This paper presents a comprehensive investigation into the capability of Large Language Models (LLMs) to successfully complete a semester-long undergraduate control systems course. Through evaluation of 115 course deliverables, we assess LLM performance using ChatGPT under a "minimal effort" protocol that simulates realistic student usage patterns. The investigation employs a rigorous testing methodology across multiple assessment formats, from auto-graded multiple choice questions to complex Python programming tasks and long-form analytical writing. Our analysis provides quantitative insights into AI's strengths and limitations in handling mathematical formulations, coding challenges, and theoretical concepts in control systems engineering. The LLM achieved a B-grade performance (82.24\%), approaching but not exceeding the class average (84.99\%), with strongest results in structured assignments and greatest limitations in open-ended projects. The findings inform discussions about course design adaptation in response to AI advancement, moving beyond simple prohibition towards thoughtful integration of these tools in engineering education. Additional materials including syllabus, examination papers, design projects, and example responses can be found at the project website: https://gradegpt.github.io.

Generative AI is transforming education by enabling personalized, on-demand learning experiences. However, AI tutors lack the ability to assess a learner's cognitive state in real time, limiting their adaptability. Meanwhile, electroencephalography (EEG)-based neuroadaptive systems have successfully enhanced engagement by dynamically adjusting learning content. This paper presents NeuroChat, a proof-of-concept neuroadaptive AI tutor that integrates real-time EEG-based engagement tracking with generative AI. NeuroChat continuously monitors a learner's cognitive engagement and dynamically adjusts content complexity, response style, and pacing using a closed-loop system. We evaluate this approach in a pilot study (n=24), comparing NeuroChat to a standard LLM-based chatbot. Results indicate that NeuroChat enhances cognitive and subjective engagement but does not show an immediate effect on learning outcomes. These findings demonstrate the feasibility of real-time cognitive feedback in LLMs, highlighting new directions for adaptive learning, AI tutoring, and human-AI interaction.

The widespread availability of large language models (LLMs), such as ChatGPT, has significantly impacted education, raising both opportunities and challenges. Students can frequently interact with LLM-powered, interactive learning tools, but their usage patterns need to be analyzed to ensure ethical usage of these tools. To better understand how students interact with LLMs in an academic setting, we introduce \textbf{StudyChat}, a publicly available dataset capturing real-world student interactions with an LLM-powered tutoring chatbot in a semester-long, university-level artificial intelligence (AI) course. We deploy a web application that replicates ChatGPT's core functionalities, and use it to log student interactions with the LLM while working on programming assignments. We collect 1,197 conversations, which we annotate using a dialogue act labeling schema inspired by observed interaction patterns and prior research. Additionally, we analyze these interactions, highlight behavioral trends, and analyze how specific usage patterns relate to course outcomes. \textbf{StudyChat} provides a rich resource for the learning sciences and AI in education communities, enabling further research into the evolving role of LLMs in education.

Quantum technologies are increasingly pervasive, underpinning the operation of numerous electronic, optical and medical devices. Today, we are also witnessing rapid advancements in quantum computing and communication. However, access to quantum technologies in computation remains largely limited to professionals in research organisations and high-tech industries. This paper demonstrates how traditional neural networks can be transformed into neuromorphic quantum models, enabling anyone with a basic understanding of undergraduate-level machine learning to create quantum-inspired models that mimic the functioning of the human brain -- all using a standard laptop. We present several examples of these quantum machine learning transformations and explore their potential applications, aiming to make quantum technology more accessible and practical for broader use. The examples discussed in this paper include quantum-inspired analogues of feedforward neural networks, recurrent neural networks, Echo State Network reservoir computing and Bayesian neural networks, demonstrating that a quantum approach can both optimise the training process and equip the models with certain human-like cognitive characteristics.

Many studies exploring the adoption of Large Language Model-based tools for software development by junior developers have emerged in recent years. These studies have sought to understand developers' perspectives about using those tools, a fundamental pillar for successfully adopting LLM-based tools in Software Engineering. The aim of this paper is to provide an overview of junior software developers' perspectives and use of LLM-based tools for software engineering (LLM4SE). We conducted a systematic literature review (SLR) following guidelines by Kitchenham et al. on 56 primary studies, applying the definition for junior software developers as software developers with equal or less than five years of experience, including Computer Science/Software Engineering students. We found that the majority of the studies focused on comprehending the different aspects of integrating AI tools in SE. Only 8.9\% of the studies provide a clear definition for junior software developers, and there is no uniformity. Searching for relevant information is the most common task using LLM tools. ChatGPT was the most common LLM tool present in the studies (and experiments). A majority of the studies (83.9\%) report both positive and negative perceptions about the impact of adopting LLM tools. We also found and categorised advantages, challenges, and recommendations regarding LLM adoption. Our results indicate that developers are using LLMs not just for code generation, but also to improve their development skills. Critically, they are not just experiencing the benefits of adopting LLM tools, but they are also aware of at least a few LLM limitations, such as the generation of wrong suggestions, potential data leaking, and AI hallucination. Our findings offer implications for software engineering researchers, educators, and developers.

This article proposes a roadmap to address the current challenges in small-scale testbeds for Connected and Automated Vehicles (CAVs) and robot swarms. The roadmap is a joint effort of participants in the workshop "1st Workshop on Small-Scale Testbeds for Connected and Automated Vehicles and Robot Swarms," held on June 2 at the IEEE Intelligent Vehicles Symposium (IV) 2024 in Jeju, South Korea. The roadmap contains three parts: 1) enhancing accessibility and diversity, especially for underrepresented communities, 2) sharing best practices for the development and maintenance of testbeds, and 3) connecting testbeds through an abstraction layer to support collaboration. The workshop features eight invited speakers, four contributed papers [1]-[4], and a presentation of a survey paper on testbeds [5]. The survey paper provides an online comparative table of more than 25 testbeds, available at https://bassamlab.github.io/testbeds-survey. The workshop's own website is available at https://cpm-remote.lrt.unibw-muenchen.de/iv24-workshop.

The AI revolution is gathering momentum at an unprecedented rate. Over the past decade, we have witnessed a seemingly inevitable integration of AI in every facet of our lives. Much has been written about the potential revolutionary impact of AI in education. AI has the potential to completely revolutionise the educational landscape as we could see entire courses and degrees developed by programs such as ChatGPT. AI has the potential to develop courses, set assignments, grade and provide feedback to students much faster than a team of teachers. In addition, because of its dynamic nature, it has the potential to continuously improve its content. In certain fields such as computer science, where technology is continuously evolving, AI based applications can provide dynamically changing, relevant material to students. AI has the potential to replace entire degrees and may challenge the concept of higher education institutions. We could also see entire new disciplines emerge as a consequence of AI. This paper examines the practical impact of ChatGPT and why it is believed that its implementation is a critical step towards a new era of education. We investigate the impact that ChatGPT will have on learning, problem solving skills and cognitive ability of students. We examine the positives, negatives and many other aspects of AI and its applications throughout this paper.

How can we build generalist robot systems? Scale may not be enough due to the significant multimodality of robotics tasks, lack of easily accessible data and the challenges of deploying on physical hardware. Meanwhile, most deployed robotic systems today are inherently modular and can leverage the independent generalization capabilities of each module to perform well. Therefore, this thesis seeks to tackle the task of building generalist robot agents by integrating these components into one: combining modularity with large-scale learning for general purpose robot control. The first question we consider is: how can we build modularity and hierarchy into learning systems? Our key insight is that rather than having the agent learn hierarchy and low-level control end-to-end, we can enforce modularity via planning to enable more efficient and capable robot learners. Next, we come to the role of scale in building generalist robot systems. To scale, neural networks require vast amounts of diverse data, expressive architectures to fit the data and a source of supervision to generate the data. We leverage a powerful supervision source: classical planning, which can generalize, but is expensive to run and requires access to privileged information to perform well in practice. We use these planners to supervise large-scale policy learning in simulation to produce generalist agents. Finally, we consider how to unify modularity with large-scale policy learning to build real-world robot systems capable of performing zero-shot manipulation. We do so by tightly integrating key ingredients of modular high and mid-level planning, learned local control, procedural scene generation and large-scale policy learning for sim2real transfer. We demonstrate that this recipe can produce a single, generalist agent that can solve challenging long-horizon manipulation tasks in the real world.

The rise of online programming education has necessitated more effective, personalized interactions, a gap that PythonPal aims to fill through its innovative learning system integrated with a chatbot. This research delves into PythonPal's potential to enhance the online learning experience, especially in contexts with high student-to-teacher ratios where there is a need for personalized feedback. PythonPal's design, featuring modules for conversation, tutorials, and exercises, was evaluated through student interactions and feedback. Key findings reveal PythonPal's proficiency in syntax error recognition and user query comprehension, with its intent classification model showing high accuracy. The system's performance in error feedback, though varied, demonstrates both strengths and areas for enhancement. Student feedback indicated satisfactory query understanding and feedback accuracy but also pointed out the need for faster responses and improved interaction quality. PythonPal's deployment promises to significantly enhance online programming education by providing immediate, personalized feedback and interactive learning experiences, fostering a deeper understanding of programming concepts among students. These benefits mark a step forward in addressing the challenges of distance learning, making programming education more accessible and effective.

Computer programming represents a rapidly evolving and sought-after career path in the 21st century. Nevertheless, novice learners may find the process intimidating for several reasons, such as limited and highly competitive career opportunities, peer and parental pressure for academic success, and course difficulties. These factors frequently contribute to anxiety and eventual dropout as a result of fear. Furthermore, research has demonstrated that beginners are significantly deterred by the fear of failure, which results in programming anxiety and and a sense of being overwhelmed by intricate topics, ultimately leading to dropping out. This project undertakes an exploration beyond the scope of conventional code learning platforms by identifying and utilising effective and personalised strategies of learning. The proposed solution incorporates features such as AI-generated challenging questions, mindfulness quotes, and tips to motivate users, along with an AI chatbot that functions as a motivational aid. In addition, the suggested solution integrates personalized roadmaps and gamification elements to maintain user involvement. The project aims to systematically monitor the progress of novice programmers and enhance their knowledge of coding with a personalised, revised curriculum to help mitigate the fear of coding and boost confidence.