There is an increasing imperative to integrate programming platforms within AI frameworks to enhance educational tasks for both teachers and students. However, commonly used platforms such as Code.org, Scratch, and Snap fall short of providing the desired AI features and lack adaptability for interdisciplinary applications. This study explores how educational platforms can be improved by incorporating AI and analytics features to create more effective learning environments across various subjects and domains. We interviewed 8 K-12 teachers and asked their practices and needs while using any block-based programming (BBP) platform in their classes. We asked for their approaches in assessment, course development and expansion of resources, and student monitoring in their classes. Thematic analysis of the interview transcripts revealed both commonalities and differences in the AI tools needed between the STEM and non-STEM groups. Our results indicated advanced AI features that could promote BBP platforms. Both groups stressed the need for integrity and plagiarism checks, AI adaptability, customized rubrics, and detailed feedback in assessments. Non-STEM teachers also emphasized the importance of creative assignments and qualitative assessments. Regarding resource development, both AI tools desired for updating curricula, tutoring libraries, and generative AI features. Non-STEM teachers were particularly interested in supporting creative endeavors, such as art simulations. For student monitoring, both groups prioritized desktop control, daily tracking, behavior monitoring, and distraction prevention tools. Our findings identify specific AI-enhanced features needed by K-12 teachers across various disciplines and lay the foundation for creating more efficient, personalized, and engaging educational experiences.

Patients at a small number of clinics in Southern California run by the medical startup Akido Labs are spending relatively little time, or even no time at all, with their doctors. Instead, they see a medical assistant, who can lend a sympathetic ear but has limited clinical training. The job of formulating diagnoses and concocting a treatment plan is done by an LLM-based system called ScopeAI that transcribes and analyzes the dialogue between patient and assistant. A doctor then approves, or corrects, the AI system's recommendations. According to Akido's CEO, this approach allows doctors to see four to five times as many patients as they could previously. But experts aren't convinced that displacing so much of the cognitive work of medicine onto AI is the right way to remedy the doctor shortage.

Discharge communication is a critical yet underexplored component of patient care, where the goal shifts from diagnosis to education. While recent large language model (LLM) benchmarks emphasize in-visit diagnostic reasoning, they fail to evaluate models' ability to support patients after the visit. We introduce DischargeSim, a novel benchmark that evaluates LLMs on their ability to act as personalized discharge educators. DischargeSim simulates post-visit, multi-turn conversations between LLM-driven DoctorAgents and PatientAgents with diverse psychosocial profiles (e.g., health literacy, education, emotion). Interactions are structured across six clinically grounded discharge topics and assessed along three axes: (1) dialogue quality via automatic and LLM-as-judge evaluation, (2) personalized document generation including free-text summaries and structured AHRQ checklists, and (3) patient comprehension through a downstream multiple-choice exam. Experiments across 18 LLMs reveal significant gaps in discharge education capability, with performance varying widely across patient profiles. Notably, model size does not always yield better education outcomes, highlighting trade-offs in strategy use and content prioritization. DischargeSim offers a first step toward benchmarking LLMs in post-visit clinical education and promoting equitable, personalized patient support.

--The flipped classroom is a new pedagogical strategy that has been gaining increasing importance recently. Spoken discussion dialog commonly occurs in flipped classroom, which embeds rich information indicating processes and progression of students' learning. This study focuses on learning analytics from spoken discussion dialog in the flipped classroom, which aims to collect and analyze the discussion dialogs in flipped classroom in order to get to know group learning processes and outcomes. We have recently transformed a course using the flipped classroom strategy, where students watched video-recorded lectures at home prior to group-based problem-solving discussions in class. The in-class group discussions were recorded throughout the semester and then transcribed manually. After features are extracted from the dialogs by multiple tools and customized processing techniques, we performed statistical analyses to explore the indicators that are related to the group learning outcomes from face-to-face discussion dialogs in the flipped classroom. Then, machine learning algorithms are applied to the indicators in order to predict the group learning outcome as High, Mid or Low. The best prediction accuracy reaches 78.9%, which demonstrates the feasibility of achieving automatic learning outcome prediction from group discussion dialog in flipped classroom. EARNING analytics is concerned with collection and analyses of data related to learning in order to inform and improve the learning process or their outcomes [1]. Applying properly learning analytics can not only track student progress but also improve student performance [2]. Recent advancements in the development of data science and machine learning techniques has led to a rise in popularity of learning analytics within the educational research field. The flipped classroom is a new pedagogical method, which utilizes asynchronous video lectures and basic practice as homework, and conducts group-based problem solving discussions or activities in the classroom [3]. Since flipped classroom promotes cooperative learning [4, 5] and increases student engagement and motivation [6, 7], it is gaining increasing importance for teaching and learning in recent years. A common in-class activity for the flipped classroom is student group discussions, where participants are involved in solving problems together. Such discussion dialogs embed rich information that cannot be captured objectively by conventional data, such as students' in-class sentiments, degree of concentration, amount of information exchange... etc. Authors are with The Chinese University of Hong Kong, Shatin, N.T., Hong Kong Therefore, spoken discussion dialogs in flipped classroom deserve greater attention for learning analytics, which aims to collect and analyze the discussion dialogs in flipped classroom in order to explore indicators that reflect group learning outcomes.

Transformers have emerged as a compelling architecture for sequential decision-making by modeling trajectories via self-attention. In reinforcement learning (RL), they enable return-conditioned control without relying on value function approximation. Decision Transformers (DTs) exploit this by casting RL as supervised sequence modeling, but they are restricted to offline data and lack exploration. Online Decision Transformers (ODTs) address this limitation through entropy-regularized training on on-policy rollouts, offering a stable alternative to traditional RL methods like Soft Actor-Critic, which depend on bootstrapped targets and reward shaping. Despite these advantages, ODTs use standard attention, which lacks explicit memory of action-specific outcomes. This leads to inefficiencies in learning long-term action effectiveness. Inspired by cognitive models such as Experience-Weighted Attraction (EWA), we propose Experience-Weighted Attraction with Vector Quantization for Online Decision Transformers (EWA-VQ-ODT), a lightweight module that maintains per-action mental accounts summarizing recent successes and failures. Continuous actions are routed via direct grid lookup to a compact vector-quantized codebook, where each code stores a scalar attraction updated online through decay and reward-based reinforcement. These attractions modulate attention by biasing the columns associated with action tokens, requiring no change to the backbone or training objective. On standard continuous-control benchmarks, EWA-VQ-ODT improves sample efficiency and average return over ODT, particularly in early training. The module is computationally efficient, interpretable via per-code traces, and supported by theoretical guarantees that bound the attraction dynamics and its impact on attention drift.

Health is a fundamental pillar of human wellness, and the rapid advancements in large language models (LLMs) have driven the development of a new generation of health agents. However, the application of health agents to fulfill the diverse needs of individuals in daily non-clinical settings is underexplored. In this work, we aim to build a comprehensive personal health agent that is able to reason about multimodal data from everyday consumer wellness devices and common personal health records, and provide personalized health recommendations. To understand end-users' needs when interacting with such an assistant, we conducted an in-depth analysis of web search and health forum queries, alongside qualitative insights from users and health experts gathered through a user-centered design process. Based on these findings, we identified three major categories of consumer health needs, each of which is supported by a specialist sub-agent: (1) a data science agent that analyzes personal time-series wearable and health record data, (2) a health domain expert agent that integrates users' health and contextual data to generate accurate, personalized insights, and (3) a health coach agent that synthesizes data insights, guiding users using a specified psychological strategy and tracking users' progress. Furthermore, we propose and develop the Personal Health Agent (PHA), a multi-agent framework that enables dynamic, personalized interactions to address individual health needs. To evaluate each sub-agent and the multi-agent system, we conducted automated and human evaluations across 10 benchmark tasks, involving more than 7,000 annotations and 1,100 hours of effort from health experts and end-users. Our work represents the most comprehensive evaluation of a health agent to date and establishes a strong foundation towards the futuristic vision of a personal health agent accessible to everyone.

Computer-Aided Design (CAD) plays a central role in engineering and manufacturing, making it possible to create precise and editable 3D models. Using a variety of sensor or user-provided data as inputs for CAD reconstruction can democratize access to design applications. However, existing methods typically focus on a single input modality, such as point clouds, images, or text, which limits their generalizability and robustness. Leveraging recent advances in vision-language models (VLM), we propose a multi-modal CAD reconstruction model that simultaneously processes all three input modalities. Inspired by large language model (LLM) training paradigms, we adopt a two-stage pipeline: supervised fine-tuning (SFT) on large-scale procedurally generated data, followed by reinforcement learning (RL) fine-tuning using online feedback, obtained programatically. Furthermore, we are the first to explore RL fine-tuning of LLMs for CAD tasks demonstrating that online RL algorithms such as Group Relative Preference Optimization (GRPO) outperform offline alternatives. In the DeepCAD benchmark, our SFT model outperforms existing single-modal approaches in all three input modalities simultaneously. More importantly, after RL fine-tuning, cadrille sets new state-of-the-art on three challenging datasets, including a real-world one.

This study investigates the use of generative AI to support formative assessment through machine generated reviews of peer reviews in graduate online courses in a public university in the United States. Drawing on Systemic Functional Linguistics and Appraisal Theory, we analyzed 120 metareviews to explore how generative AI feedback constructs meaning across ideational, interpersonal, and textual dimensions. The findings suggest that generative AI can approximate key rhetorical and relational features of effective human feedback, offering directive clarity while also maintaining a supportive stance. The reviews analyzed demonstrated a balance of praise and constructive critique, alignment with rubric expectations, and structured staging that foregrounded student agency. By modeling these qualities, AI metafeedback has the potential to scaffold feedback literacy and enhance leaner engagement with peer review.

This paper introduces a structured and interpretable online policy-iteration framework for reinforcement learning (RL), built around the novel class of sparse Gaussian mixture model Q-functions (S-GMM-QFs). Extending earlier work that trained GMM-QFs offline, the proposed framework develops an online scheme that leverages streaming data to encourage exploration. Model complexity is regulated through sparsification by Hadamard overparametrization, which mitigates overfitting while preserving expressiveness. The parameter space of S-GMM-QFs is naturally endowed with a Riemannian manifold structure, allowing for principled parameter updates via online gradient descent on a smooth objective. Numerical tests show that S-GMM-QFs match the performance of dense deep RL (DeepRL) methods on standard benchmarks while using significantly fewer parameters, and maintain strong performance even in low-parameter-count regimes where sparsified DeepRL methods fail to generalize.

Educators evaluate student knowledge using knowledge component (KC) models that map assessment questions to KCs. Still, designing KC models for large question banks remains an insurmountable challenge for instructors who need to analyze each question by hand. The growing use of Generative AI in education is expected only to aggravate this chronic deficiency of expert-designed KC models, as course engineers designing KCs struggle to keep up with the pace at which questions are generated. In this work, we propose KCluster, a novel KC discovery algorithm based on identifying clusters of congruent questions according to a new similarity metric induced by a large language model (LLM). We demonstrate in three datasets that an LLM can create an effective metric of question similarity, which a clustering algorithm can use to create KC models from questions with minimal human effort. Combining the strengths of LLM and clustering, KCluster generates descriptive KC labels and discovers KC models that predict student performance better than the best expert-designed models available. In anticipation of future work, we illustrate how KCluster can reveal insights into difficult KCs and suggest improvements to instruction.