Large Language Models (LLMs) have demonstrated considerable potential in improving coding education by providing support for code writing, explanation, and debugging. However, existing LLM-based approaches generally fail to assess students' abilities, design learning plans, provide personalized material aligned with individual learning goals, and enable interactive learning. Current work mostly uses single LLM agents, which limits their ability to understand complex code repositories and schedule step-by-step tutoring. Recent research has shown that multi-agent LLMs can collaborate to solve complicated problems in various domains like software engineering, but their potential in the field of education remains unexplored. In this work, we introduce CodeEdu, an innovative multi-agent collaborative platform that combines LLMs with tool use to provide proactive and personalized education in coding. Unlike static pipelines, CodeEdu dynamically allocates agents and tasks to meet student needs. Various agents in CodeEdu undertake certain functions specifically, including task planning, personalized material generation, real-time QA, step-by-step tutoring, code execution, debugging, and learning report generation, facilitated with extensive external tools to improve task efficiency. Automated evaluations reveal that CodeEdu substantially enhances students' coding performance.

Large Language Models (LLMs) are gaining popularity for hardware design automation, particularly through Register Transfer Level (RTL) code generation. In this work, we examine the current literature on RTL generation using LLMs and identify key requirements for training and fine-tuning datasets. We construct a robust Verilog dataset through an automated three-pronged process involving database (DB) creation and management with PostgreSQL, data collection from code hosting sites like OpenCores and GitHub, and data preprocessing to verify the codes' syntax, run logic synthesis, and extract relevant module metadata. We implement a scalable and efficient DB infrastructure to support analysis and detail our preprocessing pipeline to enforce high-quality data before DB insertion. The resulting dataset comprises 20,392 Verilog samples, 751 MB of Verilog code data, which is the largest high-quality Verilog dataset for LLM fine-tuning to our knowledge. We further evaluate the dataset, address associated challenges, and explore potential applications for future research and development in LLM-based hardware generation.

We introduce DeepSeek-Prover-V2, an open-source large language model designed for formal theorem proving in Lean 4, with initialization data collected through a recursive theorem proving pipeline powered by DeepSeek-V3. The cold-start training procedure begins by prompting DeepSeek-V3 to decompose complex problems into a series of subgoals. The proofs of resolved subgoals are synthesized into a chain-of-thought process, combined with DeepSeek-V3's step-by-step reasoning, to create an initial cold start for reinforcement learning. This process enables us to integrate both informal and formal mathematical reasoning into a unified model. The resulting model, DeepSeek-Prover-V2-671B, achieves state-of-the-art performance in neural theorem proving, reaching 88.9% pass ratio on the MiniF2F-test and solving 49 out of 658 problems from PutnamBench. In addition to standard benchmarks, we introduce ProverBench, a collection of 325 formalized problems, to enrich our evaluation, including 15 selected problems from the recent AIME competitions (years 24-25). Further evaluation on these 15 AIME problems shows that the model successfully solves 6 of them. In comparison, DeepSeek-V3 solves 8 of these problems using majority voting, highlighting that the gap between formal and informal mathematical reasoning in large language models is substantially narrowing.

In recent years, peer learning has gained attention as a method that promotes spontaneous thinking among learners, and its effectiveness has been confirmed by numerous studies. This study aims to develop an AI Agent as a learning companion that enables peer learning anytime and anywhere. However, peer learning between humans has various limitations, and it is not always effective. Effective peer learning requires companions at the same proficiency levels. In this study, we assume that a learner's peers with the same proficiency level as the learner make the same mistakes as the learner does and focus on English composition as a specific example to validate this approach.

The growing ubiquity of artificial intelligence (AI), in particular large language models (LLMs), has profoundly altered the way in which learners gain knowledge and interact with learning material, with many claiming that AI positively influences their learning achievements. Despite this advancement, current AI tutoring systems face limitations associated with their reactive nature, often providing direct answers without encouraging deep reflection or incorporating structured pedagogical tools and strategies. This limitation is most apparent in the field of mathematics, in which AI tutoring systems remain underdeveloped. This research addresses the question: How can AI tutoring systems move beyond providing reactive assistance to enable structured, individualized, and tool-assisted learning experiences? We introduce a novel multi-agent AI tutoring platform that combines adaptive and personalized feedback, structured course generation, and textbook knowledge retrieval to enable modular, tool-assisted learning processes. This system allows students to learn new topics while identifying and targeting their weaknesses, revise for exams effectively, and practice on an unlimited number of personalized exercises. This article contributes to the field of artificial intelligence in education by introducing a novel platform that brings together pedagogical agents and AI-driven components, augmenting the field with modular and effective systems for teaching mathematics.

The data privacy constraint in online continual learning (OCL), where the data can be seen only once, complicates the catastrophic forgetting problem in streaming data. A common approach applied by the current SOTAs in OCL is with the use of memory saving exemplars or features from previous classes to be replayed in the current task. On the other hand, the prompt-based approach performs excellently in continual learning but with the cost of a growing number of trainable parameters. The first approach may not be applicable in practice due to data openness policy, while the second approach has the issue of throughput associated with the streaming data. In this study, we propose a novel prompt-based method for online continual learning that includes 4 main components: (1) single light-weight prompt generator as a general knowledge, (2) trainable scaler-and-shifter as specific knowledge, (3) pre-trained model (PTM) generalization preserving, and (4) hard-soft updates mechanism. Our proposed method achieves significantly higher performance than the current SOTAs in CI-F AR100, ImageNet-R, ImageNet-A, and CUB dataset. Our complexity analysis shows that our method requires a relatively smaller number of parameters and achieves moderate training time, inference time, and throughput.

ELOQUENT is a set of shared tasks that aims to create easily testable high-level criteria for evaluating generative language models. Sensemaking is one such shared task. In Sensemaking, we try to assess how well generative models ``make sense out of a given text'' in three steps inspired by exams in a classroom setting: (1) Teacher systems should prepare a set of questions, (2) Student systems should answer these questions, and (3) Evaluator systems should score these answers, all adhering rather strictly to a given set of input materials. We report on the 2025 edition of Sensemaking, where we had 7 sources of test materials (fact-checking analyses of statements, textbooks, transcribed recordings of a lecture, and educational videos) spanning English, German, Ukrainian, and Czech languages. This year, 4 teams participated, providing us with 2 Teacher submissions, 2 Student submissions, and 2 Evaluator submissions. We added baselines for Teacher and Student using commercial large language model systems. We devised a fully automatic evaluation procedure, which we compare to a minimalistic manual evaluation. We were able to make some interesting observations. For the first task, the creation of questions, better evaluation strategies will still have to be devised because it is difficult to discern the quality of the various candidate question sets. In the second task, question answering, the LLMs examined overall perform acceptably, but restricting their answers to the given input texts remains problematic. In the third task, evaluation of question answers, our adversarial tests reveal that systems using the LLM-as-a-Judge paradigm erroneously rate both garbled question-answer pairs and answers to mixed-up questions as acceptable.

Generative Artificial Intelligence (GAI) has rapidly emerged as a transformative force in aquaculture, enabling intelligent synthesis of multimodal data, including text, images, audio, and simulation outputs for smarter, more adaptive decision-making. As the aquaculture industry shifts toward data-driven, automation and digital integration operations under the Aquaculture 4.0 paradigm, GAI models offer novel opportunities across environmental monitoring, robotics, disease diagnostics, infrastructure planning, reporting, and market analysis. This review presents the first comprehensive synthesis of GAI applications in aquaculture, encompassing foundational architectures (e.g., diffusion models, transformers, and retrieval augmented generation), experimental systems, pilot deployments, and real-world use cases. We highlight GAI's growing role in enabling underwater perception, digital twin modeling, and autonomous planning for remotely operated vehicle (ROV) missions. We also provide an updated application taxonomy that spans sensing, control, optimization, communication, and regulatory compliance. Beyond technical capabilities, we analyze key limitations, including limited data availability, real-time performance constraints, trust and explainability, environmental costs, and regulatory uncertainty. This review positions GAI not merely as a tool but as a critical enabler of smart, resilient, and environmentally aligned aquaculture systems.

We introduce ExRec, a general framework for personalized exercise recommendation with semantically-grounded knowledge tracing. Our method builds on the observation that existing exercise recommendation approaches simulate student performance via knowledge tracing (KT) but they often overlook two key aspects: (a) the semantic content of questions and (b) the sequential, structured progression of student learning. To address this, our ExRec presents an end-to-end pipeline, from annotating the KCs of questions and learning their semantic representations to training KT models and optimizing several reinforcement learning (RL) methods. Moreover, we improve standard Q-learning-based continuous RL methods via a tailored model-based value estimation (MVE) approach that directly leverages the components of KT model in estimating cumulative knowledge improvement. We validate the effectiveness of our ExRec using various RL methods across four real-world tasks with different educational goals in online math learning. We further show that ExRec generalizes robustly to new, unseen questions and that it produces interpretable student learning trajectories. Together, our findings highlight the promise of KT-guided RL for effective personalization in education.

Large Language Models (LLMs) have emerged as a promising paradigm for time series analytics, leveraging their massive parameters and the shared sequential nature of textual and time series data. However, a cross-modality gap exists between time series and textual data, as LLMs are pre-trained on textual corpora and are not inherently optimized for time series. In this tutorial, we provide an up-to-date overview of LLM-based cross-modal time series analytics. We introduce a taxonomy that classifies existing approaches into three groups based on cross-modal modeling strategies, e.g., conversion, alignment, and fusion, and then discuss their applications across a range of downstream tasks. In addition, we summarize several open challenges. This tutorial aims to expand the practical application of LLMs in solving real-world problems in cross-modal time series analytics while balancing effectiveness and efficiency. Participants will gain a thorough understanding of current advancements, methodologies, and future research directions in cross-modal time series analytics.