Abstract: Deep reinforcement learning (DRL) has emerged as a powerful framework for solving sequential decision-making problems, achieving remarkable success in a wide range of applications, including game AI, autonomous driving, biomedicine, and large language models. However, the diversity of algorithms and the complexity of theoretical foundations often pose significant challenges for beginners seeking to enter the field. This tutorial aims to provide a concise, intuitive, and practical introduction to DRL, with a particular focus on the Proximal Policy Optimization (PPO) algorithm, which is one of the most widely used and effective DRL methods. To facilitate learning, we organize all algorithms under the Generalized Policy Iteration (GPI) framework, offering readers a unified and systematic perspective. Instead of lengthy theoretical proofs, we emphasize intuitive explanations, illustrative examples, and practical engineering techniques. This work serves as an efficient and accessible guide, helping readers rapidly progress from basic concepts to the implementation of advanced DRL algorithms. Figure 1: Reinforcement learning has been extensively applied to a wide range of domains.

As generative AI becomes increasingly embedded in everyday workflows, it is important to evaluate its performance in ways that reflect real-world usage rather than abstract notions of intelligence. Unlike many existing benchmarks that assess general intelligence, our approach focuses on real-world utility, evaluating how well models support users in everyday tasks. While current benchmarks emphasize code generation or factual recall, users rely on AI for a much broader range of activities-from writing assistance and summarization to citation formatting and stylistic feedback. In this paper, we analyze large-scale survey data and usage logs to identify six core capabilities that represent how people commonly use Large Language Models (LLMs): Summarization, Technical Assistance, Reviewing Work, Data Structuring, Generation, and Information Retrieval. We then assess the extent to which existing benchmarks cover these capabilities, revealing significant gaps in coverage, efficiency measurement, and interpretability. Drawing on this analysis, we use human-centered criteria to identify gaps in how well current benchmarks reflect common usage that is grounded in five practical criteria: coherence, accuracy, clarity, relevance, and efficiency. For four of the six capabilities, we identify the benchmarks that best align with real-world tasks and use them to compare leading models. We find that Google Gemini outperforms other models-including OpenAI's GPT, xAI's Grok, Meta's LLaMA, Anthropic's Claude, DeepSeek, and Qwen from Alibaba-on these utility-focused metrics.

The ability to learn from large batches of autonomously collected data for policy improvement -- a paradigm we refer to as batch online reinforcement learning -- holds the promise of enabling truly scalable robot learning by significantly reducing the need for human effort of data collection while getting benefits from self-improvement. Yet, despite the promise of this paradigm, it remains challenging to achieve due to algorithms not being able to learn effectively from the autonomous data. For example, prior works have applied imitation learning and filtered imitation learning methods to the batch online RL problem, but these algorithms often fail to efficiently improve from the autonomously collected data or converge quickly to a suboptimal point. This raises the question of what matters for effective batch online RL in robotics. Motivated by this question, we perform a systematic empirical study of three axes -- (i) algorithm class, (ii) policy extraction methods, and (iii) policy expressivity -- and analyze how these axes affect performance and scaling with the amount of autonomous data. Through our analysis, we make several observations. First, we observe that the use of Q-functions to guide batch online RL significantly improves performance over imitation-based methods. Building on this, we show that an implicit method of policy extraction -- via choosing the best action in the distribution of the policy -- is necessary over traditional policy extraction methods from offline RL. Next, we show that an expressive policy class is preferred over less expressive policy classes. Based on this analysis, we propose a general recipe for effective batch online RL. We then show a simple addition to the recipe of using temporally-correlated noise to obtain more diversity results in further performance gains. Our recipe obtains significantly better performance and scaling compared to prior methods.

Educational e-book platforms provide valuable information to teachers and researchers through two main sources: reading activity data and reading content data. While reading activity data is commonly used to analyze learning strategies and predict low-performing students, reading content data is often overlooked in these analyses. To address this gap, this study proposes LECTOR (Lecture slides and Topic Relationships), a model that summarizes information from reading content in a format that can be easily integrated with reading activity data. Our first experiment compared LECTOR to representative Natural Language Processing (NLP) models in extracting key information from 2,255 lecture slides, showing an average improvement of 5% in F1-score. These results were further validated through a human evaluation involving 28 students, which showed an average improvement of 21% in F1-score over a model predominantly used in current educational tools. Our second experiment compared reading preferences extracted by LECTOR with traditional reading activity data in predicting low-performing students using 600,712 logs from 218 students. The results showed a tendency to improve the predictive performance by integrating LECTOR. Finally, we proposed examples showing the potential application of the reading preferences extracted by LECTOR in designing personalized interventions for students.

GPT has become nearly synonymous with large language models (LLMs), an increasingly popular term in AIED proceedings. A simple keyword-based search reveals that 61% of the 76 long and short papers presented at AIED 2024 describe novel solutions using LLMs to address some of the long-standing challenges in education, and 43% specifically mention GPT. Although LLMs pioneered by GPT create exciting opportunities to strengthen the impact of AI on education, we argue that the field's predominant focus on GPT and other resource-intensive LLMs (with more than 10B parameters) risks neglecting the potential impact that small language models (SLMs) can make in providing resource-constrained institutions with equitable and affordable access to high-quality AI tools. Supported by positive results on knowledge component (KC) discovery, a critical challenge in AIED, we demonstrate that SLMs such as Phi-2 can produce an effective solution without elaborate prompting strategies. Hence, we call for more attention to developing SLM-based AIED approaches.

Following the successful hosts of the 1-st (NLPCC 2023 Foshan) CMIVQA and the 2-rd (NLPCC 2024 Hangzhou) MMIVQA challenges, this year, a new task has been introduced to further advance research in multi-modal, multilingual, and multi-hop medical instructional question answering (M4IVQA) systems, with a specific focus on medical instructional videos. The M4IVQA challenge focuses on evaluating models that integrate information from medical instructional videos, understand multiple languages, and answer multi-hop questions requiring reasoning over various modalities. This task consists of three tracks: multi-modal, multilingual, and multi-hop Temporal Answer Grounding in Single Video (M4TAGSV), multi-modal, multilingual, and multi-hop Video Corpus Retrieval (M4VCR) and multi-modal, multilingual, and multi-hop Temporal Answer Grounding in Video Corpus (M4TAGVC). Participants in M4IVQA are expected to develop algorithms capable of processing both video and text data, understanding multilingual queries, and providing relevant answers to multi-hop medical questions. We believe the newly introduced M4IVQA challenge will drive innovations in multimodal reasoning systems for healthcare scenarios, ultimately contributing to smarter emergency response systems and more effective medical education platforms in multilingual communities. Our official website is https://cmivqa.github.io/

In this thesis, we introduce Bayesian filtering as a principled framework for tackling diverse sequential machine learning problems, including online (continual) learning, pre-quential (one-step-ahead) forecasting, and contextual bandits. To this end, this thesis addresses key challenges in applying Bayesian filtering to these problems: adaptivity to non-stationary environments, robustness to model misspecification and outliers, and scalability to the high-dimensional parameter space of deep neural networks. We develop novel tools within the Bayesian filtering framework to address each of these challenges, including: (i) a modular framework that enables the development adaptive approaches for online learning; (ii) a novel, provably robust filter with similar computational cost to standard filters, that employs Generalised Bayes; and (iii) a set of tools for sequentially updating model parameters using approximate second-order optimisation methods that exploit the overparametrisation of high-dimensional parametric models such as neural networks. Theoretical analysis and empirical results demonstrate the improved performance of our methods in dynamic, high-dimensional, and misspecified models.

Transforming educational technologies through the integration of large language models (LLMs) and virtual reality (VR) offers the potential for immersive and interactive learning experiences. However, the effects of LLMs on user engagement and attention in educational environments remain open questions. In this study, we utilized a fully LLM-driven virtual learning environment, where peers and teachers were LLM-driven, to examine how students behaved in such settings. Specifically, we investigate how peer question-asking behaviors influenced student engagement, attention, cognitive load, and learning outcomes and found that, in conditions where LLM-driven peer learners asked questions, students exhibited more targeted visual scanpaths, with their attention directed toward the learning content, particularly in complex subjects. Our results suggest that peer questions did not introduce extraneous cognitive load directly, as the cognitive load is strongly correlated with increased attention to the learning material. Considering these findings, we provide design recommendations for optimizing VR learning spaces.

Online Federated Learning (OFL) is a real-time learning paradigm that sequentially executes parameter aggregation immediately for each random arriving client. To motivate clients to participate in OFL, it is crucial to offer appropriate incentives to offset the training resource consumption. However, the design of incentive mechanisms in OFL is constrained by the dynamic variability of Two-sided Incomplete Information (TII) concerning resources, where the server is unaware of the clients' dynamically changing computational resources, while clients lack knowledge of the real-time communication resources allocated by the server. To incentivize clients to participate in training by offering dynamic rewards to each arriving client, we design a novel Dynamic Bayesian persuasion pricing for online Federated learning (DaringFed) under TII. Specifically, we begin by formulating the interaction between the server and clients as a dynamic signaling and pricing allocation problem within a Bayesian persuasion game, and then demonstrate the existence of a unique Bayesian persuasion Nash equilibrium. By deriving the optimal design of DaringFed under one-sided incomplete information, we further analyze the approximate optimal design of DaringFed with a specific bound under TII. Finally, extensive evaluation conducted on real datasets demonstrate that DaringFed optimizes accuracy and converges speed by 16.99%, while experiments with synthetic datasets validate the convergence of estimate unknown values and the effectiveness of DaringFed in improving the server's utility by up to 12.6%.

This dissertation considers Open-world Robot Manipulation, a manipulation problem where a robot must generalize or quickly adapt to new objects, scenes, or tasks for which it has not been pre-programmed or pre-trained. This dissertation tackles the problem using a methodology of efficient sensorimotor learning. The key to enabling efficient sensorimotor learning lies in leveraging regular patterns that exist in limited amounts of demonstration data. These patterns, referred to as ``regularity,'' enable the data-efficient learning of generalizable manipulation skills. This dissertation offers a new perspective on formulating manipulation problems through the lens of regularity. Building upon this notion, we introduce three major contributions. First, we introduce methods that endow robots with object-centric priors, allowing them to learn generalizable, closed-loop sensorimotor policies from a small number of teleoperation demonstrations. Second, we introduce methods that constitute robots' spatial understanding, unlocking their ability to imitate manipulation skills from in-the-wild video observations. Last but not least, we introduce methods that enable robots to identify reusable skills from their past experiences, resulting in systems that can continually imitate multiple tasks in a sequential manner. Altogether, the contributions of this dissertation help lay the groundwork for building general-purpose personal robots that can quickly adapt to new situations or tasks with low-cost data collection and interact easily with humans. By enabling robots to learn and generalize from limited data, this dissertation takes a step toward realizing the vision of intelligent robotic assistants that can be seamlessly integrated into everyday scenarios.