In Computer Science (CS) education, understanding factors contributing to students' programming difficulties is crucial for effective learning support. By identifying specific issues students face, educators can provide targeted assistance to help them overcome obstacles and improve learning outcomes. While identifying sources of struggle, such as misconceptions, in real-time can be challenging in current educational practices, analyzing logical errors in students' code can offer valuable insights. This paper presents a scalable framework for automatically detecting logical errors in students' programming solutions. Our framework is based on an explainable Abstract Syntax Tree (AST) embedding model, the Subtree-based Attention Neural Network (SANN), that identifies the structural components of programs containing logical errors. We conducted a series of experiments to evaluate its effectiveness, and the results suggest that our framework can accurately capture students' logical errors and, more importantly, provide us with deeper insights into their learning processes, offering a valuable tool for enhancing programming education.

Massive Open Online Courses (MOOCs) lack direct interaction between learners and instructors, making it challenging for learners to understand new knowledge concepts. Recently, learners have increasingly used Large Language Models (LLMs) to support them in acquiring new knowledge. However, LLMs are prone to hallucinations which limits their reliability. Retrieval-Augmented Generation (RAG) addresses this issue by retrieving relevant documents before generating a response. However, the application of RAG across different MOOCs is limited by unstructured learning material. Furthermore, current RAG systems do not actively guide learners toward their learning needs. To address these challenges, we propose a Graph RAG pipeline that leverages Educational Knowledge Graphs (EduKGs) and Personal Knowledge Graphs (PKGs) to guide learners to understand knowledge concepts in the MOOC platform CourseMapper. Specifically, we implement (1) a PKG-based Question Generation method to recommend personalized questions for learners in context, and (2) an EduKG-based Question Answering method that leverages the relationships between knowledge concepts in the EduKG to answer learner selected questions. To evaluate both methods, we conducted a study with 3 expert instructors on 3 different MOOCs in the MOOC platform CourseMapper. The results of the evaluation show the potential of Graph RAG to empower learners to understand new knowledge concepts in a personalized learning experience.

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This paper introduces an interactive continual learning paradigm where AI models dynamically learn new skills from real-time human feedback while retaining prior knowledge. This paradigm distinctively addresses two major limitations of traditional continual learning: (1) dynamic model updates using streaming, real-time human-annotated data, rather than static datasets with fixed labels, and (2) the assumption of clean labels, by explicitly handling the noisy feedback common in real-world interactions. To tackle these problems, we propose RiCL, a Reinforced interactive Continual Learning framework leveraging Large Language Models (LLMs) to learn new skills effectively from dynamic feedback. RiCL incorporates three key components: a temporal consistency-aware purifier to automatically discern clean from noisy samples in data streams; an interaction-aware direct preference optimization strategy to align model behavior with human intent by reconciling AI-generated and human-provided feedback; and a noise-resistant contrastive learning module that captures robust representations by exploiting inherent data relationships, thus avoiding reliance on potentially unreliable labels. Extensive experiments on two benchmark datasets (FewRel and TACRED), contaminated with realistic noise patterns, demonstrate that our RiCL approach substantially outperforms existing combinations of state-of-the-art online continual learning and noisy-label learning methods.

--This work aims to leverage instructional video to solve complex multi-step task-and-motion planning tasks in robotics. T owards this goal, we propose an extension of the well-established Rapidly-Exploring Random Tree (RRT) planner, which simultaneously grows multiple trees around grasp and release states extracted from the guiding video. Our key novelty lies in combining contact states and 3D object poses extracted from the guiding video with a traditional planning algorithm that allows us to solve tasks with sequential dependencies, for example, if an object needs to be placed at a specific location to be grasped later . We also investigate the generalization capabilities of our approach to go beyond the scene depicted in the instructional video. T o demonstrate the benefits of the proposed video-guided planning approach, we design a new benchmark with three challenging tasks: (i) 3D re-arrangement of multiple objects between a table and a shelf, (ii) multi-step transfer of an object through a tunnel, and (iii) transferring objects using a tray similar to a waiter transfers dishes. We demonstrate the effectiveness of our planning algorithm on several robots, including the Franka Emika Panda and the KUKA KMR iiwa . For a seamless transfer of the obtained plans to the real robot, we develop a trajectory refinement approach formulated as an optimal control problem (OCP). Traditional robot motion planning algorithms seek a collision-free path from a given starting robot configuration to a given goal robot configuration [1]. Despite the large dimensionality of the configuration space, sampling-based motion planning algorithms [2], [3] have shown to be highly effective for solving complex motion planning problems for robots, ranging from six degrees of freedom (DoFs) for industrial manipulators to tens of DoFs for humanoids [4]. Manipulation task-and-motion planning (T AMP) [5] adds an additional complexity to the problem by including movable objects in the state space. This requires the planner to discover the pick-and-place actions that connect the given start and goal robot configurations, bringing the manipulated objects from their start poses to their goal poses. INRIA, Paris This work is part of the AGIMUS project, funded by the European Union under GA no.101070165. Views and opinions expressed are, however, those of the author(s) only and do not necessarily reflect those of the European Union or the European Commission.

Motivation is an important factor underlying successful learning. Previous research has demonstrated the positive effects that static interactive narrative games can have on motivation. Concurrently, advances in AI have made dynamic and adaptive approaches to interactive narrative increasingly accessible. However, limited work has explored the impact that dynamic narratives can have on learner motivation. In this paper, we compare two versions of Academical, a choice-based educational interactive narrative game about research ethics. One version employs a traditional hand-authored branching plot (i.e., static narrative) while the other dynamically sequences plots during play (i.e., dynamic narrative). Results highlight the importance of responsive content and a variety of choices for player engagement, while also illustrating the challenge of balancing pedagogical goals with the dynamic aspects of narrative. We also discuss design implications that arise from these findings. Ultimately, this work provides initial steps to illuminate the emerging potential of AI-driven dynamic narrative in educational games.

Recent advancements in large language models (LLMs) have revolutionized their ability to handle single-turn tasks, yet real-world applications demand sophisticated multi-turn interactions. This survey provides a comprehensive review of recent advancements in evaluating and enhancing multi-turn interactions in LLMs. Focusing on task-specific scenarios, from instruction following in diverse domains such as math and coding to complex conversational engagements in roleplay, healthcare, education, and even adversarial jailbreak settings, we systematically examine the challenges of maintaining context, coherence, fairness, and responsiveness over prolonged dialogues. The paper organizes current benchmarks and datasets into coherent categories that reflect the evolving landscape of multi-turn dialogue evaluation. In addition, we review a range of enhancement methodologies under multi-turn settings, including model-centric strategies (contextual learning, supervised fine-tuning, reinforcement learning, and new architectures), external integration approaches (memory-augmented, retrieval-based methods, and knowledge graph), and agent-based techniques for collaborative interactions. Finally, we discuss open challenges and propose future directions for research to further advance the robustness and effectiveness of multi-turn interactions in LLMs. Related resources and papers are available at https://github.com/yubol-cmu/Awesome-Multi-Turn-LLMs.

Classroom discourse is an essential vehicle through which teaching and learning take place. Assessing different characteristics of discursive practices and linking them to student learning achievement enhances the understanding of teaching quality. Traditional assessments rely on manual coding of classroom observation protocols, which is time-consuming and costly. Despite many studies utilizing AI techniques to analyze classroom discourse at the utterance level, investigations into the evaluation of discursive practices throughout an entire lesson segment remain limited. To address this gap, our study proposes a novel text-centered multimodal fusion architecture to assess the quality of three discourse components grounded in the Global Teaching InSights (GTI) observation protocol: Nature of Discourse, Questioning, and Explanations. First, we employ attention mechanisms to capture inter- and intra-modal interactions from transcript, audio, and video streams. Second, a multi-task learning approach is adopted to jointly predict the quality scores of the three components. Third, we formulate the task as an ordinal classification problem to account for rating level order. The effectiveness of these designed elements is demonstrated through an ablation study on the GTI Germany dataset containing 92 videotaped math lessons. Our results highlight the dominant role of text modality in approaching this task. Integrating acoustic features enhances the model's consistency with human ratings, achieving an overall Quadratic Weighted Kappa score of 0.384, comparable to human inter-rater reliability (0.326). Our study lays the groundwork for the future development of automated discourse quality assessment to support teacher professional development through timely feedback on multidimensional discourse practices.

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.