Photonic device development (PDD) has achieved remarkable success in designing and implementing new devices for controlling light across various wavelengths, scales, and applications, including telecommunications, imaging, sensing, and quantum information processing. PDD is an iterative, five-step process that consists of: i) deriving device behavior from design parameters, ii) simulating device performance, iii) finding the optimal candidate designs from simulations, iv) fabricating the optimal device, and v) measuring device performance. Classically, all these steps involve Bayesian optimization, material science, control theory, and direct physics-driven numerical methods. However, many of these techniques are computationally intractable, monetarily costly, or difficult to implement at scale. In addition, PDD suffers from large optimization landscapes, uncertainties in structural or optical characterization, and difficulties in implementing robust fabrication processes. However, the advent of machine learning over the past decade has provided novel, data-driven strategies for tackling these challenges, including surrogate estimators for speeding up computations, generative modeling for noisy measurement modeling and data augmentation, reinforcement learning for fabrication, and active learning for experimental physical discovery. In this review, we present a comprehensive perspective on these methods to enable machine-learning-assisted PDD (ML-PDD) for efficient design optimization with powerful generative models, fast simulation and characterization modeling under noisy measurements, and reinforcement learning for fabrication. This review will provide researchers from diverse backgrounds with valuable insights into this emerging topic, fostering interdisciplinary efforts to accelerate the development of complex photonic devices and systems.

We propose an online learning framework for forecasting nonlinear spatio-temporal signals (fields). The method integrates (i) dimensionality reduction, here, a simple proper orthogonal decomposition (POD) projection; (ii) a generalized autoregressive model to forecast reduced dynamics, here, a reservoir computer; (iii) online adaptation to update the reservoir computer (the model), here, ensemble sequential data assimilation. We demonstrate the framework on a wake past a cylinder governed by the Navier-Stokes equations, exploring the assimilation of full flow fields (projected onto POD modes) and sparse sensors. Three scenarios are examined: a naïve physical state estimation; a two-fold estimation of physical and reservoir states; and a three-fold estimation that also adjusts the model parameters. The two-fold strategy significantly improves ensemble convergence and reduces reconstruction error compared to the naïve approach. The three-fold approach enables robust online training of partially-trained reservoir computers, overcoming limitations of a priori training. By unifying data-driven reduced order modelling with Bayesian data assimilation, this work opens new opportunities for scalable online model learning for nonlinear time series forecasting.

Large Language Models (LLMs) have transformed human-computer interaction by enabling natural language-based communication with AI-powered chatbots. These models are designed to be intuitive and user-friendly, allowing users to articulate requests with minimal effort. However, despite their accessibility, studies reveal that users often struggle with effective prompting, resulting in inefficient responses. Existing research has highlighted both the limitations of LLMs in interpreting vague or poorly structured prompts and the difficulties users face in crafting precise queries. This study investigates learner-AI interactions through an educational experiment in which participants receive structured guidance on effective prompting. We introduce and compare three types of prompting guidelines: a task-specific framework developed through a structured methodology and two baseline approaches. To assess user behavior and prompting efficacy, we analyze a dataset of 642 interactions from 107 users. Using Von NeuMidas, an extended pragmatic annotation schema for LLM interaction analysis, we categorize common prompting errors and identify recurring behavioral patterns. We then evaluate the impact of different guidelines by examining changes in user behavior, adherence to prompting strategies, and the overall quality of AI-generated responses. Our findings provide a deeper understanding of how users engage with LLMs and the role of structured prompting guidance in enhancing AI-assisted communication. By comparing different instructional frameworks, we offer insights into more effective approaches for improving user competency in AI interactions, with implications for AI literacy, chatbot usability, and the design of more responsive AI systems.

We develop efficient algorithms for optimizing piecewise smooth (PWS) functions where the underlying partition of the domain into smooth pieces is \emph{unknown}. For PWS functions satisfying a quadratic growth (QG) condition, we propose a bundle-level (BL) type method that achieves global linear convergence -- to our knowledge, the first such result for any algorithm for this problem class. We extend this method to handle approximately PWS functions and to solve weakly-convex PWS problems, improving the state-of-the-art complexity to match the benchmark for smooth non-convex optimization. Furthermore, we introduce the first verifiable and accurate termination criterion for PWS optimization. Similar to the gradient norm in smooth optimization, this certificate tightly characterizes the optimality gap under the QG condition, and can moreover be evaluated without knowledge of any problem parameters. We develop a search subroutine for this certificate and embed it within a guess-and-check framework, resulting in an almost parameter-free algorithm for both the convex QG and weakly-convex settings.

Autonomous driving faces challenges in navigating complex real-world traffic, requiring safe handling of both common and critical scenarios. Reinforcement learning (RL), a prominent method in end-to-end driving, enables agents to learn through trial and error in simulation. However, RL training often relies on rule-based traffic scenarios, limiting generalization. Additionally, current scenario generation methods focus heavily on critical scenarios, neglecting a balance with routine driving behaviors. Curriculum learning, which progressively trains agents on increasingly complex tasks, is a promising approach to improving the robustness and coverage of RL driving policies. However, existing research mainly emphasizes manually designed curricula, focusing on scenery and actor placement rather than traffic behavior dynamics. This work introduces a novel student-teacher framework for automatic curriculum learning. The teacher, a graph-based multi-agent RL component, adaptively generates traffic behaviors across diverse difficulty levels. An adaptive mechanism adjusts task difficulty based on student performance, ensuring exposure to behaviors ranging from common to critical. The student, though exchangeable, is realized as a deep RL agent with partial observability, reflecting real-world perception constraints. Results demonstrate the teacher's ability to generate diverse traffic behaviors. The student, trained with automatic curricula, outperformed agents trained on rule-based traffic, achieving higher rewards and exhibiting balanced, assertive driving.

--Large language models (LLMs) are revolutionizing the field of education by enabling personalized learning experiences tailored to individual student needs. For example, the curriculum reinforcement learning approach tailored for quantum architecture search effectively enhances computational efficiency in noisy environments by leveraging an optimized simulator [16]. The expectations and attitudes of students and teachers towards learning analytics are pivotal for effective implementation in higher education, as highlighted by recent assessments [22]. The framework's efficacy was confirmed through thorough Consequently, the personalized curriculum dynamically evolves to reflect each learner's progress, ensuring optimal The system continuously evaluates the learner's engagement Let us denote the student's performance metrics as We focus on leveraging the embeddings generated by the LLMs to classify learning materials and identify optimal pathways for students. Additionally, we assess model performance using metrics such as Learner Engagement Scores (LES) and Knowledge Retention Rates (KRR) across the implemented curriculum.

AI-based Intelligent Tutoring Systems (ITS) have significant potential to transform teaching and learning. As efforts continue to design, develop, and integrate ITS into educational contexts, mixed results about their effectiveness have emerged. This paper provides a comprehensive review to understand how ITS operate in real educational settings and to identify the associated challenges in their application and evaluation. We use a systematic literature review method to analyze numerous qualified studies published from 2010 to 2025, examining domains such as pedagogical strategies, NLP, adaptive learning, student modeling, and domain-specific applications of ITS. The results reveal a complex landscape regarding the effectiveness of ITS, highlighting both advancements and persistent challenges. The study also identifies a need for greater scientific rigor in experimental design and data analysis. Based on these findings, suggestions for future research and practical implications are proposed.

Foundation models compress a large amount of information in a single, large neural network, which can then be queried for individual tasks. There are strong parallels between this widespread framework and offline goal-conditioned reinforcement learning algorithms: a universal value function is trained on a large number of goals, and the policy is evaluated on a single goal in each test episode. Extensive research in foundation models has shown that performance can be substantially improved through test-time training, specializing the model to the current goal. We find similarly that test-time offline reinforcement learning on experience related to the test goal can lead to substantially better policies at minimal compute costs. We propose a novel self-supervised data selection criterion, which selects transitions from an offline dataset according to their relevance to the current state and quality with respect to the evaluation goal. We demonstrate across a wide range of high-dimensional loco-navigation and manipulation tasks that fine-tuning a policy on the selected data for a few gradient steps leads to significant performance gains over standard offline pre-training. Our goal-conditioned test-time training (GC-TTT) algorithm applies this routine in a receding-horizon fashion during evaluation, adapting the policy to the current trajectory as it is being rolled out. Finally, we study compute allocation at inference, demonstrating that, at comparable costs, GC-TTT induces performance gains that are not achievable by scaling model size.

Reinforcement learning with outcome-based feedback faces a fundamental challenge: when rewards are only observed at trajectory endpoints, how do we assign credit to the right actions? This paper provides the first comprehensive analysis of this problem in online RL with general function approximation. We develop a provably sample-efficient algorithm achieving $\widetilde{O}({C_{\rm cov} H^3}/{ε^2})$ sample complexity, where $C_{\rm cov}$ is the coverability coefficient of the underlying MDP. By leveraging general function approximation, our approach works effectively in large or infinite state spaces where tabular methods fail, requiring only that value functions and reward functions can be represented by appropriate function classes. Our results also characterize when outcome-based feedback is statistically separated from per-step rewards, revealing an unavoidable exponential separation for certain MDPs. For deterministic MDPs, we show how to eliminate the completeness assumption, dramatically simplifying the algorithm. We further extend our approach to preference-based feedback settings, proving that equivalent statistical efficiency can be achieved even under more limited information. Together, these results constitute a theoretical foundation for understanding the statistical properties of outcome-based reinforcement learning.

Eye-tracking data reveals valuable insights into users' cognitive states but is difficult to analyze due to its structured, non-linguistic nature. While large language models (LLMs) excel at reasoning over text, they struggle with temporal and numerical data. This paper presents a multimodal human-AI collaborative framework designed to enhance cognitive pattern extraction from eye-tracking signals. The framework includes: (1) a multi-stage pipeline using horizontal and vertical segmentation alongside LLM reasoning to uncover latent gaze patterns; (2) an Expert-Model Co-Scoring Module that integrates expert judgment with LLM output to generate trust scores for behavioral interpretations; and (3) a hybrid anomaly detection module combining LSTM-based temporal modeling with LLM-driven semantic analysis. Our results across several LLMs and prompt strategies show improvements in consistency, interpretability, and performance, with up to 50% accuracy in difficulty prediction tasks. This approach offers a scalable, interpretable solution for cognitive modeling and has broad potential in adaptive learning, human-computer interaction, and educational analytics.