--Quantum computing education faces significant challenges due to its complexity and the limitations of current tools; this paper introduces a novel Intelligent T eaching Assistant for quantum computing education and details its evolutionary design process. The system combines a knowledge-graph-augmented architecture with two specialized Large Language Model (LLM) agents: a T eaching Agent for dynamic interaction, and a Lesson Planning Agent for lesson plan generation. The system is designed to adapt to individual student needs, with interactions meticulously tracked and stored in a knowledge graph. This graph represents student actions, learning resources, and relationships, aiming to enable reasoning about effective learning pathways. We describe the implementation of the system, highlighting the challenges encountered and the solutions implemented, including introducing a dual-agent architecture where tasks are separated, all coordinated through a central knowledge graph that maintains system awareness, and a user-facing tag system intended to mitigate LLM hallucination and improve user control. Preliminary results illustrate the system's potential to capture rich interaction data, dynamically adapt lesson plans based on student feedback via a tag system in simulation, and facilitate context-aware tutoring through the integrated knowledge graph, though systematic evaluation is required. Quantum computing offers a revolutionary paradigm shift, but a significant workforce gap hinders its progress [1]. Teaching quantum computing is uniquely challenging, demanding an interdisciplinary understanding of physics, computer science, and mathematics, compounded by the counterintuitive nature of quantum principles. Traditional teaching methods and tools often fail, one of the many reasons is students' diverse background [2]. On the other hand, novel methods and tools based on generative artificial intelligence are still unproven in terms of successful teaching practices and quantifiable results.

Should a large language model (LLM) be used as a therapist? In this paper, we investigate the use of LLMs to *replace* mental health providers, a use case promoted in the tech startup and research space. We conduct a mapping review of therapy guides used by major medical institutions to identify crucial aspects of therapeutic relationships, such as the importance of a therapeutic alliance between therapist and client. We then assess the ability of LLMs to reproduce and adhere to these aspects of therapeutic relationships by conducting several experiments investigating the responses of current LLMs, such as `gpt-4o`. Contrary to best practices in the medical community, LLMs 1) express stigma toward those with mental health conditions and 2) respond inappropriately to certain common (and critical) conditions in naturalistic therapy settings -- e.g., LLMs encourage clients' delusional thinking, likely due to their sycophancy. This occurs even with larger and newer LLMs, indicating that current safety practices may not address these gaps. Furthermore, we note foundational and practical barriers to the adoption of LLMs as therapists, such as that a therapeutic alliance requires human characteristics (e.g., identity and stakes). For these reasons, we conclude that LLMs should not replace therapists, and we discuss alternative roles for LLMs in clinical therapy.

Cross-domain Sequential Recommendation (CDSR) aims to extract the preference from the user's historical interactions across various domains. Despite some progress in CDSR, two problems set the barrier for further advancements, i.e., overlap dilemma and transition complexity. The former means existing CDSR methods severely rely on users who own interactions on all domains to learn cross-domain item relationships, compromising the practicability. The latter refers to the difficulties in learning the complex transition patterns from the mixed behavior sequences. With powerful representation and reasoning abilities, Large Language Models (LLMs) are promising to address these two problems by bridging the items and capturing the user's preferences from a semantic view. Therefore, we propose an LLMs Enhanced Cross-domain Sequential Recommendation model (LLM4CDSR). To obtain the semantic item relationships, we first propose an LLM-based unified representation module to represent items. Then, a trainable adapter with contrastive regularization is designed to adapt the CDSR task. Besides, a hierarchical LLMs profiling module is designed to summarize user cross-domain preferences. Finally, these two modules are integrated into the proposed tri-thread framework to derive recommendations. We have conducted extensive experiments on three public cross-domain datasets, validating the effectiveness of LLM4CDSR. We have released the code online.

Continual learning is an emerging subject in machine learning that aims to solve multiple tasks presented sequentially to the learner without forgetting previously learned tasks. Recently, many deep learning based approaches have been proposed for continual learning, however the mathematical foundations behind existing continual learning methods remain underdeveloped. On the other hand, adaptive filtering is a classic subject in signal processing with a rich history of mathematically principled methods. However, its role in understanding the foundations of continual learning has been underappreciated. In this tutorial, we review the basic principles behind both continual learning and adaptive filtering, and present a comparative analysis that highlights multiple connections between them. These connections allow us to enhance the mathematical foundations of continual learning based on existing results for adaptive filtering, extend adaptive filtering insights using existing continual learning methods, and discuss a few research directions for continual learning suggested by the historical developments in adaptive filtering.

The Computer_Aided Diagnosis (CAD) systems facilitate accurate diagnosis of diseases. The development of CADs by leveraging third generation neural network, namely, Spiking Neural Network (SNN), is essential to utilize of the benefits of SNNs, such as their event_driven processing, parallelism, low power consumption, and the ability to process sparse temporal_spatial information. However, Deep SNN as a deep learning model faces challenges with unreliability. To deal with unreliability challenges due to inability to quantify the uncertainty of the predictions, we proposed a deep Bayesian Convolutional Spiking Neural Network based_CADs with uncertainty_aware module. In this study, the Monte Carlo Dropout method as Bayesian approximation is used as an uncertainty quantification method. This method was applied to several medical image classification tasks. Our experimental results demonstrate that our proposed model is accurate and reliable and will be a proper alternative to conventional deep learning for medical image classification.

Tutoring is highly effective for promoting learning. However, the contribution of expertise to tutoring effectiveness is unclear and continues to be debated. We conducted a 9-week learning efficacy study of an intelligent tutoring system (ITS) for biology modeled on expert human tutors with two control conditions: human tutors who were experts in the domain but not in tutoring and a no-tutoring condition. All conditions were supplemental to classroom instruction, and students took learning tests immediately before and after tutoring sessions as well as delayed tests 1-2 weeks later. Analysis using logistic mixed-effects modeling indicates significant positive effects on the immediate post-test for the ITS (d =.71) and human tutors (d =.66) which are in the 99th percentile of meta-analytic effects, as well as significant positive effects on the delayed post-test for the ITS (d =.36) and human tutors (d =.39). We discuss implications for the role of expertise in tutoring and the design of future studies.

Introduction to Quantum Machine Learning and Quantum Architecture Search Samuel Y en-Chi Chen 1 Zhiding Liang 2 1 Wells Fargo 2 Rensselaer Polytechnic Institute Abstract --Recent advancements in quantum computing (QC) and machine learning (ML) have fueled significant research efforts aimed at integrating these two transformative technologies. Quantum machine learning (QML), an emerging interdisciplinary field, leverages quantum principles to enhance the performance of ML algorithms. Concurrently, the exploration of systematic and automated approaches for designing high-performance quantum circuit architectures for QML tasks has gained prominence, as these methods empower researchers outside the quantum computing domain to effectively utilize quantum-enhanced tools. This tutorial will provide an in-depth overview of recent breakthroughs in both areas, highlighting their potential to expand the application landscape of QML across diverse fields. I NTRODUCTION Quantum computing (QC) offers the potential for substantial speedups in solving certain computationally challenging problems compared to classical computers. Recent advancements in quantum hardware, coupled with remarkable progress in classical AI and machine learning (ML) techniques, have sparked growing interest in merging these two technologies to further accelerate advancements in artificial intelligence.

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.