This work investigates the use of multimodal biometrics to detect distractions caused by smartphone use during tasks that require sustained attention, with a focus on computer-based online learning. Although the methods are applicable to various domains, such as autonomous driving, we concentrate on the challenges learners face in maintaining engagement amid internal (e.g., motivation), system-related (e.g., course design) and contextual (e.g., smartphone use) factors. Traditional learning platforms often lack detailed behavioral data, but Multimodal Learning Analytics (MMLA) and biosensors provide new insights into learner attention. We propose an AI-based approach that leverages physiological signals and head pose data to detect phone use. Our results show that single biometric signals, such as brain waves or heart rate, offer limited accuracy, while head pose alone achieves 87%. A multimodal model combining all signals reaches 91% accuracy, highlighting the benefits of integration. We conclude by discussing the implications and limitations of deploying these models for real-time support in online learning environments.

Radiology students often struggle to develop perceptual expertise due to limited time for expert mentorship, leading to errors in visual search patterns and diagnostic interpretation. These perceptual errors--such as missed fixations, brief dwell times, or misinterpretations--are not adequately addressed by existing AI systems, which focus on diagnostic accuracy but fail to explain how and why errors occur. To bridge this gap, we propose MAARTA (Multi-Agentic Adaptive Radiology Teaching Assistant), a multi-agent framework that analyzes gaze patterns and radiology reports to provide personalized feedback. Unlike single-agent models, MAARTA dynamically recruits agents based on error complexity, ensuring adaptive and efficient reasoning. By leveraging thought graphs to compare expert and student gaze behavior, the system identifies missed findings and assigns Perceptual Error Teacher (PET) agents to analyze discrepancies. Using Chain-of-Thought (CoT) prompting, MAARTA generates meaningful insights, helping students understand their errors and refine their diagnostic reasoning, ultimately enhancing AI-driven radiology education. An anonymous code and dataset link is provided in the supplementary material.

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.