--Conventional augmentative and alternative communication (AAC) systems and language-learning platforms often fail to adapt in real time to the user's cognitive and linguistic needs, especially in neurological conditions such as post-stroke aphasia or amyotrophic lateral sclerosis. Recent advances in noninvasive electroencephalography (EEG)-based brain-computer interfaces (BCIs) and transformer-based large language models (LLMs) offer complementary strengths: BCIs capture users' neural intent with low fatigue, while LLMs generate contextually tailored language content. Objective: We propose and evaluate a novel hybrid framework that leverages real-time EEG signals to drive an LLM-powered language rehabilitation assistant. This system aims to: (1) enable users with severe speech or motor impairments to navigate language-learning modules via mental commands; (2) dynamically personalize vocabulary, sentence-construction exercises, and corrective feedback; and (3) monitor neural markers of cognitive effort to adjust task difficulty on the fly. All individuals have the right to self-expression, social participation, and the agency to impact their environment. For individuals with complex communication needs, augmentative and alternative communication (AAC) systems provide critical tools to facilitate communication. However, traditional AAC methods--such as printed communication boards or eye gaze devices--may not be accessible for individuals with severe speech and physical impairments (SSPI).

The AI-Reporter represents a paradigmatic shift in scientific publication practice. This document demonstrates through a concrete case study how our system transforms academic presentations into publication-ready chapters -- in less than three minutes. Using Arno Simons' lecture on Large Language Models from the ``Large Language Models for the History, Philosophy, and Sociology of Science'' workshop (NEPI) as an example, we show how technological innovation bridges the gap between ephemeral presentation and permanent scientific documentation.

Social sciences have accumulated a rich body of theories and methodologies for investigating the human mind and behaviors, while offering valuable insights into the design and understanding of Artificial Intelligence (AI) systems. Focusing on psychology as a prominent case, this study explores the interdisciplinary synergy between AI and the field by analyzing 1,006 LLM-related papers published in premier AI venues between 2023 and 2025, along with the 2,544 psychology publications they cite. Through our analysis, we identify key patterns of interdisciplinary integration, locate the psychology domains most frequently referenced, and highlight areas that remain underexplored. We further examine how psychology theories/frameworks are operationalized and interpreted, identify common types of misapplication, and offer guidance for more effective incorporation. Our work provides a comprehensive map of interdisciplinary engagement between AI and psychology, thereby facilitating deeper collaboration and advancing AI systems.

--Many people learn programming independently from online resources and often report struggles in achieving their personal learning goals. Learners frequently describe their experiences as isolating and frustrating, challenged by abundant uncertainties, information overload, and distraction, compounded by limited guidance. At the same time, social media serves as a personal space where many engage in diverse self-regulation practices, including help-seeking, using external memory aids (e.g., self-notes), self-reflection, emotion regulation, and self-motivation. For instance, learners often mark achievements and set milestones through their posts. In response, we developed a system consisting of a web platform and browser extensions to support self-regulation online. The design aims to add learner-defined structure to otherwise unstructured experiences and bring meaning to curation and reflection activities by translating them into learning stories with AI-generated feedback. We position storytelling as an integrative approach to design that connects resource curation, reflective and sensemaking practice, and narrative practices learners already use across social platforms. We recruited 15 informal programming learners who are regular social media users to engage with the system in a self-paced manner; participation concluded upon submitting a learning story and survey. We used three quantitative scales and a qualitative survey to examine users' characteristics and perceptions of the system's support for their self-regulation. User feedback suggests the system's viability as a self-regulation aid. Learners particularly valued in-situ reflection, automated story feedback, and video annotation, while other features received mixed views. We highlight perceived benefits, friction points, and design opportunities for future AI-augmented self-regulation tools. Many people interested in programming take a self-directed approach to learning, drawing on a wide range of informal online resources ( e.g., [1]-[4]). According to a 2024 Stack Overflow survey, programming learners engage more frequently with open-ended, nonlinear materials such as forums, tutorials, technical documentation, and social media platforms (e.g., Y ouTube, Twitch, and X) than with textbooks or structured e-learning courses (i.e., MOOCs) [5].

Despite their widespread success, deep neural networks remain critically vulnerable to adversarial attacks, posing significant risks in safety-sensitive applications. This paper investigates activation functions as a crucial yet underexplored component for enhancing model robustness. We propose a Rademacher Complexity Reduction Activation Function (RCR-AF), a novel activation function designed to improve both generalization and adversarial resilience. RCR-AF uniquely combines the advantages of GELU (including smoothness, gradient stability, and negative information retention) with ReLU's desirable monotonicity, while simultaneously controlling both model sparsity and capacity through built-in clipping mechanisms governed by two hyperparameters, $α$ and $γ$. Our theoretical analysis, grounded in Rademacher complexity, demonstrates that these parameters directly modulate the model's Rademacher complexity, offering a principled approach to enhance robustness. Comprehensive empirical evaluations show that RCR-AF consistently outperforms widely-used alternatives (ReLU, GELU, and Swish) in both clean accuracy under standard training and in adversarial robustness within adversarial training paradigms.

Large language models have been widely applied in many aspects of real life, bringing significant efficiency to businesses and offering distinctive user experiences. In this paper, we focus on exploring the application of ChatGPT, a chatbot based on a large language model, to support higher educator in generating quiz questions and assessing learners. Specifically, we explore interactive prompting patterns to design an optimal AI-powered question bank creation process. The generated questions are evaluated through a "Blind test" survey sent to various stakeholders including lecturers and learners. Initial results at the Banking Academy of Vietnam are relatively promising, suggesting a potential direction to streamline the time and effort involved in assessing learners at higher education institutes.

Imitation Learning (IL) is a widely adopted approach which enables agents to learn from human expert demonstrations by framing the task as a supervised learning problem. However, IL often suffers from causal confusion, where agents misinterpret spurious correlations as causal relationships, leading to poor performance in testing environments with distribution shift. To address this issue, we introduce GAze-Based Regularization in Imitation Learning (GABRIL), a novel method that leverages the human gaze data gathered during the data collection phase to guide the representation learning in IL. GABRIL utilizes a regularization loss which encourages the model to focus on causally relevant features identified through expert gaze and consequently mitigates the effects of confounding variables. We validate our approach in Atari environments and the Bench2Drive benchmark in CARLA by collecting human gaze datasets and applying our method in both domains. Experimental results show that the improvement of GABRIL over behavior cloning is around 179% more than the same number for other baselines in the Atari and 76% in the CARLA setup. Finally, we show that our method provides extra explainability when compared to regular IL agents.

This paper addresses the question of how able the current trends of Artificial Intelligence (AI) are in managing to take the responsibility of a full course of mathematics at a college level. The study evaluates this ability in four significant aspects, namely, creating a course syllabus, presenting selected material, answering student questions, and creating an assessment. It shows that even though the AI is strong in some important parts like organization and accuracy, there are still some human aspects that are far away from the current abilities of AI. There is still a hidden emotional part, even in science, that cannot be fulfilled by the AI in its current state. This paper suggests some recommendations to integrate the human and AI potentials to create better outcomes in terms of reaching the target of creating a full course of mathematics, at a university level, as best as possible.

As Artificial Intelligence (AI) tools become increasingly embedded in higher education, understanding how students interact with these systems is essential to supporting effective learning. This study examines how students' AI literacy and prior exposure to AI technologies shape their perceptions of Socratic Mind, an interactive AI-powered formative assessment tool. Drawing on Self-Determination Theory and user experience research, we analyze relationships among AI literacy, perceived usability, satisfaction, engagement, and perceived learning effectiveness. Data from 309 undergraduates in Computer Science and Business courses were collected through validated surveys. Partial least squares structural equation modeling showed that AI literacy - especially self-efficacy, conceptual understanding, and application skills - significantly predicts usability, satisfaction, and engagement. Usability and satisfaction, in turn, strongly predict perceived learning effectiveness, while prior AI exposure showed no significant effect. These findings highlight that AI literacy, rather than exposure alone, shapes student experiences. Designers should integrate adaptive guidance and user-centered features to support diverse literacy levels, fostering inclusive, motivating, and effective AI-based learning environments.

Biased data representation in AI marginalizes up to 75 million autistic people worldwide through medical applications viewing autism as a deficit of neurotypical social skills rather than an aspect of human diversity, and this perspective is grounded in research questioning the humanity of autistic people. Turing defined artificial intelligence as the ability to mimic human communication, and as AI development increasingly focuses on human-like agents, this benchmark remains popular. In contrast, we define Neuro-Inclusive AI as datasets and systems that move away from mimicking humanness as a benchmark for machine intelligence. Then, we explore the origins, prevalence, and impact of anti-autistic biases in current research. Our work finds that 90% of human-like AI agents exclude autistic perspectives, and AI creators continue to believe ethical considerations are beyond the scope of their work. To improve the autistic representation in data, we conduct empirical experiments with annotators and LLMs, finding that binary labeling schemes sufficiently capture the nuances of labeling anti-autistic hate speech. Our benchmark, AUTALIC, can be used to evaluate or fine-tune models, and was developed to serve as a foundation for more neuro-inclusive future work.