The rapid advancement of Generative Artificial Intelligence (GenAI) has introduced new opportunities for transforming higher education, particularly in fields that require analytical reasoning and regulatory compliance, such as cybersecurity management. This study presents a structured framework for integrating GenAI tools into cybersecurity education, demonstrating their role in fostering critical thinking, real-world problem-solving, and regulatory awareness. The implementation strategy followed a two-stage approach, embedding GenAI within tutorial exercises and assessment tasks. Tutorials enabled students to generate, critique, and refine AI-assisted cybersecurity policies, while assessments required them to apply AI-generated outputs to real-world scenarios, ensuring alignment with industry standards and regulatory requirements. Findings indicate that AI-assisted learning significantly enhanced students' ability to evaluate security policies, refine risk assessments, and bridge theoretical knowledge with practical application. Student reflections and instructor observations revealed improvements in analytical engagement, yet challenges emerged regarding AI over-reliance, variability in AI literacy, and the contextual limitations of AI-generated content. Through structured intervention and research-driven refinement, students were able to recognize AI strengths as a generative tool while acknowledging its need for human oversight. This study further highlights the broader implications of AI adoption in cybersecurity education, emphasizing the necessity of balancing automation with expert judgment to cultivate industry-ready professionals. Future research should explore the long-term impact of AI-driven learning on cybersecurity competency, as well as the potential for adaptive AI-assisted assessments to further personalize and enhance educational outcomes.

The use of children's drawings to examining their conceptual understanding has been proven to be an effective method, but there are two major problems with previous research: 1. The content of the drawings heavily relies on the task, and the ecological validity of the conclusions is low; 2. The interpretation of drawings relies too much on the subjective feelings of the researchers. To address this issue, this study uses the Large Language Model (LLM) to identify 1420 children's scientific drawings (covering 9 scientific themes/concepts), and uses the word2vec algorithm to calculate their semantic similarity. The study explores whether there are consistent drawing representations for children on the same theme, and attempts to establish a norm for children's scientific drawings, providing a baseline reference for follow-up children's drawing research. The results show that the representation of most drawings has consistency, manifested as most semantic similarity greater than 0.8. At the same time, it was found that the consistency of the representation is independent of the accuracy (of LLM's recognition), indicating the existence of consistency bias. In the subsequent exploration of influencing factors, we used Kendall rank correlation coefficient to investigate the effects of Sample Size, Abstract Degree, and Focus Points on drawings, and used word frequency statistics to explore whether children represented abstract themes/concepts by reproducing what was taught in class.

This book provides a broad overview of Natural Language Generation (NLG), including technology, user requirements, evaluation, and real-world applications. The focus is on concepts and insights which hopefully will remain relevant for many years, not on the latest LLM innovations. It draws on decades of work by the author and others on NLG. The book has the following chapters: Introduction to NLG; Rule-Based NLG; Machine Learning and Neural NLG; Requirements; Evaluation; Safety, Maintenance, and Testing; and Applications. All chapters include examples and anecdotes from the author's personal experiences, and end with a Further Reading section. The book should be especially useful to people working on applied NLG, including NLG researchers, people in other fields who want to use NLG, and commercial developers. It will not however be useful to people who want to understand the latest LLM technology. There is a companion site with more information at https://ehudreiter.com/book/

This study introduces a specialized pipeline designed to classify the concentration state of an individual student during online learning sessions by training a custom-tailored machine learning model. Detailed protocols for acquiring and preprocessing EEG data are outlined, along with the extraction of fifty statistical features from five EEG signal bands: alpha, beta, theta, delta, and gamma. Following feature extraction, a thorough feature selection process was conducted to optimize the data inputs for a personalized analysis. The study also explores the benefits of hyperparameter fine-tuning to enhance the classification accuracy of the student's concentration state. EEG signals were captured from the student using a Muse headband (Gen 2), equipped with five electrodes (TP9, AF7, AF8, TP10, and a reference electrode NZ), during engagement with educational content on computer-based e-learning platforms. Employing a random forest model customized to the student's data, we achieved remarkable classification performance, with test accuracies of 97.6% in the computer-based learning setting and 98% in the virtual reality setting. These results underscore the effectiveness of our approach in delivering personalized insights into student concentration during online educational activities.

This paper explores the intersection of artificial intelligence and higher education administration, focusing on liberal arts colleges (LACs). It examines AI's opportunities and challenges in academic and student affairs, legal compliance, and accreditation processes, while also addressing the ethical considerations of AI deployment in mission-driven institutions. Considering AI's value pluralism and potential allocative or representational harms caused by algorithmic bias, LACs must ensure AI aligns with its mission and principles. The study highlights other strategies for responsible AI integration, balancing innovation with institutional values.

Ensuring safety in autonomous driving systems remains a critical challenge, particularly in handling rare but potentially catastrophic safety-critical scenarios. While existing research has explored generating safety-critical scenarios for autonomous vehicle (AV) testing, there is limited work on effectively incorporating these scenarios into policy learning to enhance safety. Furthermore, developing training curricula that adapt to an AV's evolving behavioral patterns and performance bottlenecks remains largely unexplored. To address these challenges, we propose CurricuVLM, a novel framework that leverages Vision-Language Models (VLMs) to enable personalized curriculum learning for autonomous driving agents. Our approach uniquely exploits VLMs' multimodal understanding capabilities to analyze agent behavior, identify performance weaknesses, and dynamically generate tailored training scenarios for curriculum adaptation. Through comprehensive analysis of unsafe driving situations with narrative descriptions, CurricuVLM performs in-depth reasoning to evaluate the AV's capabilities and identify critical behavioral patterns. The framework then synthesizes customized training scenarios targeting these identified limitations, enabling effective and personalized curriculum learning. Extensive experiments on the Waymo Open Motion Dataset show that CurricuVLM outperforms state-of-the-art baselines across both regular and safety-critical scenarios, achieving superior performance in terms of navigation success, driving efficiency, and safety metrics. Further analysis reveals that CurricuVLM serves as a general approach that can be integrated with various RL algorithms to enhance autonomous driving systems. The code and demo video are available at: https://zihaosheng.github.io/CurricuVLM/.

Existing Large Vision-Language Models (LVLMs) can process inputs with context lengths up to 128k visual and text tokens, yet they struggle to generate coherent outputs beyond 1,000 words. We find that the primary limitation is the absence of long output examples during supervised fine-tuning (SFT). To tackle this issue, we introduce LongWriter-V-22k, a SFT dataset comprising 22,158 examples, each with multiple input images, an instruction, and corresponding outputs ranging from 0 to 10,000 words. Moreover, to achieve long outputs that maintain high-fidelity to the input images, we employ Direct Preference Optimization (DPO) to the SFT model. Given the high cost of collecting human feedback for lengthy outputs (e.g., 3,000 words), we propose IterDPO, which breaks long outputs into segments and uses iterative corrections to form preference pairs with the original outputs. Additionally, we develop MMLongBench-Write, a benchmark featuring six tasks to evaluate the long-generation capabilities of VLMs. Our 7B parameter model, trained with LongWriter-V-22k and IterDPO, achieves impressive performance on this benchmark, outperforming larger proprietary models like GPT-4o. Code and data: https://github.com/THU-KEG/LongWriter-V

Self-awareness, i.e., the ability to assess and correct one's own generation, is a fundamental aspect of human intelligence, making its replication in large language models (LLMs) an important yet challenging task. Previous works tackle this by employing extensive reinforcement learning or rather relying on large external verifiers. In this work, we propose Refine via Intrinsic Self-Verification (ReVISE), an efficient and effective framework that enables LLMs to self-correct their outputs through self-verification. The core idea of ReVISE is to enable LLMs to verify their reasoning processes and continually rethink reasoning trajectories based on its verification. We introduce a structured curriculum based upon online preference learning to implement this efficiently. Specifically, as ReVISE involves two challenging tasks (i.e., self-verification and reasoning correction), we tackle each task sequentially using curriculum learning, collecting both failed and successful reasoning paths to construct preference pairs for efficient training. During inference, our approach enjoys natural test-time scaling by integrating self-verification and correction capabilities, further enhanced by our proposed confidence-aware decoding mechanism. Our experiments on various reasoning tasks demonstrate that ReVISE achieves efficient self-correction and significantly improves reasoning performance.

From Tuesday 25 February to Tuesday 4 March 2025, Philadelphia will play host to the 39th Annual AAAI Conference on Artificial Intelligence (AAAI 2025). The event will feature invited talks, tutorials, workshops, and an extensive technical programme. There are also a whole host of other sessions, including a doctoral consortium, diversity and inclusion activities, posters, demos, and more. We (AIhub) will be running a science communication training session on Wednesday 26 February. There are eight invited talks this year.

While the advent of the Fourth Industrial Revolution (4IR) technologies, like cloud computing, machine learning, and artificial intelligence have brought convenience and productivity improvements, they have also introduced new challenges in training and education that require the reskilling of existing employees and the building of a new workforce. Exacerbated by the already existing workforce shortages, this mammoth workforce reskilling and building effort aims to build a high-tech workforce capable of operating and maintaining these 4IR systems; requiring a higher student retention and persistence. This increase in student retention and persistence will be especially critical when training the workforce originating from marginalized communities like Underrepresented Minorities (URM), where challenges arise due to lack of access to high-quality education throughout the trainee's formative years (pre/middle/high schools), creating a cyclic set of knowledge dependencies that are difficult to meet. To address these challenges, this research presents Generative AI-based Personalized Tutor for Industrial 4.0 (gAI-PT4I4), a framework that focuses on personalization of 4IR experiential learning, using sentiment analysis to gauge student's knowledge comprehension, while using a combination of generative AI and finite automaton to personalize the content to the students' learning needs. The framework administers experiential learning, using low-fidelity Digital Twins that enable virtual reality-based (VR) training exercises focusing on 4IR training. The VR environment, integrates a generative AI teaching assistant called the Interactive Tutor, that guides the student through the training exercises, with audio and text communications.