Diffusion models have recently been successfully applied to a wide range of robotics applications for learning complex multi-modal behaviors from data. However, prior works have mostly been confined to single-robot and small-scale environments due to the high sample complexity of learning multi-robot diffusion models. In this paper, we propose a method for generating collision-free multi-robot trajectories that conform to underlying data distributions while using only single-robot data. Our algorithm, Multi-robot Multi-model planning Diffusion (MMD), does so by combining learned diffusion models with classical search-based techniques--generating data-driven motions under collision constraints. Scaling further, we show how to compose multiple diffusion models to plan in large environments where a single diffusion model fails to generalize well. We demonstrate the effectiveness of our approach in planning for dozens of robots in a variety of simulated scenarios motivated by logistics environments. Multi-robot motion planning (MRMP) is a fundamental challenge in many real-world applications where teams of robots have to work in close proximity to each other to complete their tasks. In automated warehouses, for example, hundreds of mobile robots and robotic manipulators need to coordinate with each other to transport and exchange items while avoiding collisions. Learning motions from demonstrations can oftentimes allow robots to complete tasks they couldn't otherwise, like navigating a region in a pattern frequently followed by human workers; however, it is unclear how to best incorporate demonstrations in MRMP. In fact, MRMP at its simplest form, where robots are only concerned with finding short trajectories between start and goal configurations, is already known to be computationally intractable (Hopcroft & Wilfong, 1986)--significantly harder than single-agent motion planning due to the complexity of mutual interactions between robots. Attempting to simplify the problem, various approximate formulations have been proposed in the literature. For example, a popular approach is to formulate the problem as a multi-agent path finding problem (MAPF) (Stern et al., 2019) by discretizing space and time. While the latest MAPF planners (Li et al., 2021; Okumura, 2024) can compute near-optimal plans and scale to hundreds of agents, they make strong assumptions, such as constant velocities and rectilinear movements that limit their real-world application and reduce their ability to generate complex behaviors learned from demonstrations.

In this paper, we introduce Reward-RAG, a novel approach designed to enhance the Retrieval-Augmented Generation (RAG) model through Reward-Driven Supervision. Unlike previous RAG methodologies, which focus on training language models (LMs) to utilize external knowledge retrieved from external sources, our method adapts retrieval information to specific domains by employing CriticGPT to train a dedicated reward model. This reward model generates synthesized datasets for fine-tuning the RAG encoder, aligning its outputs more closely with human preferences. The versatility of our approach allows it to be effectively applied across various domains through domain-specific fine-tuning. We evaluate Reward-RAG on publicly available benchmarks from multiple domains, comparing it to state-of-the-art methods. Our experimental results demonstrate significant improvements in performance, highlighting the effectiveness of Reward-RAG in improving the relevance and quality of generated responses. These findings underscore the potential of integrating reward models with RAG to achieve superior outcomes in natural language generation tasks.

This paper explores the transformative impact of Generative Artificial Intelligence (GenAI) on teachers' roles and agencies in education, presenting a comprehensive framework that addresses teachers' perceptions, knowledge, acceptance, and practices of GenAI. As GenAI technologies, such as ChatGPT, become increasingly integrated into educational settings, teachers are required to adapt to evolving classroom dynamics, where AI plays a significant role in content creation, personalized learning, and student engagement. However, existing literature often treats these factors in isolation, overlooking how they collectively influence teachers' ability to effectively integrate GenAI into their pedagogical practices. This paper fills this gap by proposing a framework that categorizes teachers into four roles -- Observer, Adopter, Collaborator, and Innovator -- each representing different levels of GenAI engagement, outlining teachers' agencies in GenAI classrooms. By highlighting the need for continuous professional development and institutional support, we demonstrate how teachers can evolve from basic GenAI users to co-creators of knowledge alongside GenAI systems. The findings emphasize that for GenAI to reach its full educational potential, teachers must not only accept and understand its capabilities but also integrate it deeply into their teaching strategies. This study contributes to the growing literature on GenAI in education, offering practical implications for supporting teachers in navigating the complexities of GenAI adoption.

This study investigates the learnability of Recurrent Neural Networks (RNNs) in classifying structured formal languages, focusing on counter and Dyck languages. Traditionally, both first-order (LSTM) and second-order (O2RNN) RNNs have been considered effective for such tasks, primarily based on their theoretical expressiveness within the Chomsky hierarchy. However, our research challenges this notion by demonstrating that RNNs primarily operate as state machines, where their linguistic capabilities are heavily influenced by the precision of their embeddings and the strategies used for sampling negative examples. Our experiments revealed that performance declines significantly as the structural similarity between positive and negative examples increases. Remarkably, even a basic single-layer classifier using RNN embeddings performed better than chance. To evaluate generalization, we trained models on strings up to a length of 40 and tested them on strings from lengths 41 to 500, using 10 unique seeds to ensure statistical robustness. Stability comparisons between LSTM and O2RNN models showed that O2RNNs generally offer greater stability across various scenarios. We further explore the impact of different initialization strategies revealing that our hypothesis is consistent with various RNNs. Overall, this research questions established beliefs about RNNs' computational capabilities, highlighting the importance of data structure and sampling techniques in assessing neural networks' potential for language classification tasks. It emphasizes that stronger constraints on expressivity are crucial for understanding true learnability, as mere expressivity does not capture the essence of learning.

Large language models (LLMs) exhibit varying strengths and weaknesses across different tasks, prompting recent studies to explore the benefits of ensembling models to leverage their complementary advantages. However, existing LLM ensembling methods often overlook model compatibility and struggle with inefficient alignment of probabilities across the entire vocabulary. In this study, we empirically investigate the factors influencing ensemble performance, identifying model performance, vocabulary size, and response style as key determinants, revealing that compatibility among models is essential for effective ensembling. This analysis leads to the development of a simple yet effective model selection strategy that identifies compatible models. TE), a novel approach that efficiently combines models by focusing on the union of the top-k tokens from each model, thereby avoiding the need for full vocabulary alignment and reducing computational overhead. TE significantly enhances performance compared to existing methods, offering a more efficient framework for LLM ensembling. Large language models (LLMs) have demonstrated remarkable performance across a wide range of tasks and have shown promising results in real-world applications (OpenAI, 2023; Yang et al., 2024; Dubey et al., 2024). Given the diversity in data sources, model architectures, and training methods, LLMs exhibit varying strengths and weaknesses depending on the task at hand. Consequently, rather than relying solely on training an LLM from scratch, an alternative approach is to create an ensemble of LLMs. This method allows for leveraging the complementary advantages of different LLMs (Jiang et al., 2023b; Lu et al., 2024; Yu et al., 2024b). Existing model ensembling methods can be broadly categorized into three types: output-level, probability-level, and training-level approaches.

Drawing on the experiences of facilitators who have overseen 43 games over a four-year period, we illuminate recurring patterns, strategies, and decision-making processes observed during gameplay. Our analysis reveals key strategic considerations about AI development trajectories in this simulated environment, including: the destabilising effects of AI races, the crucial role of international cooperation in mitigating catastrophic risks, the challenges of aligning corporate and national interests, and the potential for rapid, transformative change in AI capabilities. We highlight places where we believe the game has been effective in exposing participants to the complexities and uncertainties inherent in AI governance. Key recurring gameplay themes include the emergence of international agreements, challenges to the robustness of such agreements, the critical role of cybersecurity in AI development, and the potential for unexpected crises to dramatically alter AI trajectories. By documenting these insights, we aim to provide valuable foresight for policymakers, industry leaders, and researchers navigating the complex landscape of AI development and governance.

Language models (LMs) hallucinate. We inquire: Can we detect and mitigate hallucinations before they happen? This work answers this research question in the positive, by showing that the internal representations of LMs provide rich signals that can be used for this purpose. We introduce FactCheckMate, which preemptively detects hallucinations by learning a classifier that predicts whether the LM will hallucinate, based on the model's hidden states produced over the inputs, before decoding begins. If a hallucination is detected, FactCheckMate then intervenes, by adjusting the LM's hidden states such that the model will produce more factual outputs. FactCheckMate provides fresh insights that the inner workings of LMs can be revealed by their hidden states. Practically, both the detection and mitigation models in FactCheckMate are lightweight, adding little inference overhead; FactCheckMate proves a more efficient approach for mitigating hallucinations compared to many post-hoc alternatives. We evaluate FactCheckMate over LMs of different scales and model families (including Llama, Mistral, and Gemma), across a variety of QA datasets from different domains. Our results demonstrate the effectiveness of leveraging internal representations for early hallucination detection and mitigation, achieving over 70% preemptive detection accuracy. On average, outputs generated by LMs with intervention are 34.4% more factual compared to those without intervention. The average overhead difference in the inference time introduced by FactCheckMate is around 3.16 seconds.

Introductory programming courses often emphasize mastering syntax and basic constructs before progressing to more complex and interesting programs. This bottom-up approach can be frustrating for novices, shifting the focus away from problem solving and potentially making computing less appealing to a broad range of students. The rise of generative AI for code production could partially address these issues by fostering new skills via interaction with AI models, including constructing high-level prompts and evaluating code that is automatically generated. In this experience report, we explore the inclusion of two prompt-focused activities in an introductory course, implemented across four labs in a six-week module. The first requires students to solve computational problems by writing natural language prompts, emphasizing problem-solving over syntax. The second involves students crafting prompts to generate code equivalent to provided fragments, to foster an understanding of the relationship between prompts and code. Most of the students in the course had reported finding programming difficult to learn, often citing frustrations with syntax and debugging. We found that self-reported difficulty with learning programming had a strong inverse relationship with performance on traditional programming assessments such as tests and projects, as expected. However, performance on the natural language tasks was less strongly related to self-reported difficulty, suggesting they may target different skills. Learning how to communicate with AI coding models is becoming an important skill, and natural language prompting tasks may appeal to a broad range of students.

Recent advancements in multimodal large language models (MLLMs) have aimed to integrate and interpret data across diverse modalities. However, the capacity of these models to concurrently process and reason about multiple modalities remains inadequately explored, partly due to the lack of comprehensive modality-wise benchmarks. We introduce OmniBench, a novel benchmark designed to rigorously evaluate models' ability to recognize, interpret, and reason across visual, acoustic, and textual inputs simultaneously. We define models capable of such tri-modal processing as omni-language models (OLMs). OmniBench is distinguished by high-quality human annotations, ensuring that accurate responses require integrated understanding and reasoning across all three modalities. Our main findings reveal that: i) most OLMs exhibit critical limitations in instruction-following and reasoning capabilities within tri-modal contexts; and ii) most baselines models perform poorly (below 50\% accuracy) even when provided with alternative textual representations of images or/and audio. These results suggest that the ability to construct a consistent context from text, image, and audio is often overlooked in existing MLLM training paradigms. To address this gap, we curate an instruction tuning dataset of 84.5K training samples, OmniInstruct, for training OLMs to adapt to multimodal contexts. We advocate for future research to focus on developing more robust tri-modal integration techniques and training strategies to enhance OLM performance across diverse modalities. The codes and live leaderboard could be found at https://m-a-p.ai/OmniBench.

Reinforcement learning from human feedback (RLHF) has demonstrated effectiveness in aligning large language models (LLMs) with human preferences. However, token-level RLHF suffers from the credit assignment problem over long sequences, where delayed rewards make it challenging for the model to discern which actions contributed to successful outcomes. This hinders learning efficiency and slows convergence. In this paper, we propose MA-RLHF, a simple yet effective RLHF framework that incorporates macro actions -- sequences of tokens or higher-level language constructs -- into the learning process. By operating at this higher level of abstraction, our approach reduces the temporal distance between actions and rewards, facilitating faster and more accurate credit assignment. This results in more stable policy gradient estimates and enhances learning efficiency within each episode, all without increasing computational complexity during training or inference. We validate our approach through extensive experiments across various model sizes and tasks, including text summarization, dialogue generation, question answering, and program synthesis. Our method achieves substantial performance improvements over standard RLHF, with performance gains of up to 30% in text summarization and code generation, 18% in dialogue, and 8% in question answering tasks. Notably, our approach reaches parity with vanilla RLHF 1.7x to 2x faster in terms of training time and continues to outperform it with further training. We will make our code and data publicly available at https://github.com/ernie-research/MA-RLHF .