Locating specific segments within an instructional video is an efficient way to acquire guiding knowledge. Generally, the task of obtaining video segments for both verbal explanations and visual demonstrations is known as visual answer localization (VAL). However, users often need multiple interactions to obtain answers that align with their expectations when using the system. During these interactions, humans deepen their understanding of the video content by asking themselves questions, thereby accurately identifying the location. Therefore, we propose a new task, named In-VAL, to simulate the multiple interactions between humans and videos in the procedure of obtaining visual answers. The In-VAL task requires interactively addressing several semantic gap issues, including 1) the ambiguity of user intent in the input questions, 2) the incompleteness of language in video subtitles, and 3) the fragmentation of content in video segments. To address these issues, we propose Ask2Loc, a framework for resolving In-VAL by asking questions. It includes three key modules: 1) a chatting module to refine initial questions and uncover clear intentions, 2) a rewriting module to generate fluent language and create complete descriptions, and 3) a searching module to broaden local context and provide integrated content. We conduct extensive experiments on three reconstructed In-VAL datasets. Compared to traditional end-to-end and two-stage methods, our proposed Ask2Loc can improve performance by up to 14.91 (mIoU) on the In-VAL task. Our code and datasets can be accessed at https://github.com/changzong/Ask2Loc.

We introduce AlphaGrad, a memory-efficient, conditionally stateless optimizer addressing the memory overhead and hyperparameter complexity of adaptive methods like Adam. AlphaGrad enforces scale invariance via tensor-wise L2 gradient normalization followed by a smooth hyperbolic tangent transformation, $g' = \tanh(\alpha \cdot \tilde{g})$, controlled by a single steepness parameter $\alpha$. Our contributions include: (1) the AlphaGrad algorithm formulation; (2) a formal non-convex convergence analysis guaranteeing stationarity; (3) extensive empirical evaluation on diverse RL benchmarks (DQN, TD3, PPO). Compared to Adam, AlphaGrad demonstrates a highly context-dependent performance profile. While exhibiting instability in off-policy DQN, it provides enhanced training stability with competitive results in TD3 (requiring careful $\alpha$ tuning) and achieves substantially superior performance in on-policy PPO. These results underscore the critical importance of empirical $\alpha$ selection, revealing strong interactions between the optimizer's dynamics and the underlying RL algorithm. AlphaGrad presents a compelling alternative optimizer for memory-constrained scenarios and shows significant promise for on-policy learning regimes where its stability and efficiency advantages can be particularly impactful.

Kanji script writing is a skill that is often introduced to novice Japanese foreign language students for achieving Japanese writing mastery, but often poses difficulties to students with primarily English fluency due to their its vast differences with written English. Instructors often introduce various pedagogical methods -- such as visual structure and written techniques -- to assist students in kanji study, but may lack availability providing direct feedback on students' writing outside of class. Current educational applications are also limited due to lacking richer instructor-emulated feedback. We introduce Kanji Workbook, a writing-based intelligent tutoring system for students to receive intelligent assessment that emulates human instructor feedback. Our interface not only leverages students' computing devices for allowing them to learn, practice, and review the writing of prompted characters from their course's kanji script lessons, but also provides a diverse set of writing assessment metrics -- derived from instructor interviews and classroom observation insights -- through intelligent scoring and visual animations. We deployed our interface onto novice- and intermediate-level university courses over an entire academic year, and observed that interface users on average achieved higher course grades than their peers and also reacted positively to our interface's various features.

The process of creating educational materials is both time-consuming and demanding for educators. This research explores the potential of Large Language Models (LLMs) to streamline this task by automating the generation of extended reading materials and relevant course suggestions. Using the TED-Ed Dig Deeper sections as an initial exploration, we investigate how supplementary articles can be enriched with contextual knowledge and connected to additional learning resources. Our method begins by generating extended articles from video transcripts, leveraging LLMs to include historical insights, cultural examples, and illustrative anecdotes. A recommendation system employing semantic similarity ranking identifies related courses, followed by an LLM-based refinement process to enhance relevance. The final articles are tailored to seamlessly integrate these recommendations, ensuring they remain cohesive and informative. Experimental evaluations demonstrate that our model produces high-quality content and accurate course suggestions, assessed through metrics such as Hit Rate, semantic similarity, and coherence. Our experimental analysis highlight the nuanced differences between the generated and existing materials, underscoring the model's capacity to offer more engaging and accessible learning experiences. This study showcases how LLMs can bridge the gap between core content and supplementary learning, providing students with additional recommended resources while also assisting teachers in designing educational materials.

Large Language Models (LLMs), such as GitHub Copilot and ChatGPT have become popular among programming students. Students use LLMs to assist them in programming courses, including generating source code. Previous work has evaluated the ability of LLMs in solving introductory-course programming assignments. The results have shown that LLMs are highly effective in generating code for introductory Computer Science (CS) courses. However, there is a gap in research on evaluating LLMs' ability to generate code that solves advanced programming assignments. In this work, we evaluate the ability of four LLM tools to solve programming assignments from advanced CS courses in three popular programming languages, Java, Python, and C. We manually select 12 problems, three problems from introductory courses as the baseline and nine programming assignments from second- and third-year CS courses. To evaluate the LLM-generated code, we generate a test suite of 1000 test cases per problem and analyze the program output. Our evaluation shows that although LLMs are highly effective in generating source code for introductory programming courses, solving advanced programming assignments is more challenging. Nonetheless, in many cases, LLMs identify the base problem and provide partial solutions that may be useful to CS students. Furthermore, our results may provide useful guidance for teachers of advanced programming courses on how to design programming assignments.

Current AI models often fail to account for local context and language, given the predominance of English and Western internet content in their training data. This hinders the global relevance, usefulness, and safety of these models as they gain more users around the globe. Amplify Initiative, a data platform and methodology, leverages expert communities to collect diverse, high-quality data to address the limitations of these models. The platform is designed to enable co-creation of datasets, provide access to high-quality multilingual datasets, and offer recognition to data authors. This paper presents the approach to co-creating datasets with domain experts (e.g., health workers, teachers) through a pilot conducted in Sub-Saharan Africa (Ghana, Kenya, Malawi, Nigeria, and Uganda). In partnership with local researchers situated in these countries, the pilot demonstrated an end-to-end approach to co-creating data with 155 experts in sensitive domains (e.g., physicians, bankers, anthropologists, human and civil rights advocates). This approach, implemented with an Android app, resulted in an annotated dataset of 8,091 adversarial queries in seven languages (e.g., Luganda, Swahili, Chichewa), capturing nuanced and contextual information related to key themes such as misinformation and public interest topics. This dataset in turn can be used to evaluate models for their safety and cultural relevance within the context of these languages.

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In the context of multivariate nonparametric regression with missing covariates, we propose Pattern Embedded Neural Networks (PENNs), which can be applied in conjunction with any existing imputation technique. In addition to a neural network trained on the imputed data, PENNs pass the vectors of observation indicators through a second neural network to provide a compact representation. The outputs are then combined in a third neural network to produce final predictions. Our main theoretical result exploits an assumption that the observation patterns can be partitioned into cells on which the Bayes regression function behaves similarly, and belongs to a compositional H\"older class. It provides a finite-sample excess risk bound that holds for an arbitrary missingness mechanism, and in combination with a complementary minimax lower bound, demonstrates that our PENN estimator attains in typical cases the minimax rate of convergence as if the cells of the partition were known in advance, up to a poly-logarithmic factor in the sample size. Numerical experiments on simulated, semi-synthetic and real data confirm that the PENN estimator consistently improves, often dramatically, on standard neural networks without pattern embedding. Code to reproduce our experiments, as well as a tutorial on how to apply our method, is publicly available.

It is a call for education and research in this space so that we can harness this irresistible force for more good than harm, and provides some early themes for designers to consider. We firstly discuss where and how LLMs have been used in school educational settings, and then explore the new opportunities that recently released models offer. A small-scale investigation reveals potentially large impacts on how children learn, and we highlight key things that we as a community need to be aware of. 2 A SIMPLE GUIDE TO LARGE LANGUAGE MODELS Large Language Models -- think ChatGPT, Gemini, GPT-3, CoPilot -- are immense deep learning neural networks with exceptional numbers of parameters, which are trained to pre dict sequences of words, having been trained on most of the contents of the Internet. If I asked you to complete the sentence Twinkle, twinkle, little star, how I wonder what you ..... it is quite likely that, if you have been brought up in a Wester n culture, you will recognise the nursery rhyme and complete the line with .....are LLMs do this, but on a massive scale. As the LLM has processed m uch of what has ever been written, it has ingested a large number of sequences of words, and compresses them to c reate an internal representation. An LLM can be seen as the JPEG of the web -- it is a lossy compressed version of the internet.

Email: rohan-singh@aist.go.jp Abstract -- For the deployment of legged robots in real-world environments, it is essential to develop robust locomotion control methods for challenging terrains that may exhibit unexpected deformability and irregularity. In this paper, we explore the application of sim-to-real deep reinforcement learning (RL) for the design of bipedal locomotion controllers for humanoid robots on compliant and uneven terrains. Our key contribution is to show that a simple training curriculum for exposing the RL agent to randomized terrains in simulation can achieve robust walking on a real humanoid robot using only proprioceptive feedback. We train an end-to-end bipedal locomotion policy using the proposed approach, and show extensive real-robot demonstration on the HRP-5P humanoid over several difficult terrains inside and outside the lab environment. Further, we argue that the robustness of a bipedal walking policy can be improved if the robot is allowed to exhibit aperiodic motion with variable stepping frequency. We propose a new control policy to enable modification of the observed clock signal, leading to adaptive gait frequencies depending on the terrain and command velocity. Through simulation experiments, we show the effectiveness of this policy specifically for walking over challenging terrains by controlling swing and stance durations. This is primarily due to the strict temporal and spatial assumptions placed by such approaches on the foot trajectories and environmental contacts [1], [2]. When faced with an irregular or compliant (i.e.