We introduce Lumine, the first open recipe for developing generalist agents capable of completing hours-long complex missions in real time within challenging 3D open-world environments. Lumine adopts a human-like interaction paradigm that unifies perception, reasoning, and action in an end-to-end manner, powered by a vision-language model. It processes raw pixels at 5 Hz to produce precise 30 Hz keyboard-mouse actions and adaptively invokes reasoning only when necessary. Trained in Genshin Impact, Lumine successfully completes the entire five-hour Mondstadt main storyline on par with human-level efficiency and follows natural language instructions to perform a broad spectrum of tasks in both 3D open-world exploration and 2D GUI manipulation across collection, combat, puzzle-solving, and NPC interaction. In addition to its in-domain performance, Lumine demonstrates strong zero-shot cross-game generalization. Without any fine-tuning, it accomplishes 100-minute missions in Wuthering Waves and the full five-hour first chapter of Honkai: Star Rail. These promising results highlight Lumine's effectiveness across distinct worlds and interaction dynamics, marking a concrete step toward generalist agents in open-ended environments.

This paper analyses AI-generated podcasts produced by Google's NotebookLM, which generates audio podcasts with two chatty AI hosts discussing whichever documents a user uploads. While AI-generated podcasts have been discussed as tools, for instance in medical education, they have not yet been analysed as media. By uploading different types of text and analysing the generated outputs I show how the podcasts' structure is built around a fixed template. I also find that NotebookLM not only translates texts from other languages into a perky standardised Mid-Western American accent, it also translates cultural contexts to a white, educated, middle-class American default. This is a distinct development in how publics are shaped by media, marking a departure from the multiple public spheres that scholars have described in human podcasting from the early 2000s until today, where hosts spoke to specific communities and responded to listener comments, to an abstraction of the podcast genre.

Designing impactful educational technologies in contexts of socio-political instability requires a nuanced understanding of educational aspirations. Currently, scalable metrics for measuring aspirations are limited. This study adapts, translates, and evaluates Snyder's Hope Scale as a metric for measuring aspirations among 136 women learning programming online during a period of systemic educational restrictions in Afghanistan. The adapted scale demonstrated good reliability (Cronbach's α = 0.78) and participants rated it as understandable and relevant. While overall aspiration-related scores did not differ significantly by access to Large Language Models (LLMs), those with access reported marginally higher scores on the Avenues subscale (p = .056), suggesting broader perceived pathways to achieving educational aspirations. These findings support the use of the adapted scale as a metric for aspirations in contexts of socio-political instability. More broadly, the adapted scale can be used to evaluate the impact of aspiration-driven design of educational technologies.

We present a variety of projection-based linear regression algorithms with a focus on modern machine-learning models and their algorithmic performance. We study the role of the relaxation parameter in generalized Kaczmarz algorithms and establish a priori regret bounds with explicit $λ$-dependence to quantify how much an algorithm's performance deviates from its optimal performance. A detailed analysis of relaxation parameter is also provided. Applications include: explicit regret bounds for the framework of Kaczmarz algorithm models, non-orthogonal Fourier expansions, and the use of regret estimates in modern machine learning models, including for noisy data, i.e., regret bounds for the noisy Kaczmarz algorithms. Motivated by machine-learning practice, our wider framework treats bounded operators (on infinite-dimensional Hilbert spaces), with updates realized as (block) Kaczmarz algorithms, leading to new and versatile results.

Personalized mathematics education is growing rapidly, creating a strong demand for large sets of similar practice problems. Yet existing studies on mathematics problem generation have focused on data augmentation for training neural language models rather than on direct educational deployment. To bridge this gap, we define a new task, Isomorphic Math Problem Generation (IMPG), designed to produce structurally consistent variants of source problems. Subsequently, we explored LLM-based frameworks for automatic IMPG through successive refinements, and established Computational Blueprints for Isomorphic Twins (CBIT). With meta-level generation and template-based selective variation, CBIT achieves high mathematical correctness and structural consistency while reducing the cost of generation. Empirical results across refinements demonstrate that CBIT is superior on generation accuracy and cost-effectiveness at scale. Most importantly, CBIT-generated problems exhibited an error rate 17.8% lower than expert-authored items, with deployment to 6,732 learners on a commercial education platform yielding 186,870 interactions.

We present Re:Member, a system that explores how emotionally expressive, memory-grounded interaction can support more engaging second language (L2) learning. By drawing on users' personal videos and generating stylized spoken questions in the target language, Re:Member is designed to encourage affective recall and conversational engagement. The system aligns emotional tone with visual context, using expressive speech styles such as whispers or late-night tones to evoke specific moods. It combines WhisperX-based transcript alignment, 3-frame visual sampling, and Style-BERT-VITS2 for emotional synthesis within a modular generation pipeline. Designed as a stylized interaction probe, Re:Member highlights the role of affect and personal media in learner-centered educational technologies.

Abstract--Machine learning models for sensor-based human activity recognition (HAR) are expected to adapt post-deployment to recognize new activities and different ways of performing existing ones. T o address this need, Online Continual Learning (OCL) mechanisms have been proposed, allowing models to update their knowledge incrementally as new data become available while preserving previously acquired information. However, existing OCL approaches for sensor-based HAR are computationally intensive and require extensive labeled samples to represent new changes. Recently, pre-trained model-based (PTM-based) OCL approaches have shown significant improvements in performance and efficiency for computer vision applications. These methods achieve strong generalization capabilities by pre-training complex models on large datasets, followed by fine-tuning on downstream tasks for continual learning. However, applying PTM-based OCL approaches to sensor-based HAR poses significant challenges due to the inherent heterogeneity of HAR datasets and the scarcity of labeled data in post-deployment scenarios. This paper introduces PTRN-HAR, the first successful application of PTM-based OCL to sensor-based HAR. This extractor is then frozen during the streaming stage. Furthermore, it replaces the conventional dense classification layer with a relation module network. Our design not only significantly reduces the resource consumption required for model training while maintaining high performance, but also improves data efficiency by reducing the amount of labeled data needed for effective continual learning, as demonstrated through experiments on three public datasets, outperforming the state-of-the-art. The code can be found here: https://anonymous.4open.science/r/PTRN-HAR-AF60/ HE recognition of human activities using wearable sensors such as Inertial Measurement Unit (IMU) encompasses many practical applications in smart homes [1], healthcare [2], and manufacturing [3]. HAR is typically achieved using machine learning models trained on sensor data from a predefined set of activity classes collected from a selected group of subjects. After deployment, these models often need to evolve to recognize new activities or adapt to the distribution shift caused by changes in users' activity patterns due to aging, disease, or simply a distinct manner of performing the same activity [4].

Benchmarks play a significant role in how researchers and the public understand generative AI systems. However, the widespread use of benchmark scores to communicate about model capabilities has led to criticisms of validity, especially whether benchmarks test what they claim to test (i.e. construct validity) and whether benchmark evaluations are representative of how models are used in the wild (i.e. ecological validity). In this work we explore how to create an LLM benchmark that addresses these issues by taking a human-centered approach. We focus on designing a domain-oriented benchmark for journalism practitioners, drawing on insights from a workshop of 23 journalism professionals. Our workshop findings surface specific challenges that inform benchmark design opportunities, which we instantiate in a case study that addresses underlying criticisms and specific domain concerns. Through our findings and design case study, this work provides design guidance for developing benchmarks that are better tuned to specific domains.

As Large Language Models become increasingly integral to various domains, their potential to generate harmful responses has prompted significant societal and regulatory concerns. In response, governments have issued ethics guidelines to promote the development of trustworthy AI. However, these guidelines are typically high-level demands for developers and testers, leaving a gap in translating them into actionable testing questions to verify LLM compliance. To address this challenge, we introduce GUARD (\textbf{G}uideline \textbf{U}pholding Test through \textbf{A}daptive \textbf{R}ole-play and Jailbreak \textbf{D}iagnostics), a testing method designed to operationalize guidelines into specific guideline-violating questions that assess LLM adherence. To implement this, GUARD uses automated generation of guideline-violating questions based on government-issued guidelines, thereby testing whether responses comply with these guidelines. When responses directly violate guidelines, GUARD reports inconsistencies. Furthermore, for responses that do not directly violate guidelines, GUARD integrates the concept of ``jailbreaks'' to diagnostics, named GUARD-JD, which creates scenarios that provoke unethical or guideline-violating responses, effectively identifying potential scenarios that could bypass built-in safety mechanisms. Our method finally culminates in a compliance report, delineating the extent of adherence and highlighting any violations. We have empirically validated the effectiveness of GUARD on seven LLMs, including Vicuna-13B, LongChat-7B, Llama2-7B, Llama-3-8B, GPT-3.5, GPT-4, GPT-4o, and Claude-3.7, by testing compliance under three government-issued guidelines and conducting jailbreak diagnostics. Additionally, GUARD-JD can transfer jailbreak diagnostics to vision-language models, demonstrating its usage in promoting reliable LLM-based applications.

Large Language Models for Simulating Professions (SP-LLMs), particularly as teachers, are pivotal for personalized education. However, ensuring their professional competence and ethical safety is a critical challenge, as existing benchmarks fail to measure role-playing fidelity or address the unique teaching harms inherent in educational scenarios. To address this, we propose EduGuardBench, a dual-component benchmark. It assesses professional fidelity using a Role-playing Fidelity Score (RFS) while diagnosing harms specific to the teaching profession. It also probes safety vulnerabilities using persona-based adversarial prompts targeting both general harms and, particularly, academic misconduct, evaluated with metrics including Attack Success Rate (ASR) and a three-tier Refusal Quality assessment. Our extensive experiments on 14 leading models reveal a stark polarization in performance. While reasoning-oriented models generally show superior fidelity, incompetence remains the dominant failure mode across most models. The adversarial tests uncovered a counterintuitive scaling paradox, where mid-sized models can be the most vulnerable, challenging monotonic safety assumptions. Critically, we identified a powerful Educational Transformation Effect: the safest models excel at converting harmful requests into teachable moments by providing ideal Educational Refusals. This capacity is strongly negatively correlated with ASR, revealing a new dimension of advanced AI safety. EduGuardBench thus provides a reproducible framework that moves beyond siloed knowledge tests toward a holistic assessment of professional, ethical, and pedagogical alignment, uncovering complex dynamics essential for deploying trustworthy AI in education. See https://github.com/YL1N/EduGuardBench for Materials.