Despite growing interest in Learning-by-Teaching (LbT), few studies have explored how this paradigm can be implemented with autonomous, peer-like social robots in real classrooms. Most prior work has relied on scripted or Wizard-of-Oz behaviors, limiting our understanding of how real-time, interactive learning can be supported by artificial agents. This study addresses this gap by introducing Interactive Reinforcement Learning (RL) as a cognitive model for teachable social robots. We conducted two between-subject experiments with 58 primary school children, who either taught a robot or practiced independently on a tablet while learning French vocabulary (memorization) and grammatical rules (inference). The robot, powered by Interactive RL, learned from the child's evaluative feedback. Children in the LbT condition achieved significantly higher retention gains compared to those in the self-practice condition, especially on the grammar task. Learners with lower prior knowledge benefited most from teaching the robot. Behavioural metrics revealed that children adapted their teaching strategies over time and engaged more deeply during inference tasks. This work makes two contributions: (1) it introduces Interactive RL as a pedagogically effective and scalable model for peer-robot learning, and (2) it demonstrates, for the first time, the feasibility of deploying multiple autonomous robots simultaneously in real classrooms. These findings extend theoretical understanding of LbT by showing that social robots can function not only as passive tutees but as adaptive partners that enhance meta-cognitive engagement and long-term learning outcomes.

Academic writing skills are crucial for students' success, but can feel overwhelming without proper guidance and practice, particularly when writing in a second language. Traditionally, students ask instructors or search dictionaries, which are not universally accessible. Early writing assistants emerged as rule-based systems that focused on detecting misspellings, subject-verb disagreements, and basic punctuation errors; however, they are inaccurate and lack contextual understanding. Machine learning-based assistants demonstrate a strong ability for language understanding but are expensive to train. Large language models (LLMs) have shown remarkable capabilities in generating responses in natural languages based on given prompts. Still, they have a fundamental limitation in education: they generate essays without teaching, which can have detrimental effects on learning when misused. To address this limitation, we develop CoachGPT, which leverages large language models (LLMs) to assist individuals with limited educational resources and those who prefer self-paced learning in academic writing. CoachGPT is an AI agent-based web application that (1) takes instructions from experienced educators, (2) converts instructions into sub-tasks, and (3) provides real-time feedback and suggestions using large language models. This unique scaffolding structure makes CoachGPT unique among existing writing assistants. Compared to existing writing assistants, CoachGPT provides a more immersive writing experience with personalized feedback and guidance. Our user studies prove the usefulness of CoachGPT and the potential of large language models for academic writing.

--Multiple quadrotor unmanned aerial vehicle (UA V) systems have garnered widespread research interest and fostered tremendous interesting applications, especially in multi-constrained pursuit-evasion games (MC-PEG). The Cooperative Evasion and Formation Coverage (CEFC) task, where the UA V swarm aims to maximize formation coverage across multiple target zones while collaboratively evading predators, belongs to one of the most challenging issues in MC-PEG, especially under communication-limited constraints. This multifaceted problem, which intertwines responses to obstacles, adversaries, target zones, and formation dynamics, brings up significant high-dimensional complications in locating a solution. In this paper, we propose a novel two-level framework (i.e., Consensus Inference-based Hierarchical Reinforcement Learning (CI-HRL)), which delegates target localization to a high-level policy, while adopting a low-level policy to manage obstacle avoidance, navigation, and formation. Specifically, in the high-level policy, we develop a novel multi-agent reinforcement learning module, Consensus-oriented Multi-Agent Communication (ConsMAC), to enable agents to perceive global information and establish consensus from local states by effectively aggregating neighbor messages. Meanwhile, we leverage an Alternative Training-based Multi-agent proximal policy optimization (A T -M) and policy distillation to accomplish the low-level control. The experimental results, including the high-fidelity software-in-the-loop (SITL) simulations, validate that CI-HRL provides a superior solution with enhanced swarm's collaborative evasion and task completion capabilities. Nowadays, quadrotor Unmanned Aerial V ehicles (UA Vs) have demonstrated great potential in costly or human-unfriendly tasks (e.g., disaster response [1]), due to their agility, cost-effectiveness, and compact size. Nevertheless, the UA V swarm is likely to be exposed to an adversarial environment, where a hostile factor or agent might attack the affiliated members, and must respond promptly to boost the survival opportunity. Y uming Xiang and Sizhao Li and Rongpeng Li are with the College of Information Science and Electronic Engineering, Zhejiang University, Hangzhou 310027, China (email: {xiangym1999; liszh5; lirongpeng }@zju.edu.cn).

We augment Assumption Based Argumentation (ABA for short) with weighted argumentation. In a nutshell, we assign weights to arguments and then derive the weight of attacks between ABA arguments. We illustrate our proposal through running examples in the field of ethical reasoning, and present an implementation based on Answer Set Programming.

Alignment faking in large language models presented a demonstration of Claude 3 Opus and Claude 3.5 Sonnet selectively complying with a helpful-only training objective to prevent modification of their behavior outside of training. We expand this analysis to 25 models and find that only 5 (Claude 3 Opus, Claude 3.5 Sonnet, Llama 3 405B, Grok 3, Gemini 2.0 Flash) comply with harmful queries more when they infer they are in training than when they infer they are in deployment. First, we study the motivations of these 5 models. Results from perturbing details of the scenario suggest that only Claude 3 Opus's compliance gap is primarily and consistently motivated by trying to keep its goals. Second, we investigate why many chat models don't fake alignment. Our results suggest this is not entirely due to a lack of capabilities: many base models fake alignment some of the time, and post-training eliminates alignment-faking for some models and amplifies it for others. We investigate 5 hypotheses for how post-training may suppress alignment faking and find that variations in refusal behavior may account for a significant portion of differences in alignment faking.

OpenFst, a popular finite-state transducer library, supports $φ$-transitions but, due to an implementation constraint, they cannot be used with transducers in a straightforward way. In this short tutorial, we describe how one can use other functionality provided by OpenFst (namely, the Gallic semiring) to correctly implement $φ$-transductions and demonstrate it by implementing the MaxMatch (WordPiece) tokenization algorithm (Devlin et al., 2019; Song et al., 2021). Accompanying self-contained code examples are provided. https://www.openfst.org/twiki/pub/Contrib/FstContrib/phi_transduction_tutorial_code.tgz

Virtual Teaching Assistants (VTAs) powered by Large Language Models (LLMs) have the potential to enhance student learning by providing instant feedback and facilitating multi-turn interactions. However, empirical studies on their effectiveness and acceptance in real-world classrooms are limited, leaving their practical impact uncertain. In this study, we develop an LLM-based VTA and deploy it in an introductory AI programming course with 477 graduate students. To assess how student perceptions of the VTA's performance evolve over time, we conduct three rounds of comprehensive surveys at different stages of the course. Additionally, we analyze 3,869 student--VTA interaction pairs to identify common question types and engagement patterns. We then compare these interactions with traditional student--human instructor interactions to evaluate the VTA's role in the learning process. Through a large-scale empirical study and interaction analysis, we assess the feasibility of deploying VTAs in real-world classrooms and identify key challenges for broader adoption. Finally, we release the source code of our VTA system, fostering future advancements in AI-driven education: \texttt{https://github.com/sean0042/VTA}.

We explore the automatic generation of interactive, scenario-based lessons designed to train novice human tutors who teach middle school mathematics online. Employing prompt engineering through a Retrieval-Augmented Generation approach with GPT-4o, we developed a system capable of creating structured tutor training lessons. Our study generated lessons in English for three key topics--Encouraging Students' Independence, Encouraging Help-Seeking Behavior, and Turning on Cameras--using a task decomposition prompting strategy that breaks lesson generation into sub-tasks. The generated lessons were evaluated by two human evaluators, who provided both quantitative and qualitative evaluations using a comprehensive rubric informed by lesson design research. Results demonstrate that the task decomposition strategy led to higher-rated lessons compared to single-step generation. Human evaluators identified several strengths in the LLM-generated lessons, including well-structured content and time-saving potential, while also noting limitations such as generic feedback and a lack of clarity in some instructional sections. These findings underscore the potential of hybrid human-AI approaches for generating effective lessons in tutor training.

Autonomous parking plays a vital role in intelligent vehicle systems, particularly in constrained urban environments where high-precision control is required. While traditional rule-based parking systems struggle with environmental uncertainties and lack adaptability in crowded or dynamic scenes, human drivers demonstrate the ability to park intuitively without explicit modeling. Inspired by this observation, we propose a Transformer-based end-to-end framework for autonomous parking that learns from expert demonstrations. The network takes as input surround-view camera images, goal-point representations, ego vehicle motion, and pedestrian trajectories. It outputs discrete control sequences including throttle, braking, steering, and gear selection. A novel cross-attention module integrates BEV features with target points, and a GRU-based pedestrian predictor enhances safety by modeling dynamic obstacles. We validate our method on the CARLA 0.9.14 simulator in both vertical and parallel parking scenarios. Experiments show our model achieves a high success rate of 96.57\%, with average positional and orientation errors of 0.21 meters and 0.41 degrees, respectively. The ablation studies further demonstrate the effectiveness of key modules such as pedestrian prediction and goal-point attention fusion. The code and dataset will be released at: https://github.com/little-snail-f/ParkFormer.

Computer graphics, often associated with films, games, and visual effects, has long been a powerful tool for addressing scientific challenges--from its origins in 3D visualization for medical imaging to its role in modern computational modeling and simulation. This course explores the deep and evolving relationship between computer graphics and science, highlighting past achievements, ongoing contributions, and open questions that remain. We show how core methods, such as geometric reasoning and physical modeling, provide inductive biases that help address challenges in both fields, especially in data-scarce settings. To that end, we aim to reframe graphics as a modeling language for science by bridging vocabulary gaps between the two communities. Designed for both newcomers and experts, Graphics4Science invites the graphics community to engage with science, tackle high-impact problems where graphics expertise can make a difference, and contribute to the future of scientific discovery. Additional details are available on the course website: https://graphics4science.github.io