Abstract--High-quality personalized question banks are crucial for supporting adaptive learning and individualized assessment. Manually designing questions is time-consuming and often fails to meet diverse learning needs, making automated question generation a crucial approach to reduce teachers' workload and improve the scalability of educational resources. However, most existing question generation methods rely on single-agent or rule-based pipelines, which still produce questions with unstable quality, limited diversity, and insufficient alignment with educational goals. T o address these challenges, we propose EduAgentQG, a multi-agent collaborative framework for generating high-quality and diverse personalized questions. The framework consists of five specialized agents and operates through an iterative feedback loop: the Planner generates structured design plans and multiple question directions to enhance diversity; the Writer produces candidate questions based on the plan and optimizes their quality and diversity using feedback from the Solver and Educator; the Solver and Educator perform binary scoring across multiple evaluation dimensions and feed the evaluation results back to the Writer; the Checker conducts final verification, including answer correctness and clarity, ensuring alignment with educational goals. Through this multi-agent collaboration and iterative feedback loop, EduAgentQG generates questions that are both high-quality and diverse, while maintaining consistency with educational objectives. Experiments on two mathematics question datasets demonstrate that EduAgentQG outperforms existing single-agent and multi-agent methods in terms of question diversity, goal consistency, and overall quality. High-quality personalized question banks are crucial for supporting adaptive learning and individualized assessment [1], [2], [3]. In practical teaching, experienced educators can often determine the specific educational goals a student needs to achieve based on observation and prior knowledge [4], [5], [6]. Teachers typically engage in iterative cycles of planning, drafting, validation, and optimization to design questions that are both diagnostically effective and pedagogically meaningful, balancing knowledge coverage, cognitive skill development, and difficulty levels [7], [8]. Existing question banks may not always contain suitable questions, and even when relevant questions are available, they may have been previously attempted by students [9], [10], [11].

Learning governing equations from data is central to understanding the behavior of physical systems across diverse scientific disciplines, including physics, biology, and engineering. The Sindy algorithm has proven effective in leveraging sparsity to identify concise models of nonlinear dynamical systems. In this paper, we extend sparsity-driven approaches to real-time learning by integrating a cornerstone algorithm from control theory -- the Kalman filter (KF). The resulting Sindy Kalman Filter (SKF) unifies both frameworks by treating unknown system parameters as state variables, enabling real-time inference of complex, time-varying nonlinear models unattainable by either method alone. Furthermore, SKF enhances KF parameter identification strategies, particularly via look-ahead error, significantly simplifying the estimation of sparsity levels, variance parameters, and switching instants. We validate SKF on a chaotic Lorenz system with drifting or switching parameters and demonstrate its effectiveness in the real-time identification of a sparse nonlinear aircraft model built from real flight data.

Large Language Models (LLMs) have demonstrated remarkable capabilities in understanding and generating human-like content. This has revolutionized various sectors such as healthcare, software development, and education. In education, LLMs offer potential for personalized and interactive learning experiences, especially in regions with limited teaching resources. However, adapting these models effectively to curriculum-specific content, such as the National Council of Educational Research and Training (NCERT) syllabus in India, presents unique challenges in terms of accuracy, alignment, and pedagogical relevance. In this paper, we present the framework "PustakAI"\footnote{Pustak means `book' in many Indian languages.} for the design and evaluation of a novel question-answering dataset "NCERT-QA" aligned with the NCERT curriculum for English and Science subjects of grades 6 to 8. We classify the curated QA pairs as Factoid, Inferential, and Others (evaluative and reasoning). We evaluate the dataset with various prompting techniques, such as meta-prompt, few-shot, and CoT-style prompting, using diverse evaluation metrics to understand which approach aligns more efficiently with the structure and demands of the curriculum. Along with the usability of the dataset, we analyze the strengths and limitations of current open-source LLMs (Gemma3:1b, Llama3.2:3b, and Nemotron-mini:4b) and high-end LLMs (Llama-4-Scout-17B and Deepseek-r1-70B) as AI-based learning tools in formal education systems.

Social platforms distribute information at unprecedented speed, which in turn accelerates the spread of misinformation and threatens public discourse. We present FakeZero, a fully client-side, cross-platform browser extension that flags unreliable posts on Facebook and X (formerly Twitter) while the user scrolls. All computation, DOM scraping, tokenization, Transformer inference, and UI rendering run locally through the Chromium messaging API, so no personal data leaves the device. FakeZero employs a three-stage training curriculum: baseline fine-tuning and domain-adaptive training enhanced with focal loss, adversarial augmentation, and post-training quantization. Evaluated on a dataset of 239,000 posts, the DistilBERT-Quant model (67.6 MB) reaches 97.1% macro-F1, 97.4% accuracy, and an AUROC of 0.996, with a median latency of approximately 103 ms on a commodity laptop. A memory-efficient TinyBERT-Quant variant retains 95.7% macro-F1 and 96.1% accuracy while shrinking the model to 14.7 MB and lowering latency to approximately 40 ms, showing that high-quality fake-news detection is feasible under tight resource budgets with only modest performance loss. By providing inline credibility cues, the extension can serve as a valuable tool for policymakers seeking to curb the spread of misinformation across social networks. With user consent, FakeZero also opens the door for researchers to collect large-scale datasets of fake news in the wild, enabling deeper analysis and the development of more robust detection techniques.

Recently, great progress has been achieved in text-to-video (T2V) generation by scaling transformer-based diffusion models to billions of parameters, which can generate high-quality videos. However, existing models typically produce only short clips offline, restricting their use cases in interactive and real-time applications. This paper addresses these challenges by proposing StreamDiT, a streaming video generation model. StreamDiT training is based on flow matching by adding a moving buffer. We design mixed training with different partitioning schemes of buffered frames to boost both content consistency and visual quality. StreamDiT modeling is based on adaLN DiT with varying time embedding and window attention. To practice the proposed method, we train a StreamDiT model with 4B parameters. In addition, we propose a multistep distillation method tailored for StreamDiT. Sampling distillation is performed in each segment of a chosen partitioning scheme. After distillation, the total number of function evaluations (NFEs) is reduced to the number of chunks in a buffer. Finally, our distilled model reaches real-time performance at 16 FPS on one GPU, which can generate video streams at 512p resolution. We evaluate our method through both quantitative metrics and human evaluation. Our model enables real-time applications, e.g. streaming generation, interactive generation, and video-to-video. We provide video results and more examples in our project website: https://cumulo-autumn.github.io/StreamDiT/

The AI's latest trick is following the schedule you set for it. The developers of the big generative AI chatbots are continuing to push out new features at a rapid rate, as they bid to make sure their bot is the one you turn to whenever you need some assistance from artificial intelligence. One of the latest updates to Google Gemini gives you the ability to set up scheduled actions. These are exactly what they sound like: Tasks that you can get Google Gemini to run automatically, on a schedule. Maybe you want a weather and news report every morning at 7 am, or perhaps you want an evening meal suggestion every evening at 7 pm.

Continual learning agents experience a stream of (related) tasks.

Reinforcement learning (RL) promises to enable autonomous acquisition of complex behaviors for diverse agents.

That revelation is anticipated, for if the characteristics of previous data are remembered perfectly ( e.g., via realistic generative replay), no forgetting should be expected for lifelong learning.

Integration of Large Language Models (LLMs) with Learning Management Systems (LMSs) can enhance task automation and accessibility in education. However, hallucination where LLMs generate inaccurate or misleading information remains a challenge. This study introduces the Dynamic Course Content Integration (DCCI) mechanism, which dynamically retrieves course content from Canvas LMS and structures it within an LLM's context window via prompt engineering, enabling the LLM-powered assistant, Ask ME, to deliver context-aware, curriculum-aligned responses while mitigating hallucinations. A mixed-methods pilot study grounded in Self-Determination Theory (autonomy, competence) and the Technology Acceptance Model (perceived usefulness, ease of use) evaluated DCCI's effectiveness with 120 first-year programming students at Eötvös Loránd University. The course focused on foundational programming patterns in C#, including writing program specifications. We analyzed 14,746 logged interactions and a post-course survey completed by 101 students. User satisfaction was measured via a 5-point Likert scale (turn-level ratings), while the survey assessed usability, engagement, and ethical concerns. Results indicated high satisfaction (mean 4.65/5) and strong recognition of Ask ME's ability to provide timely, contextually relevant answers to administrative and course-related queries. 78.06% agreed that Ask ME's Canvas integration reduced platform switching, improving usability, engagement, comprehension, and topic exploration. Many students reported reduced hesitation to ask questions and increased motivation for self-directed learning, though concerns about over-reliance on AI and reduced student-teacher interaction emerged. This study demonstrates that DCCI enhances LLM reliability, student satisfaction, and engagement in AI-driven educational automation, while highlighting the importance of balancing