Artificial Intelligence Generated Content (AIGC) has rapidly emerged with the capability to generate different forms of content, including text, images, videos, and other modalities, which can achieve a quality similar to content created by humans. As a result, AIGC is now widely applied across various domains such as digital marketing, education, and public health, and has shown promising results by enhancing content creation efficiency and improving information delivery. However, there are few studies that explore the latest progress and emerging challenges of AIGC across different domains. To bridge this gap, this paper brings together 16 scholars from multiple disciplines to provide a cross-domain perspective on the trends and challenges of AIGC. Specifically, the contributions of this paper are threefold: (1) It first provides a broader overview of AIGC, spanning the training techniques of Generative AI, detection methods, and both the spread and use of AI-generated content across digital platforms. (2) It then introduces the societal impacts of AIGC across diverse domains, along with a review of existing methods employed in these contexts. (3) Finally, it discusses the key technical challenges and presents research propositions to guide future work. Through these contributions, this vision paper seeks to offer readers a cross-domain perspective on AIGC, providing insights into its current research trends, ongoing challenges, and future directions.

Generative AI (GenAI) is rapidly entering K-12 classrooms, offering teachers new ways for teaching practices. Yet GenAI models are often trained on culturally uneven datasets, embedding a "default culture" that often misaligns with local classrooms. To understand how teachers navigate this gap, we defined the new concept Cultural Distance (the gap between GenAI's default cultural repertoire and the situated demands of teaching practice) and conducted in-depth interviews with 30 K-12 teachers, 10 each from South Africa, Taiwan, and the United States, who had integrated AI into their teaching practice. These teachers' experiences informed the development of our three-level cultural distance framework. This work contributes the concept and framework of cultural distance, six illustrative instances spanning in low, mid, high distance levels with teachers' experiences and strategies for addressing them. Empirically, we offer implications to help AI designers, policymakers, and educators create more equitable and culturally responsive GenAI tools for education.

As text-to-image generative models rapidly improve, AI researchers are making significant advances in developing domain-specific models capable of generating complex medical imagery from text prompts. Despite this, these technical advancements have overlooked whether and how medical professionals would benefit from and use text-to-image generative AI (GenAI) in practice. By developing domain-specific GenAI without involving stakeholders, we risk the potential of building models that are either not useful or even more harmful than helpful. In this paper, we adopt a human-centered approach to responsible model development by involving stakeholders in evaluating and reflecting on the promises, risks, and challenges of a novel text-to-CT Scan GenAI model. Through exploratory model prompting activities, we uncover the perspectives of medical students, radiology trainees, and radiologists on the role that text-to-CT Scan GenAI can play across medical education, training, and practice. This human-centered approach additionally enabled us to surface technical challenges and domain-specific risks of generating synthetic medical images. We conclude by reflecting on the implications of medical text-to-image GenAI.

Multi-agent large language model simulations have the potential to model complex human behaviors and interactions. If the mechanics are set up properly, unanticipated and valuable social dynamics can surface. However, it is challenging to consistently enforce simulation mechanics while still allowing for notable and emergent dynamics. We present AgentDynEx, an AI system that helps set up simulations from user-specified mechanics and dynamics. AgentDynEx uses LLMs to guide users through a Configuration Matrix to identify core mechanics and define milestones to track dynamics. It also introduces a method called \textit{nudging}, where the system dynamically reflects on simulation progress and gently intervenes if it begins to deviate from intended outcomes. A technical evaluation found that nudging enables simulations to have more complex mechanics and maintain its notable dynamics compared to simulations without nudging. We discuss the importance of nudging as a technique for balancing mechanics and dynamics of multi-agent simulations.

Several emerging post-Bayesian methods target a probability distribution for which an entropy-regularised variational objective is minimised. This increased flexibility introduces a computational challenge, as one loses access to an explicit unnormalised density for the target. To mitigate this difficulty, we introduce a novel measure of suboptimality called 'gradient discrepancy', and in particular a 'kernel gradient discrepancy' (KGD) that can be explicitly computed. In the standard Bayesian context, KGD coincides with the kernel Stein discrepancy (KSD), and we obtain a novel charasterisation of KSD as measuring the size of a variational gradient. Outside this familiar setting, KGD enables novel sampling algorithms to be developed and compared, even when unnormalised densities cannot be obtained. To illustrate this point several novel algorithms are proposed, including a natural generalisation of Stein variational gradient descent, with applications to mean-field neural networks and prediction-centric uncertainty quantification presented. On the theoretical side, our principal contribution is to establish sufficient conditions for desirable properties of KGD, such as continuity and convergence control.

Abstract-- Recent research has highlighted the powerful capabilities of imitation learning in robotics. Leveraging generative models, particularly diffusion models, these approaches offer notable advantages such as strong multi-task generalization, effective language conditioning, and high sample efficiency. While their application has been successful in manipulation tasks, their use in legged locomotion remains relatively underexplored, mainly due to compounding errors that affect stability and difficulties in task transition under limited data. Online reinforcement learning (RL) has demonstrated promising results in legged robot control in the past years, which can provide valuable insights to address these challenges. In this work, we propose DMLoco, a diffusion-based framework for quadruped robots that integrates multi-task pretraining with online PPO finetuning to enable language-conditioned control and robust task transitions. Then, the policy is finetuned in simulation to ensure robustness and stable task transition for real-world deployment. By utilizing Denoising Diffusion Implicit Models (DDIM) for efficient sampling and T ensorRT for optimized deployment, our policy runs onboard at 50Hz, offering a scalable and efficient solution for adaptive, language-guided locomotion on resource-constrained robotic platforms.

Powerful artificial intelligence (AI) tools that have emerged in recent years -- including large language models, automated coding assistants, and advanced image and speech generation technologies -- are the result of monumental human achievements. These breakthroughs reflect mastery across multiple technical disciplines and the resolution of significant technological challenges. However, some of the most profound challenges may still lie ahead. These challenges are not purely technical but pertain to the fair and responsible use of AI in ways that genuinely improve the global human condition. This article explores one promising application aligned with that vision: the use of AI tools to facilitate and enhance education, with a specific focus on signal processing (SP). It presents two interrelated perspectives: identifying and addressing technical limitations, and applying AI tools in practice to improve educational experiences. Primers are provided on several core technical issues that arise when using AI in educational settings, including how to ensure fairness and inclusivity, handle hallucinated outputs, and achieve efficient use of resources. These and other considerations -- such as transparency, explainability, and trustworthiness -- are illustrated through the development of an immersive, structured, and reliable "smart textbook." The article serves as a resource for researchers and educators seeking to advance AI's role in engineering education.

The advancement of open-source text-to-image (T2I) models has been hindered by the absence of large-scale, reasoning-focused datasets and comprehensive evaluation benchmarks, resulting in a performance gap compared to leading closed-source systems. To address this challenge, We introduce FLUX-Reason-6M and PRISM-Bench (Precise and Robust Image Synthesis Measurement Benchmark). FLUX-Reason-6M is a massive dataset consisting of 6 million high-quality FLUX-generated images and 20 million bilingual (English and Chinese) descriptions specifically designed to teach complex reasoning. The image are organized according to six key characteristics: Imagination, Entity, Text rendering, Style, Affection, and Composition, and design explicit Generation Chain-of-Thought (GCoT) to provide detailed breakdowns of image generation steps. The whole data curation takes 15,000 A100 GPU days, providing the community with a resource previously unattainable outside of large industrial labs. PRISM-Bench offers a novel evaluation standard with seven distinct tracks, including a formidable Long Text challenge using GCoT. Through carefully designed prompts, it utilizes advanced vision-language models for nuanced human-aligned assessment of prompt-image alignment and image aesthetics. Our extensive evaluation of 19 leading models on PRISM-Bench reveals critical performance gaps and highlights specific areas requiring improvement. Our dataset, benchmark, and evaluation code are released to catalyze the next wave of reasoning-oriented T2I generation. Project page: https://flux-reason-6m.github.io/ .

The EdUKate project combines digital education, linguistics, translation studies, and machine translation to develop multilingual learning materials for Czech primary and secondary schools. Launched through collaboration between a major Czech academic institution and the country's largest educational publisher, the project is aimed at translating up to 9,000 multimodal interactive exercises from Czech into Ukrainian, English, and German for an educational web portal. It emphasizes the development and evaluation of a direct Czech-Ukrainian machine translation system tailored to the educational domain, with special attention to processing formatted content such as XML and PDF and handling technical and scientific terminology. We present findings from an initial survey of Czech teachers regarding the needs of non-Czech-speaking students and describe the system's evaluation and implementation on the web portal. All resulting applications are freely available to students, educators, and researchers.

Providing students with flexible and timely academic support is a challenge at most colleges and universities, leaving many students without help outside scheduled hours. Large language models (LLMs) are promising for bridging this gap, but interactions between students and LLMs are rarely overseen by educators. We developed and studied an LLM-powered course assistant deployed across multiple computer science courses to characterize real-world use and understand pedagogical implications. By Spring 2024, our system had been deployed to approximately 2,000 students across six courses at three institutions. Analysis of the interaction data shows that usage remains strong in the evenings and nights and is higher in introductory courses, indicating that our system helps address temporal support gaps and novice learner needs. We sampled 200 conversations per course for manual annotation: most sampled responses were judged correct and helpful, with a small share unhelpful or erroneous; few responses included dedicated examples. We also examined an inquiry-based learning strategy: only around 11% of sampled conversations contained LLM-generated follow-up questions, which were often ignored by students in advanced courses. A Bloom's taxonomy analysis reveals that current LLM capabilities are limited in generating higher-order cognitive questions. These patterns suggest opportunities for pedagogically oriented LLM-based educational systems and greater educator involvement in configuring prompts, content, and policies.