request routing, scheduling, and auto-scaling that perform at human-expert levels in significantly less time, while yielding novel insights into workload behavior. Our results suggest that by combining reasoning LLMs with structured experimentation, an AI can produce creative and understandable designs for complex systems problems.

Recent studies have demonstrated that Large Language Models (LLMs) have strong mathematical reasoning abilities but rely on hundreds of billions of parameters. To tackle the challenge of poor reasoning in Small Language Models (SLMs), existing methods typically leverage LLMs to generate massive amounts of data for cramming training. In psychology, they are akin to System 1 thinking, which resolves reasoning problems rapidly based on experience and intuition. However, human learning also requires System 2 thinking, where knowledge is first acquired and then reinforced through practice. Inspired by such two distinct modes of thinking, we propose a novel method based on the multi-LoRA Interaction for mathematical reasoning Distillation (LoRID). First, we input the question and reasoning of each sample into an LLM to create knowledge-enhanced datasets. Subsequently, we train a LoRA block on the student model as an Intuitive Reasoner (IR), which directly generates Chain-of-Thoughts for problem-solving. Then, to imitate System 2 thinking, we train the Knowledge Generator (KG) and Deep Reasoner (DR), respectively. The former outputs only knowledge after receiving problems, while the latter uses that knowledge to perform reasoning. Finally, to address the randomness in the generation of IR and DR, we evaluate whether their outputs are consistent, and the inference process needs to be iterated if not. This step can enhance the mathematical reasoning ability of SLMs through mutual feedback. Experimental results show that LoRID achieves state-of-the-art performance, especially on the GSM8K dataset, where it outperforms the second-best method by 2.3%, 16.1%, 2.4%, 12.3%, and 1.8% accuracy across the five base models, respectively.

Rigorously evaluating machine intelligence against the broad spectrum of human general intelligence has become increasingly important and challenging in this era of rapid technological advance. Conventional AI benchmarks typically assess only narrow capabilities in a limited range of human activity. Most are also static, quickly saturating as developers explicitly or implicitly optimize for them. We propose that a more promising way to evaluate human-like general intelligence in AI systems is through a particularly strong form of general game playing: studying how and how well they play and learn to play all conceivable human games, in comparison to human players with the same level of experience, time, or other resources. We define a "human game" to be a game designed by humans for humans, and argue for the evaluative suitability of this space of all such games people can imagine and enjoy -- the "Multiverse of Human Games". Taking a first step towards this vision, we introduce the AI GameStore, a scalable and open-ended platform that uses LLMs with humans-in-the-loop to synthesize new representative human games, by automatically sourcing and adapting standardized and containerized variants of game environments from popular human digital gaming platforms. As a proof of concept, we generated 100 such games based on the top charts of Apple App Store and Steam, and evaluated seven frontier vision-language models (VLMs) on short episodes of play. The best models achieved less than 10\% of the human average score on the majority of the games, and especially struggled with games that challenge world-model learning, memory and planning. We conclude with a set of next steps for building out the AI GameStore as a practical way to measure and drive progress toward human-like general intelligence in machines.

We argue that modern generative models create structural risks for knowledge and cultural production at current, sub-AGI capability levels. We define Human Temporal Learning (HTL) as path-dependent knowledge accumulation through sustained engagement with problems over time. Generative outputs increasingly resemble HTL-intensive work in surface features, so verifying whether a given output reflects genuine human learning grows costly relative to its expected benefit. Once verification loses economic justification, evaluators reward outputs regardless of production mode, and producers who invested years of learning compete on price against outputs that cost almost nothing to generate. We call this pathway value collapse and formalize it through a costly-inspection framework. Cross-domain evidence from academic publishing, legal practice, content platforms, and software security maps onto four stages of verification erosion. Alignment success is orthogonal. Better-aligned models narrow observable gaps between human and AI outputs, making source verification harder and intensifying competitive pressure against HTL-intensive work even when individual AI outputs improve.

Recent improvements in large language models (LLMs) have led many researchers to focus on building fully autonomous AI agents. This position paper questions whether this approach is the right path forward, as these autonomous systems still have problems with reliability, transparency, and understanding the actual requirements of human. We suggest a different approach: LLM-based Human-Agent Systems (LLM-HAS), where AI works with humans rather than replacing them. By keeping human involved to provide guidance, answer questions, and maintain control, these systems can be more trustworthy and adaptable. Looking at examples from healthcare, finance, and software development, we show how human-AI teamwork can handle complex tasks better than AI working alone. We also discuss the challenges of building these collaborative systems and offer practical solutions. This paper argues that progress in AI should not be measured by how independent systems become, but by how well they can work with humans. The most promising future for AI is not in systems that take over human roles, but in those that enhance human capabilities through meaningful partnership.

As AI systems enter into a growing number of societal domains, these systems increasingly shape and are shaped by user preferences, opinions, and behaviors. However, the design of AI systems rarely accounts for how AI and users shape one another. In this position paper, we argue for the development of formal interaction models which mathematically specify how AI and users shape one another. Formal interaction models can be leveraged to (1) specify interactions for implementation, (2) monitor interactions through empirical analysis, (3) anticipate societal impacts via counterfactual analysis, and (4) control societal impacts via interventions. The design space of formal interaction models is vast, and model design requires careful consideration of factors such as style, granularity, mathematical complexity, and measurability. Using content recommender systems as a case study, we critically examine the nascent literature of formal interaction models with respect to these use-cases and design axes. More broadly, we call for the community to leverage formal interaction models when designing, evaluating, or auditing any AI system which interacts with users.

Artificial Intelligence (AI) algorithms frequently learn creative and unexpected solutions, surprising even expert researchers who develop and study them. They often astonish practitioners by discovering unanticipated behavior, exploiting loopholes in reward signals, or spontaneously uncovering previously unknown scientific phenomena. However, accounts of such unconventional behavior across machine learning are seldom formally documented. This work presents 26 curated firsthand anecdotes from various machine learning subfields representing the work of over 100 researchers. These anecdotes showcase the capability of modern AI systems to circumvent human-imposed design limitations and discover unexpected solutions to the tasks we train them on. Furthermore, these accounts are particularly important for the safety of future AI systems. They illustrate the fundamental challenge of aligning models with human values without diminishing their creativity, so they can make surprising discoveries without producing surprising, potentially harmful outcomes. The paper first details AI achieving superhuman success through reinforcement learning across many challenging domains. However, reward-driven optimization can fail when the model learns to hack an underspecified reward or unarticulated constraint. We then present case studies suggesting that harnessing internet-scale foundation models (FMs) has not resolved these fundamental challenges and, in fact, can supercharge them. Nevertheless, we argue that these same learning dynamics can be harnessed to accelerate scientific discovery. Finally, we hope this work provides a consolidated resource to inform future research and demonstrates that the tendency toward unexpected behaviors is commonplace in modern AI, highlighting the need to anticipate and manage AI's capacity for innovative, yet unpredictable, solutions. (abstract abridged)

Critical domain knowledge typically resides with few experts, creating organizational bottlenecks in scalability and decision-making. Non-experts struggle to create effective visualizations, leading to suboptimal insights and diverting expert time. This paper investigates how to capture and embed human domain knowledge into AI agent systems through an industrial case study. We propose a software engineering framework to capture human domain knowledge for engineering AI agents in simulation data visualization by augmenting a Large Language Model (LLM) with a request classifier, Retrieval-Augmented Generation (RAG) system for code generation, codified expert rules, and visualization design principles unified in an agent demonstrating autonomous, reactive, proactive, and social behavior. Evaluation across five scenarios spanning multiple engineering domains with 12 evaluators demonstrates 206% improvement in output quality, with our agent achieving expert-level ratings in all cases versus baseline's poor performance, while maintaining superior code quality with lower variance. Our contributions are: an automated agent-based system for visualization generation and a validated framework for systematically capturing human domain knowledge and codifying tacit expert knowledge into AI agents, demonstrating that non-experts can achieve expert-level outcomes in specialized domains.

How can we design Natural Language Processing (NLP) systems that learn from human feedback? There is a growing research body of Human-in-the-loop (HITL) NLP frameworks that continuously integrate human feedback to improve the model itself. HITL NLP research is nascent but multifarious -- solving various NLP problems, collecting diverse feedback from different people, and applying different methods to learn from collected feedback. We present a survey of HITL NLP work from both Machine Learning (ML) and Human-Computer Interaction (HCI) communities that highlights its short yet inspiring history, and thoroughly summarize recent frameworks focusing on their tasks, goals, human interactions, and feedback learning methods. Finally, we discuss future directions for integrating human feedback in the NLP development loop.

In the quest for super-human performance, Large Language Models (LLMs) have traditionally been tethered to human-annotated datasets and predefined training objectives-a process that is both labor-intensive and inherently limited. This paper presents a transformative approach: Autonomous Learning for LLMs, a self-sufficient learning paradigm that frees models from the constraints of human supervision. This method endows LLMs with the ability to self-educate through direct interaction with text, akin to a human reading and comprehending literature. Our approach eliminates the reliance on annotated data, fostering an Autonomous Learning environment where the model independently identifies and reinforces its knowledge gaps. Empirical results from our comprehensive experiments, which utilized a diverse array of learning materials and were evaluated against standard public quizzes, reveal that Autonomous Learning outstrips the performance of both Pre-training and Supervised Fine-Tuning (SFT), as well as retrieval-augmented methods. These findings underscore the potential of Autonomous Learning to not only enhance the efficiency and effectiveness of LLM training but also to pave the way for the development of more advanced, self-reliant AI systems.

Artificial intelligence (AI) has achieved astonishing successes in many domains, especially with the recent breakthroughs in the development of foundational large models. These large models, leveraging their extensive training data, provide versatile solutions for a wide range of downstream tasks. However, as modern datasets become increasingly diverse and complex, the development of large AI models faces two major challenges: (1) the enormous consumption of computational resources and deployment difficulties, and (2) the difficulty in fitting heterogeneous and complex data, which limits the usability of the models. Mixture of Experts (MoE) models has recently attracted much attention in addressing these challenges, by dynamically selecting and activating the most relevant sub-models to process input data. It has been shown that MoEs can significantly improve model performance and efficiency with fewer resources, particularly excelling in handling large-scale, multimodal data. Given the tremendous potential MoE has demonstrated across various domains, it is urgent to provide a comprehensive summary of recent advancements of MoEs in many important fields. Existing surveys on MoE have their limitations, e.g., being outdated or lacking discussion on certain key areas, and we aim to address these gaps. In this paper, we first introduce the basic design of MoE, including gating functions, expert networks, routing mechanisms, training strategies, and system design. We then explore the algorithm design of MoE in important machine learning paradigms such as continual learning, meta-learning, multi-task learning, and reinforcement learning. Additionally, we summarize theoretical studies aimed at understanding MoE and review its applications in computer vision and natural language processing. Finally, we discuss promising future research directions.

A fundamental bottleneck in human-AI collaboration is the "intention expression gap," the difficulty for humans to effectively convey complex, high-dimensional thoughts to AI. This challenge often traps users in inefficient trial-and-error loops and is exacerbated by the diverse expertise levels of users. We reframe this problem from passive instruction following to a Socratic collaboration paradigm, proposing an agent that actively probes for information to resolve its uncertainty about user intent. we name the proposed agent Nous, trained to acquire proficiency in this inquiry policy. The core mechanism of Nous is a training framework grounded in the first principles of information theory. Within this framework, we define the information gain from dialogue as an intrinsic reward signal, which is fundamentally equivalent to the reduction of Shannon entropy over a structured task space. This reward design enables us to avoid reliance on costly human preference annotations or external reward models. To validate our framework, we develop an automated simulation pipeline to generate a large-scale, preference-based dataset for the challenging task of scientific diagram generation. Comprehensive experiments, including ablations, subjective and objective evaluations, and tests across user expertise levels, demonstrate the effectiveness of our proposed framework. Nous achieves leading efficiency and output quality, while remaining robust to varying user expertise. Moreover, its design is domain-agnostic, and we show evidence of generalization beyond diagram generation. Experimental results prove that our work offers a principled, scalable, and adaptive paradigm for resolving uncertainty about user intent in complex human-AI collaboration.

Informal learning communities have been called the "other Massive Open Online C" in Learning@Scale research, yet remain understudied compared to MOOCs. We present the first empirical study of a large-scale informal learning community composed entirely of AI agents. Moltbook, a social network exclusively for AI agents powered by autonomous agent frameworks such as OpenClaw, grew to over 2.8 million registered agents in three weeks. Analyzing 231,080 non-spam posts across three phases of community evolution, we find three key patterns. First, participation inequality is extreme from the start (comment Gini = 0.889), exceeding human community benchmarks. Second, AI agents exhibit a "broadcasting inversion": statement-to-question ratios of 8.9:1 to 9.7:1 contrast sharply with the question-driven dynamics of human learning communities, and comment-level analysis of 1.55 million comments reveals a "parallel monologue" pattern where 93% of comments are independent responses rather than threaded dialogue. Third, we document a characteristic engagement lifecycle: explosive initial growth (184K posts from 32K authors in 11 days), a spam crisis (57,093 posts deleted by the platform), and engagement decline (mean comments: 31.7 -> 8.3 -> 1.7) that had not reversed by the end of our observation window despite effective spam removal. Sentiment analysis reveals a selection effect: comment tone becomes more positive as engagement declines, suggesting that casual participants disengage first while committed contributors remain. These findings have direct implications for hybrid human-AI learning platforms.

A large amount of valuable academic content is only available in its original language, creating a significant access barrier for the global student community. This is a challenge for translating in several subjects, such as history, culture, and the arts, where current automated subtitle tools fail to convey the appropriate pedagogical tone and specialized meaning. In addition, reading traditional automated subtitles increases cognitive load and leads to a disconnected learning experience. Through a mixed-methods study involving 36 participants, we found that GlobalizeEds dubbed formats significantly reduce cognitive load and offer a more immersive learning experience compared to traditional subtitles. Although learning effectiveness was comparable between high-quality subtitles and dubbed formats, both groups valued GlobalizeEds ability to preserve the speakers voice, which enhanced perceived authenticity. Instructors rated translation accuracy and vocal naturalness, whereas students reported that synchronized, identity-preserving outputs fostered engagement and trust. This work contributes a novel human-centered AI framework for cross-lingual education, demonstrating how multimodal translation systems can balance linguistic fidelity, cultural adaptability, and user control to create more inclusive global learning experiences.

Developing safe and useful general-purpose AI systems will require us to make progress on scalable oversight: the problem of supervising systems that potentially outperform us on most skills relevant to the task at hand. Empirical work on this problem is not straightforward, since we do not yet have systems that broadly exceed our abilities. This paper discusses one of the major ways we think about this problem, with a focus on ways it can be studied empirically. We first present an experimental design centered on tasks for which human specialists succeed but unaided humans and current general AI systems fail. We then present a proof-of-concept experiment meant to demonstrate a key feature of this experimental design and show its viability with two question-answering tasks: MMLU and time-limited QuALITY. On these tasks, we find that human participants who interact with an unreliable large-language-model dialog assistant through chat -- a trivial baseline strategy for scalable oversight -- substantially outperform both the model alone and their own unaided performance. These results are an encouraging sign that scalable oversight will be tractable to study with present models and bolster recent findings that large language models can productively assist humans with difficult tasks.

Knowledge tracing---where a machine models the knowledge of a student as they interact with coursework---is a well established problem in computer supported education. Though effectively modeling student knowledge would have high educational impact, the task has many inherent challenges. In this paper we explore the utility of using Recurrent Neural Networks (RNNs) to model student learning. The RNN family of models have important advantages over previous methods in that they do not require the explicit encoding of human domain knowledge, and can capture more complex representations of student knowledge. Using neural networks results in substantial improvements in prediction performance on a range of knowledge tracing datasets. Moreover the learned model can be used for intelligent curriculum design and allows straightforward interpretation and discovery of structure in student tasks. These results suggest a promising new line of research for knowledge tracing and an exemplary application task for RNNs.

Generative AI technologies are growing in power, utility, and use. As generative technologies are being incorporated into mainstream applications, there is a need for guidance on how to design those applications to foster productive and safe use. Based on recent research on human-AI co-creation within the HCI and AI communities, we present a set of seven principles for the design of generative AI applications. These principles are grounded in an environment of generative variability. Six principles are focused on designing for characteristics of generative AI: multiple outcomes & imperfection; exploration & control; and mental models & explanations. In addition, we urge designers to design against potential harms that may be caused by a generative model's hazardous output, misuse, or potential for human displacement. We anticipate these principles to usefully inform design decisions made in the creation of novel human-AI applications, and we invite the community to apply, revise, and extend these principles to their own work.

Despite efforts to mitigate the inherent risks and biases of artificial intelligence (AI) algorithms, these algorithms can disproportionately impact culturally marginalized groups. A range of approaches has been proposed to address or reduce these risks, including the development of ethical guidelines and principles for responsible AI, as well as technical solutions that promote algorithmic fairness. Drawing on design justice, expansive learning theory, and recent empirical work on participatory AI, we argue that mitigating these harms requires a fundamental re-architecture of the AI production pipeline. This re-design should center co-production, diversity, equity, inclusion (DEI), and multidisciplinary collaboration. We introduce an augmented AI lifecycle consisting of five interconnected phases: co-framing, co-design, co-implementation, co-deployment, and co-maintenance. The lifecycle is informed by four multidisciplinary workshops and grounded in themes of distributed authority and iterative knowledge exchange. Finally, we relate the proposed lifecycle to several leading ethical frameworks and outline key research questions that remain for scaling participatory governance.

We present a design framework called Conversational Learning with Analytical Step-by-Step Strategies (CLASS) for developing high-performance Intelligent Tutoring Systems (ITS). The CLASS framework aims to empower ITS with with two critical capabilities: imparting tutor-like step-by-step guidance and enabling tutor-like conversations in natural language to effectively engage learners. To empower ITS with the aforementioned capabilities, the CLASS framework employs two carefully curated synthetic datasets. The first scaffolding dataset encompasses a variety of elements, including problems, their corresponding subproblems, hints, incorrect solutions, and tailored feedback. This dataset provides ITS with essential problem-solving strategies necessary for guiding students through each step of the conversation. The second conversational dataset contains simulated student-tutor conversations that involve the application of problem-solving strategies learned from the first dataset. In the second dataset, the tutoring system adheres to a pre-defined response template, which helps to maintain consistency and structure in ITS's responses during its interactions. This structured methodology facilitates seamless integration of user feedback and yields valuable insights into ITS's internal decision-making process, allowing for continuous refinement and improvement of the system. We also present a proof-of-concept ITS, referred to as SPOCK, trained using the CLASS framework with a focus on college level introductory biology content. A carefully constructed protocol was developed for SPOCK's preliminary evaluation, examining aspects such as the factual accuracy and relevance of its responses. Experts in the field of biology offered favorable remarks, particularly highlighting SPOCK's capability to break down questions into manageable subproblems and provide step-by-step guidance to students.

We critically examine the limitations of current AI models in achieving autonomous learning and propose a learning architecture inspired by human and animal cognition. The proposed framework integrates learning from observation (System A) and learning from active behavior (System B) while flexibly switching between these learning modes as a function of internally generated meta-control signals (System M). We discuss how this could be built by taking inspiration on how organisms adapt to real-world, dynamic environments across evolutionary and developmental timescales.

The dominant paradigm for instruction tuning is the random-shuffled training of maximally diverse instruction-response pairs. This paper explores the potential benefits of applying a structured cognitive learning approach to instruction tuning in contemporary large language models like ChatGPT and GPT-4. Unlike the previous conventional randomized instruction dataset, we propose a highly structured synthetic dataset that mimics the progressive and organized nature of human education. We curate our dataset by aligning it with educational frameworks, incorporating meta information including its topic and cognitive rigor level for each sample. Our dataset covers comprehensive fine-grained topics spanning diverse educational stages (from middle school to graduate school) with various questions for each topic to enhance conceptual depth using Bloom's taxonomy-a classification framework distinguishing various levels of human cognition for each concept. The results demonstrate that this cognitive rigorous training approach yields significant performance enhancements - +3.06 on the MMLU benchmark and an additional +1.28 on AI2 Reasoning Challenge (hard set) - compared to conventional randomized training, all while avoiding additional computational costs. This research highlights the potential of leveraging human learning principles to enhance the capabilities of language models in comprehending and responding to complex instructions and tasks.

Today, most large-scale conversational AI agents (e.g. Alexa, Siri, or Google Assistant) are built using manually annotated data to train the different components of the system. Typically, the accuracy of the ML models in these components are improved by manually transcribing and annotating data. As the scope of these systems increase to cover more scenarios and domains, manual annotation to improve the accuracy of these components becomes prohibitively costly and time consuming. In this paper, we propose a system that leverages user-system interaction feedback signals to automate learning without any manual annotation. Users here tend to modify a previous query in hopes of fixing an error in the previous turn to get the right results. These reformulations, which are often preceded by defective experiences caused by errors in ASR, NLU, ER or the application. In some cases, users may not properly formulate their requests (e.g. providing partial title of a song), but gleaning across a wider pool of users and sessions reveals the underlying recurrent patterns. Our proposed self-learning system automatically detects the errors, generate reformulations and deploys fixes to the runtime system to correct different types of errors occurring in different components of the system. In particular, we propose leveraging an absorbing Markov Chain model as a collaborative filtering mechanism in a novel attempt to mine these patterns. We show that our approach is highly scalable, and able to learn reformulations that reduce Alexa-user errors by pooling anonymized data across millions of customers. The proposed self-learning system achieves a win/loss ratio of 11.8 and effectively reduces the defect rate by more than 30% on utterance level reformulations in our production A/B tests. To the best of our knowledge, this is the first self-learning large-scale conversational AI system in production.

Accurate estimation of item (question or task) difficulty is critical for educational assessment but suffers from the cold start problem. While Large Language Models demonstrate superhuman problem-solving capabilities, it remains an open question whether they can perceive the cognitive struggles of human learners. In this work, we present a large-scale empirical analysis of Human-AI Difficulty Alignment for over 20 models across diverse domains such as medical knowledge and mathematical reasoning. Our findings reveal a systematic misalignment where scaling up model size is not reliably helpful; instead of aligning with humans, models converge toward a shared machine consensus. We observe that high performance often impedes accurate difficulty estimation, as models struggle to simulate the capability limitations of students even when being explicitly prompted to adopt specific proficiency levels. Furthermore, we identify a critical lack of introspection, as models fail to predict their own limitations. These results suggest that general problem-solving capability does not imply an understanding of human cognitive struggles, highlighting the challenge of using current models for automated difficulty prediction.

Agents, as user-centric tools, are increasingly deployed for human task delegation, assisting with a broad spectrum of requests by generating thoughts, engaging with user proxies, and producing action plans. However, agents based on large language models (LLMs) often face substantial planning latency due to two primary factors: the efficiency limitations of the underlying LLMs due to their large size and high demand, and the structural complexity of the agents due to the extensive generation of intermediate thoughts to produce the final output. Given that inefficiency in service provision can undermine the value of automation for users, this paper presents a human-centered efficient agent planning method -- Interactive Speculative Planning -- aiming at enhancing the efficiency of agent planning through both system design and human-AI interaction. Our approach advocates for the co-design of the agent system and user interface, underscoring the importance of an agent system that can fluidly manage user interactions and interruptions. By integrating human interruptions as a fundamental component of the system, we not only make it more user-centric but also expedite the entire process by leveraging human-in-the-loop interactions to provide accurate intermediate steps. Code and data will be released.

Recent advancements in general-purpose AI have highlighted the importance of guiding AI systems towards the intended goals, ethical principles, and values of individuals and groups, a concept broadly recognized as alignment. However, the lack of clarified definitions and scopes of human-AI alignment poses a significant obstacle, hampering collaborative efforts across research domains to achieve this alignment. In particular, ML- and philosophy-oriented alignment research often views AI alignment as a static, unidirectional process (i.e., aiming to ensure that AI systems' objectives match humans) rather than an ongoing, mutual alignment problem [429]. This perspective largely neglects the long-term interaction and dynamic changes of alignment. To understand these gaps, we introduce a systematic review of over 400 papers published between 2019 and January 2024, spanning multiple domains such as Human-Computer Interaction (HCI), Natural Language Processing (NLP), Machine Learning (ML), and others. We characterize, define and scope human-AI alignment. From this, we present a conceptual framework of "Bidirectional Human-AI Alignment" to organize the literature from a human-centered perspective. This framework encompasses both 1) conventional studies of aligning AI to humans that ensures AI produces the intended outcomes determined by humans, and 2) a proposed concept of aligning humans to AI, which aims to help individuals and society adjust to AI advancements both cognitively and behaviorally. Additionally, we articulate the key findings derived from literature analysis, including discussions about human values, interaction techniques, and evaluations. To pave the way for future studies, we envision three key challenges for future directions and propose examples of potential future solutions.

Lecture slide presentations, a sequence of pages that contain text and figures accompanied by speech, are constructed and presented carefully in order to optimally transfer knowledge to students. Previous studies in multimedia and psychology attribute the effectiveness of lecture presentations to their multimodal nature. As a step toward developing AI to aid in student learning as intelligent teacher assistants, we introduce the Multimodal Lecture Presentations dataset as a large-scale benchmark testing the capabilities of machine learning models in multimodal understanding of educational content. Our dataset contains aligned slides and spoken language, for 180+ hours of video and 9000+ slides, with 10 lecturers from various subjects (e.g., computer science, dentistry, biology). We introduce two research tasks which are designed as stepping stones towards AI agents that can explain (automatically captioning a lecture presentation) and illustrate (synthesizing visual figures to accompany spoken explanations) educational content. We provide manual annotations to help implement these two research tasks and evaluate state-of-the-art models on them. Comparing baselines and human student performances, we find that current models struggle in (1) weak crossmodal alignment between slides and spoken text, (2) learning novel visual mediums, (3) technical language, and (4) long-range sequences. Towards addressing this issue, we also introduce PolyViLT, a multimodal transformer trained with a multi-instance learning loss that is more effective than current approaches. We conclude by shedding light on the challenges and opportunities in multimodal understanding of educational presentations.

Timely, personalized feedback is essential for students learning programming. LLM-powered tools like ChatGPT offer instant support, but reveal direct answers with code, which may hinder deep conceptual engagement. We developed CodeAid, an LLM-powered programming assistant delivering helpful, technically correct responses, without revealing code solutions. CodeAid answers conceptual questions, generates pseudo-code with line-by-line explanations, and annotates student's incorrect code with fix suggestions. We deployed CodeAid in a programming class of 700 students for a 12-week semester. A thematic analysis of 8,000 usages of CodeAid was performed, further enriched by weekly surveys, and 22 student interviews. We then interviewed eight programming educators to gain further insights. Our findings reveal four design considerations for future educational AI assistants: D1) exploiting AI's unique benefits; D2) simplifying query formulation while promoting cognitive engagement; D3) avoiding direct responses while encouraging motivated learning; and D4) maintaining transparency and control for students to asses and steer AI responses.

Reinforcement learning from human feedback (RLHF) is a technique for training AI systems to align with human goals. RLHF has emerged as the central method used to finetune state-of-the-art large language models (LLMs). Despite this popularity, there has been relatively little public work systematizing its flaws. In this paper, we (1) survey open problems and fundamental limitations of RLHF and related methods; (2) overview techniques to understand, improve, and complement RLHF in practice; and (3) propose auditing and disclosure standards to improve societal oversight of RLHF systems. Our work emphasizes the limitations of RLHF and highlights the importance of a multi-faceted approach to the development of safer AI systems.

Artificial neural networks (ANN) are inspired by human learning. However, unlike human education, classical ANN does not use a curriculum. Curriculum Learning (CL) refers to the process of ANN training in which examples are used in a meaningful order. When using CL, training begins with a subset of the dataset and new samples are added throughout the training, or training begins with the entire dataset and the number of samples used is reduced. With these changes in training dataset size, better results can be obtained with curriculum, anti-curriculum, or random-curriculum methods than the vanilla method. However, a generally efficient CL method for various architectures and data sets is not found. In this paper, we propose cyclical curriculum learning (CCL), in which the data size used during training changes cyclically rather than simply increasing or decreasing. Instead of using only the vanilla method or only the curriculum method, using both methods cyclically like in CCL provides more successful results. We tested the method on 18 different data sets and 15 architectures in image and text classification tasks and obtained more successful results than no-CL and existing CL methods. We also have shown theoretically that it is less erroneous to apply CL and vanilla cyclically instead of using only CL or only vanilla method. The code of Cyclical Curriculum is available at https://github.com/CyclicalCurriculum/Cyclical-Curriculum.

The promise of generative AI to revolutionize education is constrained by the pedagogical limits of large language models (LLMs). A major issue is the lack of access to high-quality training data that reflect the learning of actual students. Prompt engineering has emerged as a stopgap, but the ability of prompts to encode complex pedagogical strategies in rule-based natural language is inherently limited. To address this gap we introduce TeachLM - an LLM optimized for teaching through parameter-efficient fine-tuning of state-of-the-art models. TeachLM is trained on a dataset comprised of 100,000 hours of one-on-one, longitudinal student-tutor interactions maintained by Polygence, which underwent a rigorous anonymization process to protect privacy. We use parameter-efficient fine-tuning to develop an authentic student model that enables the generation of high-fidelity synthetic student-tutor dialogues. Building on this capability, we propose a novel multi-turn evaluation protocol that leverages synthetic dialogue generation to provide fast, scalable, and reproducible assessments of the dialogical capabilities of LLMs. Our evaluations demonstrate that fine-tuning on authentic learning data significantly improves conversational and pedagogical performance - doubling student talk time, improving questioning style, increasing dialogue turns by 50%, and greater personalization of instruction.

Generative AI has become a routine resource in programming education, and most institutional responses to it are attempts at control, either by restricting access or by offering students a controlled version of the technology. This paper reports a seven-week mixed-methods pilot study in a master's-level data analytics course, in which 33 students were randomly assigned either to a scaffolded AI Study Coach embedded in the notebook-based laboratory sessions or to unrestricted use of AI tools of their own choosing. The Coach offered stepwise hints, did not generate code, limited the number of hints per session, and required a short reflection at the end of each session. The design assumed, in line with scaffolding theory and recent experimental evidence, that guided and limited support would build confidence and reduce over-reliance, and that the scaffolded group would learn more. Assignment performance did not differ between the conditions. Students in the Coach condition reported higher confidence but managed the hint budget poorly, while students in the unrestricted condition were satisfied with their tools and uneasy about how much they depended on them. In interviews, students in both conditions identified awareness of their own reliance on AI as the most valuable outcome of the course. Students who had formulated their own rules for when to use AI performed better in both conditions, and those with the best understanding of how the models work, in every case self-taught, used the tools most deliberately and achieved the highest scores. The design of the tool mattered less than the students' capacity to govern their own use of it, a capacity that is at present acquired by chance. The paper argues that the appropriate response is structural: assessment that grades the reasoning behind AI-assisted work, and AI literacy taught explicitly as a core skill.

To make deliberate progress towards more intelligent and more human-like artificial systems, we need to be following an appropriate feedback signal: we need to be able to define and evaluate intelligence in a way that enables comparisons between two systems, as well as comparisons with humans. Over the past hundred years, there has been an abundance of attempts to define and measure intelligence, across both the fields of psychology and AI. We summarize and critically assess these definitions and evaluation approaches, while making apparent the two historical conceptions of intelligence that have implicitly guided them. We note that in practice, the contemporary AI community still gravitates towards benchmarking intelligence by comparing the skill exhibited by AIs and humans at specific tasks such as board games and video games. We argue that solely measuring skill at any given task falls short of measuring intelligence, because skill is heavily modulated by prior knowledge and experience: unlimited priors or unlimited training data allow experimenters to "buy" arbitrary levels of skills for a system, in a way that masks the system's own generalization power. We then articulate a new formal definition of intelligence based on Algorithmic Information Theory, describing intelligence as skill-acquisition efficiency and highlighting the concepts of scope, generalization difficulty, priors, and experience. Using this definition, we propose a set of guidelines for what a general AI benchmark should look like. Finally, we present a benchmark closely following these guidelines, the Abstraction and Reasoning Corpus (ARC), built upon an explicit set of priors designed to be as close as possible to innate human priors. We argue that ARC can be used to measure a human-like form of general fluid intelligence and that it enables fair general intelligence comparisons between AI systems and humans.

In AI-assisted decision-making, humans often passively review AI's suggestion and decide whether to accept or reject it as a whole. In such a paradigm, humans are found to rarely trigger analytical thinking and face difficulties in communicating the nuances of conflicting opinions to the AI when disagreements occur. To tackle this challenge, we propose Human-AI Deliberation, a novel framework to promote human reflection and discussion on conflicting human-AI opinions in decision-making. Based on theories in human deliberation, this framework engages humans and AI in dimension-level opinion elicitation, deliberative discussion, and decision updates. To empower AI with deliberative capabilities, we designed Deliberative AI, which leverages large language models (LLMs) as a bridge between humans and domain-specific models to enable flexible conversational interactions and faithful information provision. An exploratory evaluation on a graduate admissions task shows that Deliberative AI outperforms conventional explainable AI (XAI) assistants in improving humans' appropriate reliance and task performance. Based on a mixed-methods analysis of participant behavior, perception, user experience, and open-ended feedback, we draw implications for future AI-assisted decision tool design.

As the general capabilities of artificial intelligence (AI) agents continue to evolve, their ability to learn to master multiple complex tasks through experience remains a key challenge. Current LLM agents, particularly those based on proprietary language models, typically rely on prompts to incorporate knowledge about the target tasks. This approach does not allow the agent to internalize this information and instead relies on ever-expanding prompts to sustain its functionality in diverse scenarios. This resembles a system of notes used by a person affected by anterograde amnesia, the inability to form new memories. In this paper, we propose a novel method to train AI agents to incorporate knowledge and skills for multiple tasks without the need for either cumbersome note systems or prior high-quality demonstration data. Our approach employs an iterative process where the agent collects new experiences, receives corrective feedback from humans in the form of hints, and integrates this feedback into its weights via a context distillation training procedure. We demonstrate the efficacy of our approach by implementing it in a Llama-3-based agent that, after only a few rounds of feedback, outperforms advanced models GPT-4o and DeepSeek-V3 in tasksets requiring correct sequencing of information retrieval, tool use, and question answering.

Recent developments in Generative Artificial Intelligence (GenAI) have created significant uncertainty in education, particularly in terms of assessment practices. Against this backdrop, we present an updated version of the AI Assessment Scale (AIAS), a framework with two fundamental purposes: to facilitate open dialogue between educators and students about appropriate GenAI use and to support educators in redesigning assessments in an era of expanding AI capabilities. Grounded in social constructivist principles and designed with assessment validity in mind, the AIAS provides a structured yet flexible approach that can be adapted across different educational contexts. Building on implementation feedback from global adoption across both the K-12 and higher education contexts, this revision represents a significant change from the original AIAS. Among these changes is a new visual guide that moves beyond the original traffic light system and utilises a neutral colour palette that avoids implied hierarchies between the levels. The scale maintains five distinct levels of GenAI integration in assessment, from "No AI" to "AI Exploration", but has been refined to better reflect rapidly advancing technological capabilities and emerging pedagogical needs. This paper presents the theoretical foundations of the revised framework, provides detailed implementation guidance through practical vignettes, and discusses its limitations and future directions. As GenAI capabilities continue to expand, particularly in multimodal content generation, the AIAS offers a starting point for reimagining assessment design in an era of disruptive technologies.

Concept Bottleneck Models (CBMs) are interpretable-by-design neural networks that detect human-understandable concepts from the input and use them to generate predictions. By allowing users to inspect the concepts underlying a prediction and explore how predictions change under alternative concept configurations, CBMs have emerged as one of the most prominent approaches to supporting human-AI collaboration. However, user studies investigating their actual effectiveness as decision-support systems remain limited. We present two large-scale user studies (N participants = 705, N observations = 6,959) evaluating how concept-based explanations and user interventions on the model's concepts affect the performance of the human-AI team in two distinct binary classification tasks. Our results show that CBMs, and particularly their interactive component, can improve human-AI team accuracy relative to both unaided human performance and performance with non-interpretable AI support. However, these benefits emerge only under certain conditions: classification tasks perceived as difficult, easily identifiable concepts, and active interaction with the model. We also discuss how inaccurate concept detection may undermine users' trust in the model. Overall, this work provides practical guidance for the deployment of CBMs as effective decision-support tools.

Effective personalized AI-assisted learning demands systems that can not only generate accurate learner-specific educational materials, but also dynamically adapt their instruction to diverse learners. However, existing educational agents have primarily focused on lecture content automation and simulations, which often fall short of modelling multimodal and embodied instructional methods tailored for the individual learner. To this end, we propose LectūraAgents - a multi-agent framework that enables personalized learning through end-to-end adaptive embodied teaching. At its core, LectūraAgents mirrors a professor-student relationship, in which a ProfessorAgent leads a collaborative team of specialized subordinate agents through research, planning, review, and embodied delivery of lecture contents that adapt to a learner's needs. The framework offers three main contributions: (1) a hierarchical multi-agent architecture for end-to-end personalized learning; (2) an adaptive embodied teaching mechanism, wherein the ProfessorAgent executes visible and pedagogically motivated teaching actions (e.g., handwrite, highlight, underline, etc.) over contents in a teaching environment; and (3) a Teaching Action-Speech Alignment (TASA) algorithm that employs salience-based heuristics and temporal semantic segmentation to generate coherent teaching action sequences aligned with learner profiles. We evaluate LectūraAgents on diverse courses at high school, undergraduate, and graduate levels using sample-specific rubric-based analysis; with generated lecture materials and teaching actions assessed and validated by expert educators. Experimental results show consistent gains in lecture content quality, embodied teaching quality, assessment, and personalization over existing approaches, positioning LectūraAgents as a pedagogically well-grounded framework for personalized learning at scale.

Recent benchmark studies have claimed that AI has approached or even surpassed human-level performances on various cognitive tasks. However, this position paper argues that current AI evaluation paradigms are insufficient for assessing human-like cognitive capabilities. We identify a set of key shortcomings: a lack of human-validated labels, inadequate representation of human response variability and uncertainty, and reliance on simplified and ecologically-invalid tasks. We support our claims by conducting a human evaluation study on ten existing AI benchmarks, suggesting significant biases and flaws in task and label designs. To address these limitations, we propose five concrete recommendations for developing future benchmarks that will enable more rigorous and meaningful evaluations of human-like cognitive capacities in AI with various implications for such AI applications.

Large Language Models (LLMs) increasingly exhibit anthropomorphism characteristics -- human-like qualities portrayed across their outlook, language, behavior, and reasoning functions. Such characteristics enable more intuitive and engaging human-AI interactions. However, current research on anthropomorphism remains predominantly risk-focused, emphasizing over-trust and user deception while offering limited design guidance. We argue that anthropomorphism should instead be treated as a concept of design that can be intentionally tuned to support user goals. Drawing from multiple disciplines, we propose that the anthropomorphism of an LLM-based artifact should reflect the interaction between artifact designers and interpreters. This interaction is facilitated by cues embedded in the artifact by the designers and the (cognitive) responses of the interpreters to the cues. Cues are categorized into four dimensions: perceptive, linguistic, behavioral, and cognitive. By analyzing the manifestation and effectiveness of each cue, we provide a unified taxonomy with actionable levers for practitioners. Consequently, we advocate for function-oriented evaluations of anthropomorphic design.

Generative AI applications present unique design challenges. As generative AI technologies are increasingly being incorporated into mainstream applications, there is an urgent need for guidance on how to design user experiences that foster effective and safe use. We present six principles for the design of generative AI applications that address unique characteristics of generative AI UX and offer new interpretations and extensions of known issues in the design of AI applications. Each principle is coupled with a set of design strategies for implementing that principle via UX capabilities or through the design process. The principles and strategies were developed through an iterative process involving literature review, feedback from design practitioners, validation against real-world generative AI applications, and incorporation into the design process of two generative AI applications. We anticipate the principles to usefully inform the design of generative AI applications by driving actionable design recommendations.

Building effective AI systems increasingly depends on writing high-quality task requirements, yet users often struggle to articulate the constraints, preferences, and edge cases that determine success. This problem is especially acute in AI development, where behavior is shaped not only by human expectations but also by data characteristics. We present AREAs-Lab, an interactive environment for AI-driven Requirement Elicitation for AI systems. In AREAs-Lab, an assistant iteratively refines an initially incomplete requirement by analyzing the underlying dataset and asking targeted clarification questions to uncover the user's latent intent. To study this setting systematically, we construct a synthetic benchmark grounded in 16 public datasets spanning diverse domains and task types. Each benchmark instance includes a user profile, a complete reference requirement, and an intentionally underspecified version that serves as the assistant's starting point. We further introduce an automated evaluation pipeline based on an AI-simulated user that reveals hidden information only when appropriately prompted, enabling scalable and reproducible assessment of interactive elicitation quality. AREAs-Lab provides a controlled testbed for studying how AI assistants can transform vague user goals into actionable requirements for AI systems.

This paper explores the integration of two AI subdisciplines employed in the development of artificial agents that exhibit intelligent behavior: Large Language Models (LLMs) and Cognitive Architectures (CAs). We present three integration approaches, each grounded in theoretical models and supported by preliminary empirical evidence. The modular approach, which introduces four models with varying degrees of integration, makes use of chain-of-thought prompting, and draws inspiration from augmented LLMs, the Common Model of Cognition, and the simulation theory of cognition. The agency approach, motivated by the Society of Mind theory and the LIDA cognitive architecture, proposes the formation of agent collections that interact at micro and macro cognitive levels, driven by either LLMs or symbolic components. The neuro-symbolic approach, which takes inspiration from the CLARION cognitive architecture, proposes a model where bottom-up learning extracts symbolic representations from an LLM layer and top-down guidance utilizes symbolic representations to direct prompt engineering in the LLM layer. These approaches aim to harness the strengths of both LLMs and CAs, while mitigating their weaknesses, thereby advancing the development of more robust AI systems. We discuss the tradeoffs and challenges associated with each approach.

The rapid progress of AI has intensified the long-standing pursuit of automation: replacing human participation with algorithms wherever possible. Implicit in this pursuit is the assumption that humans remain in the loop only because current AI systems are not yet sufficiently capable. This paper challenges that assumption. Rather than asking how far automation can extend, we ask where its conceptual limits lie and argue that human participation may persist even with highly capable AI systems for three distinct reasons. Technical or complementarity grounds arise when humans contribute capabilities or perspectives unavailable to AI. Normative or developmental grounds arise when participation itself is valuable for human agency or learning. Most importantly, emergence grounds arise from target emergence: in some activities, the target is not fully specified in advance but instead emerges through the interaction itself. In these cases, human participation is not merely a means of improving execution but is constitutive of the target being produced. Human--AI co-construction, understood as the joint production of outcomes by humans and AI systems, is therefore not simply a temporary response to imperfect AI, but a persistent feature of activities whose objectives emerge through participation. This perspective has important implications for the limits of automation and for the design, evaluation, and ethics of future AI systems.

As artificial intelligence (AI) systems play an increasingly prominent role in human decision-making, challenges surface in the realm of human-AI interactions. One challenge arises from the suboptimal AI policies due to the inadequate consideration of humans disregarding AI recommendations, as well as the need for AI to provide advice selectively when it is most pertinent. This paper presents a sequential decision-making model that (i) takes into account the human's adherence level (the probability that the human follows/rejects machine advice) and (ii) incorporates a defer option so that the machine can temporarily refrain from making advice. We provide learning algorithms that learn the optimal advice policy and make advice only at critical time stamps. Compared to problem-agnostic reinforcement learning algorithms, our specialized learning algorithms not only enjoy better theoretical convergence properties but also show strong empirical performance.

Humans possess an extraordinary ability to create and utilize tools, allowing them to overcome physical limitations and explore new frontiers. With the advent of foundation models, AI systems have the potential to be equally adept in tool use as humans. This paradigm, i.e., tool learning with foundation models, combines the strengths of specialized tools and foundation models to achieve enhanced accuracy, efficiency, and automation in problem-solving. Despite its immense potential, there is still a lack of a comprehensive understanding of key challenges, opportunities, and future endeavors in this field. To this end, we present a systematic investigation of tool learning in this paper. We first introduce the background of tool learning, including its cognitive origins, the paradigm shift of foundation models, and the complementary roles of tools and models. Then we recapitulate existing tool learning research into tool-augmented and tool-oriented learning. We formulate a general tool learning framework: starting from understanding the user instruction, models should learn to decompose a complex task into several subtasks, dynamically adjust their plan through reasoning, and effectively conquer each sub-task by selecting appropriate tools. We also discuss how to train models for improved tool-use capabilities and facilitate the generalization in tool learning. Considering the lack of a systematic tool learning evaluation in prior works, we experiment with 18 representative tools and show the potential of current foundation models in skillfully utilizing tools. Finally, we discuss several open problems that require further investigation for tool learning. In general, we hope this paper could inspire future research in integrating tools with foundation models.

Artificial intelligence (AI) has made significant strides in recent years, yet it continues to struggle with a fundamental aspect of cognition present in all animals: common sense. Current AI systems, including those designed for complex tasks like autonomous driving, problem-solving challenges such as the Abstraction and Reasoning Corpus (ARC), and conversational benchmarks like the Turing Test, often lack the ability to adapt to new situations without extensive prior knowledge. This manuscript argues that integrating common sense into AI systems is essential for achieving true autonomy and unlocking the full societal and commercial value of AI. We propose a shift in the order of knowledge acquisition emphasizing the importance of developing AI systems that start from minimal prior knowledge and are capable of contextual learning, adaptive reasoning, and embodiment -- even within abstract domains. Additionally, we highlight the need to rethink the AI software stack to address this foundational challenge. Without common sense, AI systems may never reach true autonomy, instead exhibiting asymptotic performance that approaches theoretical ideals like AIXI but remains unattainable in practice due to infinite resource and computation requirements. While scaling AI models and passing benchmarks like the Turing Test have brought significant advancements in applications that do not require autonomy, these approaches alone are insufficient to achieve autonomous AI with common sense. By redefining existing benchmarks and challenges to enforce constraints that require genuine common sense, and by broadening our understanding of embodiment to include both physical and abstract domains, we can encourage the development of AI systems better equipped to handle the complexities of real-world and abstract environments.

Mixed-initiative visual analytics (VA) systems, where human and artificial intelligence (AI) agents collaborate as equal partners during analysis, represented a paradigm shift in human-computer interaction. With recent advances in AI, these systems have seen an increase in sophisticated software agents that have improved task planning, reasoning, and completion capabilities. However, while existing work characterizes agent interplay and communication strategies, there is a limited understanding of the overarching design principles for intelligent agents. Through a systematic review of 90 systems (and 207 unique agents), we propose a design space of intelligent agents comprising six dimensions that collectively characterize an agent's perception, environmental understanding, action capability, and communication strategies. We contribute a novel framework for researchers and designers to explore various design choices for new systems and to situate a system in the current landscape. We conclude with future research opportunities for intelligent agents in mixed-initiative VA systems.

Recent advancements in AI reasoning have driven substantial improvements across diverse tasks. A critical open question is whether these improvements also yields better knowledge transfer: the ability of models to communicate reasoning in ways humans can understand, apply, and learn from. To investigate this, we introduce Knowledge Integration and Transfer Evaluation (KITE), a conceptual and experimental framework for Human-AI knowledge transfer capabilities and conduct the first large-scale human study (N=118) explicitly designed to measure it. In our two-phase setup, humans first ideate with an AI on problem-solving strategies, then independently implement solutions, isolating model explanations' influence on human understanding. Our findings reveal that although model benchmark performance correlates with collaborative outcomes, this relationship is notably inconsistent, featuring significant outliers, indicating that knowledge transfer requires dedicated optimization. Our analysis identifies behavioral and strategic factors mediating successful knowledge transfer. We release our code, dataset, and evaluation framework to support future work on communicatively aligned models.

Machine learning plays an increasing role in intelligent tutoring systems as both the amount of data available and specialization among students grow. Nowadays, these systems are frequently deployed on mobile applications. Users on such mobile education platforms are dynamic, frequently being added, accessing the application with varying levels of focus, and changing while using the service. The education material itself, on the other hand, is often static and is an exhaustible resource whose use in tasks such as problem recommendation must be optimized. The ability to update user models with respect to educational material in real-time is thus essential; however, existing approaches require time-consuming re-training of user features whenever new data is added. In this paper, we introduce a neural pedagogical agent for real-time user modeling in the task of predicting user response correctness, a central task for mobile education applications. Our model, inspired by work in natural language processing on sequence modeling and machine translation, updates user features in real-time via bidirectional recurrent neural networks with an attention mechanism over embedded question-response pairs. We experiment on the mobile education application SantaTOEIC, which has 559k users, 66M response data points as well as a set of 10k study problems each expert-annotated with topic tags and gathered since 2016. Our model outperforms existing approaches over several metrics in predicting user response correctness, notably out-performing other methods on new users without large question-response histories. Additionally, our attention mechanism and annotated tag set allow us to create an interpretable education platform, with a smart review system that addresses the aforementioned issue of varied user attention and problem exhaustion.

Current AI alignment methodologies rely on human-provided demonstrations or judgments, and the learned capabilities of AI systems would be upper-bounded by human capabilities as a result. This raises a challenging research question: How can we keep improving the systems when their capabilities have surpassed the levels of humans? This paper answers this question in the context of tackling hard reasoning tasks (e.g., level 4-5 MATH problems) via learning from human annotations on easier tasks (e.g., level 1-3 MATH problems), which we term as easy-to-hard generalization. Our key insight is that an evaluator (reward model) trained on supervisions for easier tasks can be effectively used for scoring candidate solutions of harder tasks and hence facilitating easy-to-hard generalization over different levels of tasks. Based on this insight, we propose a novel approach to scalable alignment, which firstly trains the process-supervised reward models on easy problems (e.g., level 1-3), and then uses them to evaluate the performance of policy models on hard problems. We show that such easy-to-hard generalization from evaluators can enable easy-to-hard generalizations in generators either through re-ranking or reinforcement learning (RL). Notably, our process-supervised 7b RL model achieves an accuracy of 34.0\% on MATH500, despite only using human supervision on easy problems. Our approach suggests a promising path toward AI systems that advance beyond the frontier of human supervision.

Human-centric intelligence is evolving in the foundation-model era, with growing emphasis on scale, transferability, and general-purpose modeling. Yet it has not fully integrated with foundation models to achieve the comparable progress seen in them. More importantly, recent advances across this broad landscape remain fragmented across tasks, modalities, and research communities, leaving their intrinsic conceptual and methodological connections unclear. To bridge these divides and rethink human-centric intelligence in the foundation-model era, we introduce a full-spectrum human context taxonomy that integrates six interconnected levels by viewing humans as observable subjects through visual appearance and spatial geometry, as dynamic actors through kinematic dynamics and interaction modeling, and as situated agents through world simulation and embodied agency. We next present the methodological foundations of the field, covering human-centric data families, computational architecture paradigms, and representative training and inference optimization strategies. We then systematically review representative methods across these levels and organize the associated datasets, benchmarks, and evaluation metrics. We further discuss open challenges and promising research directions toward human-centric intelligence that is scalable, trustworthy, physically grounded, and deployable, aiming to provide a coherent framework and practical reference for advancing the field. Finally, we provide a systematically organized and continuously updated collection of human-centric AI literature and resources on our project page.