Large language models (LLMs) increasingly serve as educational tools, yet evaluating their teaching capabilities remains challenging due to the resource-intensive, context-dependent, and methodologically complex nature of teacher-student interactions. We introduce EducationQ, a multi-agent dialogue framework that efficiently assesses teaching capabilities through simulated dynamic educational scenarios, featuring specialized agents for teaching, learning, and evaluation. Testing 14 LLMs across major AI Organizations (OpenAI, Meta, Google, Anthropic, and others) on 1,498 questions spanning 13 disciplines and 10 difficulty levels reveals that teaching effectiveness does not correlate linearly with model scale or general reasoning capabilities - with some smaller open-source models outperforming larger commercial counterparts in teaching contexts. This finding highlights a critical gap in current evaluations that prioritize knowledge recall over interactive pedagogy. Our mixed-methods evaluation, combining quantitative metrics with qualitative analysis and expert case studies, identifies distinct pedagogical strengths employed by top-performing models (e.g., sophisticated questioning strategies, adaptive feedback mechanisms). Human expert evaluations show 78% agreement with our automated qualitative analysis of effective teaching behaviors, validating our methodology. EducationQ demonstrates that LLMs-as-teachers require specialized optimization beyond simple scaling, suggesting next-generation educational AI prioritize targeted enhancement of specific pedagogical effectiveness.

The emergence of Large Language Models (LLMs) presents transformative opportunities for education, generating numerous novel application scenarios. However, significant challenges remain: evaluation metrics vary substantially across di ff erent educational scenarios, while many emerging scenarios lack appropriate assessment metrics. To address this gap, we introduce ELMES, an open-source automated evaluation framework specifically designed for assessing LLMs in educational settings. ELMES features a modular architecture that enables researchers to create dynamic, multi-agent dialogues through simple configuration files, facilitating flexible scenario design without requiring extensive programming expertise. The framework incorporates a hybrid evaluation engine that objectively quantifies traditionally subjective pedagogical metrics using an LLM-as-a-Judge methodology. We conduct systematic benchmarking of state-of-the-art LLMs across four critical educational scenarios: Knowledge Point Explanation, Guided Problem-Solving Teaching, Interdisciplinary Lesson Plan Generation, and Contextualized Question Generation, employing fine-grained metrics developed in collaboration with education specialists. Our results demonstrate distinct capability distributions among models, revealing context-specific strengths and limitations. ELMES provides educators and researchers with an accessible evaluation framework that significantly reduces adaptation barriers for diverse educational applications while advancing the practical implementation of LLMs in pedagogy. Introduction The advent of Large Language Models (LLMs) is reshap-ing the educational paradigm with unprecedented potential [1]. Their powerful capabilities in natural language understanding and generation have paved new ways for intelligent teaching and learning. Consequently, researchers are actively exploring various avenues to leverage LLMs for educational empowerment.

We present SmartCourse, an integrated course management and AI-driven advising system for undergraduate students (specifically tailored to the Computer Science (CPS) major). SmartCourse addresses the limitations of traditional advising tools by integrating transcript and plan information for student-specific context. The system combines a command-line interface (CLI) and a Gradio web GUI for instructors and students, manages user accounts, course enrollment, grading, and four-year degree plans, and integrates a locally hosted large language model (via Ollama) for personalized course recommendations. It leverages transcript and major plan to offer contextual advice (e.g., prioritizing requirements or retakes). We evaluated the system on 25 representative advising queries and introduced custom metrics: PlanScore, PersonalScore, Lift, and Recall to assess recommendation quality across different context conditions. Experiments show that using full context yields substantially more relevant recommendations than context-omitted modes, confirming the necessity of transcript and plan information for personalized academic advising. SmartCourse thus demonstrates how transcript-aware AI can enhance academic planning.

--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.