These apps let you choose from over a hundred different languages. Traveling to another country is an exciting experience, but learning a new language in order to do so can be a challenge. Fitting lessons into your schedule is difficult and getting the right pronunciation down is always a struggle. With language learning apps like Babbel, Rosetta Stone, Beelinguap and uTalk, you can learn a language at your own pace. These apps have hundreds of languages to choose from, and each app has a different approach and teaches a language differently.

Developing competency in artificial intelligence is becoming increasingly crucial for computer science (CS) students at all levels of the CS curriculum. However, most previous research focuses on advanced CS courses, as traditional introductory courses provide limited opportunities to develop AI skills and knowledge. This paper introduces an introductory CS course where students learn computational thinking through computer vision, a sub-field of AI, as an application context. The course aims to achieve computational thinking outcomes alongside critical thinking outcomes that expose students to AI approaches and their societal implications. Through experiential activities such as individual projects and reading discussions, our course seeks to balance technical learning and critical thinking goals. Our evaluation, based on pre-and post-course surveys, shows an improved sense of belonging, self-efficacy, and AI ethics awareness among students. The results suggest that an AI-focused context can enhance participation and employability, student-selected projects support self-efficacy, and ethically grounded AI instruction can be effective for interdisciplinary audiences. Students' discussions on reading assignments demonstrated deep engagement with the complex challenges in today's AI landscape. Finally, we share insights on scaling such courses for larger cohorts and improving the learning experience for introductory CS students.

The study of propositional logic -- fundamental to the theory of computing -- is a cornerstone of the undergraduate computer science curriculum. Learning to solve logical proofs requires repeated guided practice, but undergraduate students often lack access to on-demand tutoring in a judgment-free environment. In this work, we highlight the need for guided practice tools in undergraduate mathematics education and outline the desiderata of an effective practice tool. We accordingly develop LogicLearner, a web application for guided logic proof practice. LogicLearner consists of an interface to attempt logic proofs step-by-step and an automated proof solver to generate solutions on the fly, allowing users to request guidance as needed. We pilot LogicLearner as a practice tool in two semesters of an undergraduate discrete mathematics course and receive strongly positive feedback for usability and pedagogical value in student surveys. To the best of our knowledge, LogicLearner is the only learning tool that provides an end-to-end practice environment for logic proofs with immediate, judgment-free feedback.

To a ddress these gaps, prior work has sought to evaluate the cultural representations within AI generated output, b ut with few exceptions [30, 67], mostly through quantified, metricized approaches to representation such as statistical similarities and benchmark-style scoring [49, 84]. However, the use of these methods presumes that representation is an o bjective construct with an empirical, definitive ground truth that outputs can be compared against [e.g., 42, 84] [fo r a critique of ground truth, see 59]. Given limitations of these computational methods, evaluation of representation is reduced to basic recognition or factual generation of artifacts. Even when human feedback on representation is sought, it is solicited through narrow, constrained, quantitative scales from anonymized crowdworkers who often do not have th e lived experiences to evaluate nuances of cultural representation of other cultures. However, this approach to measuring representation is in contravention to decades of scholarship in the social sciences that emphasizes the subjective nature of representation, where judgments about representation in visual media are constructed in conversation with the viewer's lived experiences and the broader context within which an image is Permission to make digital or hard copies of all or part of thi s work for personal or classroom use is granted without fee pr ovided that copies are not made or distributed for profit or commercial advantage and that copies bear this notice and the full citation on the first page.

A key consideration when training an LLM is whether the target language is more or less resourced, whether this is English compared to Welsh, or Python compared to Excel. Typical training data for programming languages consist of real program demonstrations coupled with human-written comments. Here we present novel approaches to the creation of such data for low resource programming languages. We generate fully-synthetic, textbook-quality demonstrations of common library functions in an example domain of Excel formulas, using a teacher model. We then finetune an underperforming student model, and show improvement on 2 question-answering datasets recast into the Excel domain. We show advantages of finetuning over standard, off-the-shelf RAG approaches, which can offer only modest improvement due to the unfamiliar target domain.

Developing robotic agents that can generalize across diverse environments while continually evolving their behaviors is a core challenge in AI and robotics. The difficulties lie in solving increasingly complex tasks and ensuring agents can continue learning without converging on narrow, specialized solutions. Quality Diversity (QD) [1, 2] methods effectively foster diversity but often rely on trial and error, where the path to a final solution can be convoluted, leading to inefficiencies and uncertainty. Our approach draws inspiration from nature's inheritance process, where offspring not only receive but also build upon the knowledge of their predecessors. Similarly, our agents inherit distilled behaviors from previous generations, allowing them to adapt and continue learning efficiently, eventually surpassing their predecessors. This natural knowledge transfer reduces randomness, guiding exploration toward more meaningful learning without manual intervention like reward shaping or task descriptors. What sets our method apart is that it offers a straightforward, evolution-inspired way to consolidate and progress, avoiding the need for manually defined styles or gradient editing [3, 4] to prevent forgetting. The agent's ability to retain and refine skills is driven by a blend of IL and RL, naturally passing down essential behaviors while implicitly discarding inferior ones. We introduce Parental Guidance (PG-1) which makes the following contributions: 1. Distributed Evolution Framework: We propose a framework that distributes the evolution process across multiple compute instances, efficiently scheduling and analyzing evolution.

Online reinforcement learning (RL) with sparse rewards poses a challenge partly because of the lack of feedback on states leading to the goal. Furthermore, expert offline data with reward signal is rarely available to provide this feedback and bootstrap online learning. How can we guide online agents to the right solution without this on-task data? Reward shaping offers a solution by providing fine-grained signal to nudge the policy towards the optimal solution. However, reward shaping often requires domain knowledge to hand-engineer heuristics for a specific goal. To enable more general and inexpensive guidance, we propose and analyze a data-driven methodology that automatically guides RL by learning from widely available video data such as Internet recordings, off-task demonstrations, task failures, and undirected environment interaction. By learning a model of optimal goal-conditioned value from diverse passive data, we open the floor to scaling up and using various data sources to model general goal-reaching behaviors relevant to guiding online RL. Specifically, we use intent-conditioned value functions to learn from diverse videos and incorporate these goal-conditioned values into the reward. Our experiments show that video-trained value functions work well with a variety of data sources, exhibit positive transfer from human video pre-training, can generalize to unseen goals, and scale with dataset size.

This work addresses the challenge of enabling a team of quadrupedal robots to collaboratively tow a cable-connected load through cluttered and unstructured environments while avoiding obstacles. Leveraging cables allows the multi-robot system to navigate narrow spaces by maintaining slack when necessary. However, this introduces hybrid physical interactions due to alternating taut and slack states, with computational complexity that scales exponentially as the number of agents increases. To tackle these challenges, we developed a scalable and decentralized system capable of dynamically coordinating a variable number of quadrupedal robots while managing the hybrid physical interactions inherent in the load-towing task. At the core of this system is a novel multi-agent reinforcement learning (MARL)-based planner, designed for decentralized coordination. The MARL-based planner is trained using a centralized training with decentralized execution (CTDE) framework, enabling each robot to make decisions autonomously using only local (ego) observations. To accelerate learning and ensure effective collaboration across varying team sizes, we introduce a tailored training curriculum for MARL. Experimental results highlight the flexibility and scalability of the framework, demonstrating successful deployment with one to four robots in real-world scenarios and up to twelve robots in simulation. The decentralized planner maintains consistent inference times, regardless of the team size. Additionally, the proposed system demonstrates robustness to environment perturbations and adaptability to varying load weights. This work represents a step forward in achieving flexible and efficient multi-legged robotic collaboration in complex and real-world environments.

Recently, Meta-Black-Box-Optimization (MetaBBO) methods significantly enhance the performance of traditional black-box optimizers through meta-learning flexible and generalizable meta-level policies that excel in dynamic algorithm configuration (DAC) tasks within the low-level optimization, reducing the expertise required to adapt optimizers for novel optimization tasks. Though promising, existing MetaBBO methods heavily rely on human-crafted feature extraction approach to secure learning effectiveness. To address this issue, this paper introduces a novel MetaBBO method that supports automated feature learning during the meta-learning process, termed as RLDE-AFL, which integrates a learnable feature extraction module into a reinforcement learning-based DE method to learn both the feature encoding and meta-level policy. Specifically, we design an attention-based neural network with mantissa-exponent based embedding to transform the solution populations and corresponding objective values during the low-level optimization into expressive landscape features. We further incorporate a comprehensive algorithm configuration space including diverse DE operators into a reinforcement learning-aided DAC paradigm to unleash the behavior diversity and performance of the proposed RLDE-AFL. Extensive benchmark results show that co-training the proposed feature learning module and DAC policy contributes to the superior optimization performance of RLDE-AFL to several advanced DE methods and recent MetaBBO baselines over both synthetic and realistic BBO scenarios. The source codes of RLDE-AFL are available at https://github.com/GMC-DRL/RLDE-AFL.

Adapting to task changes without forgetting previous knowledge is a key skill for intelligent systems, and a crucial aspect of lifelong learning. Swarm controllers, however, are typically designed for specific tasks, lacking the ability to retain knowledge across changing tasks. Lifelong learning, on the other hand, focuses on individual agents with limited insights into the emergent abilities of a collective like a swarm. To address this gap, we introduce a lifelong evolutionary framework for swarms, where a population of swarm controllers is evolved in a dynamic environment that incrementally presents novel tasks. This requires evolution to find controllers that quickly adapt to new tasks while retaining knowledge of previous ones, as they may reappear in the future. We discover that the population inherently preserves information about previous tasks, and it can reuse it to foster adaptation and mitigate forgetting. In contrast, the top-performing individual for a given task catastrophically forgets previous tasks. To mitigate this phenomenon, we design a regularization process for the evolutionary algorithm, reducing forgetting in top-performing individuals. Evolving swarms in a lifelong fashion raises fundamental questions on the current state of deep lifelong learning and on the robustness of swarm controllers in dynamic environments.