--This paper introduces a novel integration of Retrieval-Augmented Generation (RAG) enhanced Large Language Models (LLMs) with Extended Reality (XR) technologies to address knowledge transfer challenges in industrial environments. The proposed system embeds domain-specific industrial knowledge into XR environments through a natural language interface, enabling hands-free, context-aware expert guidance for workers. We present the architecture of the proposed system consisting of an LLM Chat Engine with dynamic tool orchestration and an XR application featuring voice-driven interaction. Performance evaluation of various chunking strategies, embedding models, and vector databases reveals that semantic chunking, balanced embedding models, and efficient vector stores deliver optimal performance for industrial knowledge retrieval. The system's potential is demonstrated through early implementation in multiple industrial use cases, including robotic assembly, smart infrastructure maintenance, and aerospace component servicing. Results indicate potential for enhancing training efficiency, remote assistance capabilities, and operational guidance in alignment with Industry 5.0's human-centric and resilient approach to industrial development.

Simulated Students offer a valuable methodological framework for evaluating pedagogical approaches and modelling diverse learner profiles, tasks which are otherwise challenging to undertake systematically in real-world settings. Recent research has increasingly focused on developing such simulated agents to capture a range of learning styles, cognitive development pathways, and social behaviours. Among contemporary simulation techniques, the integration of large language models (LLMs) into educational research has emerged as a particularly versatile and scalable paradigm. LLMs afford a high degree of linguistic realism and behavioural adaptability, enabling agents to approximate cognitive processes and engage in contextually appropriate pedagogical dialogues. This paper presents a thematic review of empirical and methodological studies utilising LLMs to simulate student behaviour across educational environments. We synthesise current evidence on the capacity of LLM-based agents to emulate learner archetypes, respond to instructional inputs, and interact within multi-agent classroom scenarios. Furthermore, we examine the implications of such systems for curriculum development, instructional evaluation, and teacher training. While LLMs surpass rule-based systems in natural language generation and situational flexibility, ongoing concerns persist regarding algorithmic bias, evaluation reliability, and alignment with educational objectives. The review identifies existing technological and methodological gaps and proposes future research directions for integrating generative AI into adaptive learning systems and instructional design.

The ability to reason lies at the core of artificial intelligence (AI), and challenging problems usually call for deeper and longer reasoning to tackle. A crucial question about AI reasoning is whether models can extrapolate learned reasoning patterns to solve harder tasks with longer chain-of-thought (CoT). In this work, we present a theoretical analysis of transformers learning on synthetic state-tracking tasks with gradient descent. We mathematically prove how the algebraic structure of state-tracking problems governs the degree of extrapolation of the learned CoT. Specifically, our theory characterizes the length generalization of transformers through the mechanism of attention concentration, linking the retrieval robustness of the attention layer to the state-tracking task structure of long-context reasoning. Moreover, for transformers with limited reasoning length, we prove that a recursive self-training scheme can progressively extend the range of solvable problem lengths. To our knowledge, we provide the first optimization guarantee that constant-depth transformers provably learn $\mathsf{NC}^1$-complete problems with CoT, significantly going beyond prior art confined in $\mathsf{TC}^0$, unless the widely held conjecture $\mathsf{TC}^0 \neq \mathsf{NC}^1$ fails. Finally, we present a broad set of experiments supporting our theoretical results, confirming the length generalization behaviors and the mechanism of attention concentration.

As artificial intelligence (AI) systems become ubiquitous in professional contexts, there is an urgent need to equip workers, often with backgrounds outside of STEM, with the skills to use these tools effectively as well as responsibly, that is, to be AI literate. However, prevailing definitions and therefore assessments of AI literacy often emphasize foundational technical knowledge, such as programming, mathematics, and statistics, over practical knowledge such as interpreting model outputs, selecting tools, or identifying ethical concerns. This leaves a noticeable gap in assessing someone's AI literacy for real-world job use. We propose a work-task-oriented assessment model for AI literacy which is grounded in the competencies required for effective use of AI tools in professional settings. We describe the development of a novel AI literacy assessment instrument, and accompanying formative assessments, in the context of a US Navy robotics training program. The program included training in robotics and AI literacy, as well as a competition with practical tasks and a multiple choice scenario task meant to simulate use of AI in a job setting. We found that, as a measure of applied AI literacy, the competition's scenario task outperformed the tests we adopted from past research or developed ourselves. We argue that when training people for AI-related work, educators should consider evaluating them with instruments that emphasize highly contextualized practical skills rather than abstract technical knowledge, especially when preparing workers without technical backgrounds for AI-integrated roles.

As artificial intelligence (AI) increasingly shapes decision-making across domains, there is a growing need to support AI literacy among learners beyond computer science. However, many current approaches rely on programming-heavy tools or abstract lecture-based content, limiting accessibility for non-STEM audiences. This paper presents findings from a study of AI User, a modular, web-based curriculum that teaches core AI concepts through interactive, no-code projects grounded in real-world scenarios. The curriculum includes eight projects; this study focuses on instructor feedback on Projects 5-8, which address applied topics such as natural language processing, computer vision, decision support, and responsible AI. Fifteen community college instructors participated in structured focus groups, completing the projects as learners and providing feedback through individual reflection and group discussion. Using thematic analysis, we examined how instructors evaluated the design, instructional value, and classroom applicability of these experiential activities. Findings highlight instructors' appreciation for exploratory tasks, role-based simulations, and real-world relevance, while also surfacing design trade-offs around cognitive load, guidance, and adaptability for diverse learners. This work extends prior research on AI literacy by centering instructor perspectives on teaching complex AI topics without code. It offers actionable insights for designing inclusive, experiential AI learning resources that scale across disciplines and learner backgrounds.

This research category full paper investigates how community college instructors evaluate interactive, no-code AI literacy resources designed for non-STEM learners. As artificial intelligence becomes increasingly integrated into everyday technologies, AI literacy - the ability to evaluate AI systems, communicate with them, and understand their broader impacts - has emerged as a critical skill across disciplines. Yet effective, scalable approaches for teaching these concepts in higher education remain limited, particularly for students outside STEM fields. To address this gap, we developed AI User, an interactive online curriculum that introduces core AI concepts through scenario - based activities set in real - world contexts. This study presents findings from four focus groups with instructors who engaged with AI User materials and participated in structured feedback activities. Thematic analysis revealed that instructors valued exploratory tasks that simulated real - world AI use cases and fostered experimentation, while also identifying challenges related to scaffolding, accessibility, and multi-modal support. A ranking task for instructional support materials showed a strong preference for interactive demonstrations over traditional educational materials like conceptual guides or lecture slides. These findings offer insights into instructor perspectives on making AI concepts more accessible and relevant for broad learner audiences. They also inform the design of AI literacy tools that align with diverse teaching contexts and support critical engagement with AI in higher education.

We introduce Nemotron Nano V2 VL, the latest model of the Nemotron vision-language series designed for strong real-world document understanding, long video comprehension, and reasoning tasks. Nemotron Nano V2 VL delivers significant improvements over our previous model, Llama-3.1-Nemotron-Nano-VL-8B, across all vision and text domains through major enhancements in model architecture, datasets, and training recipes. Nemotron Nano V2 VL builds on Nemotron Nano V2, a hybrid Mamba-Transformer LLM, and innovative token reduction techniques to achieve higher inference throughput in long document and video scenarios. We are releasing model checkpoints in BF16, FP8, and FP4 formats and sharing large parts of our datasets, recipes and training code.

Computational Thinking (CT) is a foundational problem-solving skill, and gamified programming environments are a widely adopted approach to cultivating it. While large language models (LLMs) provide on-demand programming support, current applications rarely foster CT development. We present MazeMate, an LLM-powered chatbot embedded in a 3D Maze programming game, designed to deliver adaptive, context-sensitive scaffolds aligned with CT processes in maze solving and maze design. We report on the first classroom implementation with 247 undergraduates. Students rated MazeMate as moderately helpful, with higher perceived usefulness for maze solving than for maze design. Thematic analysis confirmed support for CT processes such as decomposition, abstraction, and algorithmic thinking, while also revealing limitations in supporting maze design, including mismatched suggestions and fabricated algorithmic solutions. These findings demonstrate the potential of LLM-based scaffolding to support CT and underscore directions for design refinement to enhance MazeMate usability in authentic classrooms.

This study evaluates a 40-item mathematics placement examination administered to 198 students using a multi-method framework combining Classical Test Theory, machine learning, and unsupervised clustering. Classical Test Theory analysis reveals that 55\% of items achieve excellent discrimination ($D \geq 0.40$) while 30\% demonstrate poor discrimination ($D < 0.20$) requiring replacement. Question 6 (Graph Interpretation) emerges as the examination's most powerful discriminator, achieving perfect discrimination ($D = 1.000$), highest ANOVA F-statistic ($F = 4609.1$), and maximum Random Forest feature importance (0.206), accounting for 20.6\% of predictive power. Machine learning algorithms demonstrate exceptional performance, with Random Forest and Gradient Boosting achieving 97.5\% and 96.0\% cross-validation accuracy. K-means clustering identifies a natural binary competency structure with a boundary at 42.5\%, diverging from the institutional threshold of 55\% and suggesting potential overclassification into remedial categories. The two-cluster solution exhibits exceptional stability (bootstrap ARI = 0.855) with perfect lower-cluster purity. Convergent evidence across methods supports specific refinements: replace poorly discriminating items, implement a two-stage assessment, and integrate Random Forest predictions with transparency mechanisms. These findings demonstrate that multi-method integration provides a robust empirical foundation for evidence-based mathematics placement optimization.

Abstract--University students face immense challenges during their undergraduate lives, often being deprived of personalized on-demand guidance that mentors fail to provide at scale. Digital tools exist, but there is a serious lack of customized coaching for newcomers. This paper presents an AI-powered chatbot that will serve as a mentor for the students of BRAC University. The main component is a data ingestion pipeline that efficiently processes and updates information from diverse sources, such as CSV files and university webpages. The chatbot retrieves information through a hybrid approach, combining BM25 lexical ranking with ChromaDB semantic retrieval, and uses a Large Language Model, LLaMA-3.3-70B, to generate conversational responses. The generated text was found to be semantically highly relevant, with a BERTScore of 0.831 and a METEOR score of 0.809. The data pipeline was also very efficient, taking 106.82 seconds for updates, compared to 368.62 seconds for new data. This chatbot will be able to help students by responding to their queries, helping them to get a better understanding of university life, and assisting them to plan better routines for their semester in the open-credit university. Due to the dynamic academic environment, large number of students with fewer faculties and staffs, and difficult university program policies and procedures, challenges were present throughout the four years of university education. Open credit universities face challenges in obtaining accurate policy information, selecting appropriate courses, scheduling classes, and managing limited time with mentors due to mentor shortages. Technology has given students many resources, but on-demand and personal help is still lacking. This is especially risky for first-year students who sometimes struggle with the new environment and may need additional guidance. To fill this gap, we will provide a corpus-based chatbot that also serves as a student companion.