Graphs are a fundamental representation for a wide range of real-world systems, including social networks Nettleton [2013], molecular structures Trinajs-tic [2018], knowledge graphs Hogan et al. [2021], and recommender systems Wu et al. [2022], all of which naturally take the form of nodes connected by edges. Geometric learning, which generalizes deep learning to non-Euclidean domains Bronstein et al. [2017], especially on graph-structured data Xia et al. [2021], Wu et al. [2020], has emerged as a powerful paradigm for capturing relational and structural information. Graph neural network (GNN) models such as 1 graph convolutional networks (GCNs) Kipf and Welling [2017], graph attention networks (GATs) Veliˇ ckovi c et al. [2018], Brody et al. [2022], Lee et al. [2023], and GraphSAGE Hamilton et al. [2017] have demonstrated success across tasks from node classification Xiao et al. [2022] to link prediction Zhang and Chen [2018] and recommendation Lee et al. [2024]. While Nvidia's CUDA-enabled graphics processing units (GPUs) have become the de facto standard for accelerating deep learning workloads, there is a growing ecosystem of alternative processing units that offer different trade-offs in cost, power efficiency, and architectural specialization Lee et al. [2025]. Non-CUDA processing units, such as Google's tensor processing unit (TPUs) and Intel's Gaudi HPUs, are gaining traction in both industry and research. Supporting geometric learning workloads on these non-CUDA hardware platforms is essential to broaden hardware choice, optimize for diverse deployment scenarios, and leverage specialized hardware capabilities. Intel's Gaudi HPUs exemplify non-CUDA accelerators tailored for deep learning.

In this paper, we present details of the 1st W-CODA workshop, held in conjunction with the ECCV 2024. W-CODA aims to explore next-generation solutions for autonomous driving corner cases, empowered by state-of-the-art multimodal perception and comprehension techniques. 5 Speakers from both academia and industry are invited to share their latest progress and opinions. We collect research papers and hold a dual-track challenge, including both corner case scene understanding and generation. As the pioneering effort, we will continuously bridge the gap between frontier autonomous driving techniques and fully intelligent, reliable self-driving agents robust towards corner cases.

After a period of beta testing, version 120 of the Opera browser is now being rolled out to the public. The biggest piece of news in this particular update is a new built-in translation feature with support for over 40 languages, and the browser is now based on Chromium 135. To protect privacy, the new Translator feature doesn't pass any information on to third parties, and the translation itself is processed using AI (in partnership with Lingvanex) on Opera's European-based servers. Other improvements in Opera 120 include improved password management, enhancements to Split Screen mode, refinements to Tab Islands, a new Miniplayer for videos, and VPN Pro. Lastly, Opera 120 includes a fix for a serious zero-day vulnerability (labeled CVE-2025-6554) in the V8 JavaScript engine.

Optimizing high-dimensional black-box functions under black-box constraints is a pervasive task in a wide range of scientific and engineering problems. These problems are typically harder than unconstrained problems due to hard-to-find feasible regions. While Bayesian optimization (BO) methods have been developed to solve such problems, they often struggle with the curse of dimensionality. Recently, generative model-based approaches have emerged as a promising alternative for constrained optimization. However, they suffer from poor scalability and are vulnerable to mode collapse, particularly when the target distribution is highly multi-modal. In this paper, we propose a new framework to overcome these challenges. Our method iterates through two stages. First, we train flow-based models to capture the data distribution and surrogate models that predict both function values and constraint violations with uncertainty quantification. Second, we cast the candidate selection problem as a posterior inference problem to effectively search for promising candidates that have high objective values while not violating the constraints. During posterior inference, we find that the posterior distribution is highly multi-modal and has a large plateau due to constraints, especially when constraint feedback is given as binary indicators of feasibility. To mitigate this issue, we amortize the sampling from the posterior distribution in the latent space of flow-based models, which is much smoother than that in the data space. We empirically demonstrate that our method achieves superior performance on various synthetic and real-world constrained black-box optimization tasks. Our code is publicly available \href{https://github.com/umkiyoung/CiBO}{here}.

Computer programming is undergoing a true transformation driven by powerful new tools for automatic source code generation based on large language models. This transformation is also manifesting in introductory programming courses at universities around the world, generating an in-depth debate about how programming content should be taught, learned, and assessed in the context of generative artificial intelligence. This article aims, on the one hand, to review the most relevant studies on this issue, highlighting the advantages and disadvantages identified in the specialized literature. On the other hand, it proposes enriching teaching and learning methodologies by focusing on code comprehension and execution rather than on mere coding or program functionality. In particular, it advocates for the use of visual representations of code and visual simulations of its execution as effective tools for teaching, learning, and assessing programming, thus fostering a deeper understanding among students. Finally, the opinions of students who took the object-oriented programming course are presented to provide preliminary context supporting the incorporation of visual simulations in Java (or other languages) as part of the training process.

The influence of Artificial Intelligence (AI), and specifically Large Language Models (LLM), on education is continuously increasing. These models are frequently used by students, giving rise to the question whether current forms of assessment are still a valid way to evaluate student performance and comprehension. The theoretical framework developed in this paper is grounded in Constructive Alignment (CA) theory and Bloom's taxonomy for defining learning objectives. We argue that AI influences learning objectives of different Bloom levels in a different way, and assessment has to be adopted accordingly. Furthermore, in line with Bloom's vision, formative and summative assessment should be aligned on whether the use of AI is permitted or not. Although lecturers tend to agree that education and assessment need to be adapted to the presence of AI, a strong bias exists on the extent to which lecturers want to allow for AI in assessment. This bias is caused by a lecturer's familiarity with AI and specifically whether they use it themselves. To avoid this bias, we propose structured guidelines on a university or faculty level, to foster alignment among the staff. Besides that, we argue that teaching staff should be trained on the capabilities and limitations of AI tools. In this way, they are better able to adapt their assessment methods.

This paper presents a new educational framework for integrating generative artificial intelligence (GenAI) platforms such as ChatGPT, Claude, and Gemini into laboratory activities aimed at developing critical thinking and digital literacy among undergraduate students. Recognizing the limitations and risks of uncritical reliance on large language models (LLMs), the proposed pedagogical model reframes GenAI as a research subject and cognitive tool. Students formulate discipline-specific prompts and evaluate GenAI-generated responses in text, image, and video modalities. A pilot implementation in a general astronomy course for non-science majors demonstrated high levels of engagement and critical reflection, with many students continuing the activity after class and presenting results at a research symposium. The results highlight the importance of structured AI interactions in education and suggest that GenAI can improve learning outcomes when combined with reflective assessment methods. The study proposes a replicable model for interdisciplinary AI-integrated lab work, adaptable to scientific disciplines. See the guide to learning activities based on Generative-Ai platforms: https://doi.org/10.5281/zenodo.15555802

This report synthesizes the outcomes of a recent interdisciplinary workshop that brought together leading experts in cognitive psychology, language learning, and artificial intelligence (AI)-based natural language processing (NLP). The workshop, funded by the National Science Foundation, aimed to address a critical knowledge gap in our understanding of the relationship between AI language models and human cognitive processes in text comprehension and composition. Through collaborative dialogue across cognitive, linguistic, and technological perspectives, workshop participants examined the underlying processes involved when humans produce and comprehend text, and how AI can both inform our understanding of these processes and augment human capabilities. The workshop revealed emerging patterns in the relationship between large language models (LLMs) and human cognition, with highlights on both the capabilities of LLMs and their limitations in fully replicating human-like language understanding and generation. Key findings include the potential of LLMs to offer insights into human language processing, the increasing alignment between LLM behavior and human language processing when models are fine-tuned with human feedback, and the opportunities and challenges presented by human-AI collaboration in language tasks. By synthesizing these findings, this report aims to guide future research, development, and implementation of LLMs in cognitive psychology, linguistics, and education. It emphasizes the importance of ethical considerations and responsible use of AI technologies while striving to enhance human capabilities in text comprehension and production through effective human-AI collaboration.

Benchmarks like Massive Multitask Language Understanding (MMLU) have played a pivotal role in evaluating AI's knowledge and abilities across diverse domains. However, existing benchmarks predominantly focus on content knowledge, leaving a critical gap in assessing models' understanding of pedagogy - the method and practice of teaching. This paper introduces The Pedagogy Benchmark, a novel dataset designed to evaluate large language models on their Cross-Domain Pedagogical Knowledge (CDPK) and Special Education Needs and Disability (SEND) pedagogical knowledge. These benchmarks are built on a carefully curated set of questions sourced from professional development exams for teachers, which cover a range of pedagogical subdomains such as teaching strategies and assessment methods. Here we outline the methodology and development of these benchmarks. We report results for 97 models, with accuracies spanning a range from 28% to 89% on the pedagogical knowledge questions. We consider the relationship between cost and accuracy and chart the progression of the Pareto value frontier over time. We provide online leaderboards at https://rebrand.ly/pedagogy which are updated with new models and allow interactive exploration and filtering based on various model properties, such as cost per token and open-vs-closed weights, as well as looking at performance in different subjects. LLMs and generative AI have tremendous potential to influence education and help to address the global learning crisis. Education-focused benchmarks are crucial to measure models' capacities to understand pedagogical concepts, respond appropriately to learners' needs, and support effective teaching practices across diverse contexts. They are needed for informing the responsible and evidence-based deployment of LLMs and LLM-based tools in educational settings, and for guiding both development and policy decisions.

Scientific information expresses human understanding of nature. This knowledge is largely disseminated in different forms of text, including scientific papers, news articles, and discourse among people on social media. While important for accelerating our pursuit of knowledge, not all scientific text is faithful to the underlying science. As the volume of this text has burgeoned online in recent years, it has become a problem of societal importance to be able to identify the faithfulness of a given piece of scientific text automatically. This thesis is concerned with the cultivation of datasets, methods, and tools for machine understanding of scientific language, in order to analyze and understand science communication at scale. To arrive at this, I present several contributions in three areas of natural language processing and machine learning: automatic fact checking, learning with limited data, and scientific text processing. These contributions include new methods and resources for identifying check-worthy claims, adversarial claim generation, multi-source domain adaptation, learning from crowd-sourced labels, cite-worthiness detection, zero-shot scientific fact checking, detecting exaggerated scientific claims, and modeling degrees of information change in science communication. Critically, I demonstrate how the research outputs of this thesis are useful for effectively learning from limited amounts of scientific text in order to identify misinformative scientific statements and generate new insights into the science communication process