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.

Malicious content generated by large language models (LLMs) can pose varying degrees of harm. Although existing LLM-based moderators can detect harmful content, they struggle to assess risk levels and may miss lower-risk outputs. Accurate risk assessment allows platforms with different safety thresholds to tailor content filtering and rejection. In this paper, we introduce per-topic severity rubrics for 11 harmful topics and build BingoGuard, an LLM-based moderation system designed to predict both binary safety labels and severity levels. To address the lack of annotations on levels of severity, we propose a scalable generate-then-filter framework that first generates responses across different severity levels and then filters out low-quality responses. Using this framework, we create BingoGuardTrain, a training dataset with 54,897 examples covering a variety of topics, response severity, styles, and BingoGuardTest, a test set with 988 examples explicitly labeled based on our severity rubrics that enables fine-grained analysis on model behaviors on different severity levels. Our BingoGuard-8B, trained on BingoGuardTrain, achieves the state-of-the-art performance on several moderation benchmarks, including WildGuardTest and HarmBench, as well as BingoGuardTest, outperforming best public models, WildGuard, by 4.3\%. Our analysis demonstrates that incorporating severity levels into training significantly enhances detection performance and enables the model to effectively gauge the severity of harmful responses.

Recent advances in generative artificial intelligence (AI), including large language models (LLMs), have opened new possibilities in education and in particular on scaling up personalization. One form of personalization that generative AI powers is interactive learning via tutoring dialogues between AI-powered tutors and students. These interactions have the potential to tailor instruction to each student's needs and progress, while offering personalized feedback, all in real time, in a scalable way. Given the widespread success of human tutors for improving student outcomes [29], many recent works have developed LLM-based tutors, showing promise across various educational domains [15, 25, 30, 32, 33, 39, 42, 50]. Many LLM-based tutors are even deployed in practice, such as Khan Academy's Khanmigo [21] and Carnegie Learning's LiveHint [4]. Several preliminary studies have shown that interacting with LLMs can increase student learning [52], although some have shown that students can develop an over-reliance on LLMs which negatively impacts their learning [23]. Many prior works have focused on improving LLMs' ability to follow effective tutoring principles, adapting them for the tutoring task that they are not pre-trained for. One approach, explored in [46], analyzes the decision-making process underlying human tutor utterances, showing that integrating expert decisions enhances LLM-based tutoring. Another study, [28], examines tutor moves in interactions with an LLM-powered simulated student agent, demonstrating that move annotation data contributes to better tutoring performance.

Multi-modal emotion recognition in conversations is a challenging problem due to the complex and complementary interactions between different modalities. Audio and textual cues are particularly important for understanding emotions from a human perspective. Most existing studies focus on exploring interactions between audio and text modalities at the same representation level. However, a critical issue is often overlooked: the heterogeneous modality gap between low-level audio representations and high-level text representations. To address this problem, we propose a novel framework called Heterogeneous Bimodal Attention Fusion (HBAF) for multi-level multi-modal interaction in conversational emotion recognition. The proposed method comprises three key modules: the uni-modal representation module, the multi-modal fusion module, and the inter-modal contrastive learning module. The uni-modal representation module incorporates contextual content into low-level audio representations to bridge the heterogeneous multi-modal gap, enabling more effective fusion. The multi-modal fusion module uses dynamic bimodal attention and a dynamic gating mechanism to filter incorrect cross-modal relationships and fully exploit both intra-modal and inter-modal interactions. Finally, the inter-modal contrastive learning module captures complex absolute and relative interactions between audio and text modalities. Experiments on the MELD and IEMOCAP datasets demonstrate that the proposed HBAF method outperforms existing state-of-the-art baselines.

With LLM usage rapidly increasing, their vulnerability to jailbreaks that create harmful outputs are a major security risk. As new jailbreaking strategies emerge and models are changed by fine-tuning, continuous testing for security vulnerabilities is necessary. Existing Red Teaming methods fall short in cost efficiency, attack success rate, attack diversity, or extensibility as new attack types emerge. We address these challenges with Modular And Diverse Malicious Attack MiXtures (MAD-MAX) for Automated LLM Red Teaming. MAD-MAX uses automatic assignment of attack strategies into relevant attack clusters, chooses the most relevant clusters for a malicious goal, and then combines strategies from the selected clusters to achieve diverse novel attacks with high attack success rates. MAD-MAX further merges promising attacks together at each iteration of Red Teaming to boost performance and introduces a similarity filter to prune out similar attacks for increased cost efficiency. The MAD-MAX approach is designed to be easily extensible with newly discovered attack strategies and outperforms the prominent Red Teaming method Tree of Attacks with Pruning (TAP) significantly in terms of Attack Success Rate (ASR) and queries needed to achieve jailbreaks. MAD-MAX jailbreaks 97% of malicious goals in our benchmarks on GPT-4o and Gemini-Pro compared to TAP with 66%. MAD-MAX does so with only 10.9 average queries to the target LLM compared to TAP with 23.3. WARNING: This paper contains contents which are offensive in nature.