We present a novel approach to graph drawing based on reinforcement learning for minimizing the global and the local crossing number, that is, the total number of edge crossings and the maximum number of crossings on any edge, respectively. In our framework, an agent learns how to move a vertex based on a given observation vector in order to optimize its position. The agent receives feedback in the form of local reward signals tied to crossing reduction. To generate an initial layout, we use a stress-based graph-drawing algorithm. We compare our method against force- and stress-based (baseline) algorithms as well as three established algorithms for global crossing minimization on a suite of benchmark graphs. The experiments show mixed results: our current algorithm is mainly competitive for the local crossing number. We see a potential for further development of the approach in the future.

Educational Knowledge Graphs (EduKGs) organize various learning entities and their relationships to support structured and adaptive learning. Prerequisite relationships (PRs) are critical in EduKGs for defining the logical order in which concepts should be learned. However, the current EduKG in the MOOC platform CourseMapper lacks explicit PR links, and manually annotating them is time-consuming and inconsistent. To address this, we propose an unsupervised method for automatically inferring concept PRs without relying on labeled data. We define ten criteria based on document-based, Wikipedia hyperlink-based, graph-based, and text-based features, and combine them using a voting algorithm to robustly capture PRs in educational content. Experiments on benchmark datasets show that our approach achieves higher precision than existing methods while maintaining scalability and adaptability, thus providing reliable support for sequence-aware learning in CourseMapper.

The automatic construction of Educational Knowledge Graphs (EduKGs) is essential for domain knowledge modeling by extracting meaningful representations from learning materials. Despite growing interest, identifying a scalable and reliable approach for automatic EduKG generation remains a challenge. In an attempt to develop a unified and robust pipeline for automatic EduKG construction, in this study we propose a pipeline for automatic EduKG construction from PDF learning materials. The process begins with generating slide-level EduKGs from individual pages/slides, which are then merged to form a comprehensive EduKG representing the entire learning material. We evaluate the accuracy of the EduKG generated from the proposed pipeline in our MOOC platform, CourseMapper. The observed accuracy, while indicative of partial success, is relatively low particularly in the educational context, where the reliability of knowledge representations is critical for supporting meaningful learning. To address this, we introduce targeted optimizations across multiple pipeline components. The optimized pipeline achieves a 17.5% improvement in accuracy and a tenfold increase in processing efficiency. Our approach offers a holistic, scalable and end-to-end pipeline for automatic EduKG construction, adaptable to diverse educational contexts, and supports improved semantic representation of learning content.

Artificial intelligence underpins most smart city services, yet deep neural network (DNN) that forecasts vehicle motion still struggle with catastrophic forgetting, the loss of earlier knowledge when models are updated. Conventional fixes enlarge the training set or replay past data, but these strategies incur high data collection costs, sample inefficiently and fail to balance long- and short-term experience, leaving them short of human-like continual learning. Here we introduce Dual-LS, a task-free, online continual learning paradigm for DNN-based motion forecasting that is inspired by the complementary learning system of the human brain. Dual-LS pairs two synergistic memory rehearsal replay mechanisms to accelerate experience retrieval while dynamically coordinating long-term and short-term knowledge representations. Tests on naturalistic data spanning three countries, over 772,000 vehicles and cumulative testing mileage of 11,187 km show that Dual-LS mitigates catastrophic forgetting by up to 74.31\% and reduces computational resource demand by up to 94.02\%, markedly boosting predictive stability in vehicle motion forecasting without inflating data requirements. Meanwhile, it endows DNN-based vehicle motion forecasting with computation efficient and human-like continual learning adaptability fit for smart cities.

This study investigates the potential for Large Language Models (LLMs) to scale-up Dynamic Assessment (DA). To facilitate such an investigation, we first developed DynaWrite-a modular, microservices-based grammatical tutoring application which supports multiple LLMs to generate dynamic feedback to learners of English. Initial testing of 21 LLMs, revealed GPT-4o and neural chat to have the most potential to scale-up DA in the language learning classroom. Further testing of these two candidates found both models performed similarly in their ability to accurately identify grammatical errors in user sentences. However, GPT-4o consistently outperformed neural chat in the quality of its DA by generating clear, consistent, and progressively explicit hints. Real-time responsiveness and system stability were also confirmed through detailed performance testing, with GPT-4o exhibiting sufficient speed and stability. This study shows that LLMs can be used to scale-up dynamic assessment and thus enable dynamic assessment to be delivered to larger groups than possible in traditional teacher-learner settings.

Large language models (LLMs) have advanced virtual educators and learners, bridging NLP with AI4Education. Existing work often lacks scalability and fails to leverage diverse, large-scale course content, with limited frameworks for assessing pedagogic quality. To this end, we propose WikiHowAgent, a multi-agent workflow leveraging LLMs to simulate interactive teaching-learning conversations. It integrates teacher and learner agents, an interaction manager, and an evaluator to facilitate procedural learning and assess pedagogic quality. We introduce a dataset of 114,296 teacher-learner conversations grounded in 14,287 tutorials across 17 domains and 727 topics. Our evaluation protocol combines computational and rubric-based metrics with human judgment alignment. Results demonstrate the workflow's effectiveness in diverse setups, offering insights into LLM capabilities across domains. Our datasets and implementations are fully open-sourced.

Intelligent Environments are populated with numerous devices and have multiple occupants. They inherently exhibit increasingly intelligent behavior, support consistent functionality and human-centric operation (humans, as opposed to mere users, have increased requirements from a system, including, for example, intuitive interaction, protection of privacy, fault-tolerance, etc.), and provide optimized resource usage. The development of Intelligent Environments is considered the first and primary step towards the realization of the Ambient Intelligence vision and requires input from research and contributions from several scientific and engineering disciplines, including computer science, software engineering, artificial intelligence, architecture, social sciences, art and design. The series of IE conferences has been consistently creating a unique blend of researchers in these disciplines, fostering cross-disciplinary discussions, debate and collaborations. The 21st International Conference on Intelligent Environments was held on June 23–26, 2025, in Darmstadt (Germany).

Eye-tracking offers rich insights into student cognition and engagement, but remains underutilized in classroom-facing educational technology due to challenges in data interpretation and accessibility. In this paper, we present the iterative design and evaluation of a gaze-based learning analytics dashboard for English Language Arts (ELA), developed through five studies involving teachers and students. Guided by user-centered design and data storytelling principles, we explored how gaze data can support reflection, formative assessment, and instructional decision-making. Our findings demonstrate that gaze analytics can be approachable and pedagogically valuable when supported by familiar visualizations, layered explanations, and narrative scaffolds. We further show how a conversational agent, powered by a large language model (LLM), can lower cognitive barriers to interpreting gaze data by enabling natural language interactions with multimodal learning analytics. We conclude with design implications for future EdTech systems that aim to integrate novel data modalities in classroom contexts.

Medical foundation models (FMs) have shown tremendous promise amid the rapid advancements in artificial intelligence (AI) technologies. However, current medical FMs typically generate answers in a black-box manner, lacking transparent reasoning processes and locally grounded interpretability, which hinders their practical clinical deployments. To this end, we introduce DeepMedix-R1, a holistic medical FM for chest X-ray (CXR) interpretation. It leverages a sequential training pipeline: initially fine-tuned on curated CXR instruction data to equip with fundamental CXR interpretation capabilities, then exposed to high-quality synthetic reasoning samples to enable cold-start reasoning, and finally refined via online reinforcement learning to enhance both grounded reasoning quality and generation performance. Thus, the model produces both an answer and reasoning steps tied to the image's local regions for each query. Quantitative evaluation demonstrates substantial improvements in report generation (e.g., 14.54% and 31.32% over LLaVA-Rad and MedGemma) and visual question answering (e.g., 57.75% and 23.06% over MedGemma and CheXagent) tasks. To facilitate robust assessment, we propose Report Arena, a benchmarking framework using advanced language models to evaluate answer quality, further highlighting the superiority of DeepMedix-R1. Expert review of generated reasoning steps reveals greater interpretability and clinical plausibility compared to the established Qwen2.5-VL-7B model (0.7416 vs. 0.2584 overall preference). Collectively, our work advances medical FM development toward holistic, transparent, and clinically actionable modeling for CXR interpretation.

As AI agents become increasingly autonomous and capable, ensuring their security against vulnerabilities such as prompt injection becomes critical. This paper explores the use of information-flow control (IFC) to provide security guarantees for AI agents. We present a formal model to reason about the security and expressiveness of agent planners. Using this model, we characterize the class of properties enforceable by dynamic taint-tracking and construct a taxonomy of tasks to evaluate security and utility trade-offs of planner designs. Informed by this exploration, we present Fides, a planner that tracks confidentiality and integrity labels, deterministically enforces security policies, and introduces novel primitives for selectively hiding information. Its evaluation in AgentDojo demonstrates that this approach enables us to complete a broad range of tasks with security guarantees. A tutorial to walk readers through the the concepts introduced in the paper can be found at https://github.com/microsoft/fides