Modeling the structure and events of the physical world constitutes a fundamental objective of neural networks. Among the diverse approaches, Graph Network Simulators (GNS) have emerged as the leading method for modeling physical phenomena, owing to their low computational cost and high accuracy. The datasets employed for training and evaluating physical simulation techniques are typically generated by researchers themselves, often resulting in limited data volume and quality. Consequently, this poses challenges in accurately assessing the performance of these methods. In response to this, we have constructed a high-quality physical simulation dataset encompassing 1D, 2D, and 3D scenes, along with more trajectories and time-steps compared to existing datasets. Furthermore, our work distinguishes itself by developing eight complete scenes, significantly enhancing the dataset's comprehensiveness. A key feature of our dataset is the inclusion of precise multi-body dynamics, facilitating a more realistic simulation of the physical world. Utilizing our high-quality dataset, we conducted a systematic evaluation of various existing GNS methods. Our dataset is accessible for download at https://github.com/Sherlocktein/MBDS, offering a valuable resource for researchers to enhance the training and evaluation of their methodologies.

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.

In computer-assisted orthopedic surgery (CAOS), accurate pre-operative to intra-operative bone registration is an essential and critical requirement for providing navigational guidance. This registration process is challenging since the intra-operative 3D points are sparse, only partially overlapped with the pre-operative model, and disturbed by noise and outliers. The commonly used method in current state-of-the-art orthopedic robotic system is bony landmarks based registration, but it is very time-consuming for the surgeons. To address these issues, we propose a novel partial-to-full registration framework based on gradient-SDF for CAOS. The simulation experiments using bone models from publicly available datasets and the phantom experiments performed under both optical tracking and electromagnetic tracking systems demonstrate that the proposed method can provide more accurate results than standard benchmarks and be robust to 90% outliers. Importantly, our method achieves convergence in less than 1 second in real scenarios and mean target registration error values as low as 2.198 mm for the entire bone model. Finally, it only requires random acquisition of points for registration by moving a surgical probe over the bone surface without correspondence with any specific bony landmarks, thus showing significant potential clinical value.

Long document classification presents challenges in capturing both local and global dependencies due to their extensive content and complex structure. Existing methods often struggle with token limits and fail to adequately model hierarchical relationships within documents. To address these constraints, we propose a novel model leveraging a graph-tree structure. Our approach integrates syntax trees for sentence encodings and document graphs for document encodings, which capture fine-grained syntactic relationships and broader document contexts, respectively. We use Tree Transformers to generate sentence encodings, while a graph attention network models inter- and intra-sentence dependencies. During training, we implement bidirectional information propagation from word-to-sentence-to-document and vice versa, which enriches the contextual representation. Our proposed method enables a comprehensive understanding of content at all hierarchical levels and effectively handles arbitrarily long contexts without token limit constraints. Experimental results demonstrate the effectiveness of our approach in all types of long document classification tasks.

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.

This paper examines how the sequencing of images and text within multi-modal prompts influences the reasoning performance of large language models (LLMs). We performed empirical evaluations using three commercial LLMs. Our results demonstrate that the order in which modalities are presented can significantly affect performance, particularly in tasks of varying complexity. For simpler tasks involving a single image, modality sequencing had a clear impact on accuracy. However, in more complex tasks involving multiple images and intricate reasoning steps, the effect of sequencing diminished, likely due to the increased cognitive demands of the task. Our findings also highlight the importance of question/prompt structure. In nested and multi-step reasoning tasks, modality sequencing played a key role in shaping model performance. While LLMs excelled in the initial stages of reasoning, they struggled to re-incorporate earlier information, underscoring the challenges of multi-hop reasoning within transformer architectures. This suggests that aligning the sequence of modalities with the logical flow of reasoning steps is more critical than modality order alone. These insights offer valuable implications for improving multi-modal prompt design, with broader applications across fields such as education, medical imaging, and cross-modal learning.

Much theoretical work has described the ability of transformers to represent formal languages. However, linking theoretical results to empirical performance is not straightforward due to the complex interplay between the architecture, the learning algorithm, and training data. To test whether theoretical lower bounds imply \emph{learnability} of formal languages, we turn to recent work relating transformers to $n$-gram language models (LMs). We study transformers' ability to learn random $n$-gram LMs of two kinds: ones with arbitrary next-symbol probabilities and ones where those are defined with shared parameters. We find that classic estimation techniques for $n$-gram LMs such as add-$\lambda$ smoothing outperform transformers on the former, while transformers perform better on the latter, outperforming methods specifically designed to learn $n$-gram LMs.

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.