This paper presents two studies on how Brazilian children (ages 9--11) use conversational agents (CAs) for schoolwork, discovery, and entertainment, and how structured scaffolds can enhance these interactions. In Study 1, a seven-week online investigation with 23 participants (children, parents, teachers) employed interviews, observations, and Cognitive Work Analysis to map children's information-processing flows, the role of more knowledgeable others, functional uses, contextual goals, and interaction patterns to inform conversation-tree design. We identified three CA functions: School, Discovery, Entertainment, and derived ``recipe'' scaffolds mirroring parent-child support. In Study 2, we prompted GPT-4o-mini on 1,200 simulated child-CA exchanges, comparing conversation-tree recipes based on structured-prompting to an unstructured baseline. Quantitative evaluation of readability, question count/depth/diversity, and coherence revealed gains for the recipe approach. Building on these findings, we offer design recommendations: scaffolded conversation-trees, child-dedicated profiles for personalized context, and caregiver-curated content. Our contributions include the first CWA application with Brazilian children, an empirical framework of child-CA information flows, and an LLM-scaffolding ``recipe'' (i.e., structured-prompting) for effective, scaffolded learning.

This paper synthesizes the key findings from a full-day XP2025 workshop on "AI and Agile: From Frustration to Success", held in Brugg-Windisch, Switzerland. The workshop brought together over 30 interdisciplinary academic researchers and industry practitioners to tackle the concrete challenges and emerging opportunities at the intersection of Generative Artificial Intelligence (GenAI) and agile software development. Through structured, interactive breakout sessions, participants identified shared pain points like tool fragmentation, governance, data quality, and critical skills gaps in AI literacy and prompt engineering. These issues were further analyzed, revealing underlying causes and cross-cutting concerns. The workshop concluded by collaboratively co-creating a multi-thematic research roadmap, articulating both short-term, implementable actions and visionary, long-term research directions. This cohesive agenda aims to guide future investigation and drive the responsible, human-centered integration of GenAI into agile practices.

This study explores how college students interact with generative AI (ChatGPT-4) during educational quizzes, focusing on reliance and predictors of AI adoption. Conducted at the early stages of ChatGPT implementation, when students had limited familiarity with the tool, this field study analyzed 315 student-AI conversations during a brief, quiz-based scenario across various STEM courses. A novel four-stage reliance taxonomy was introduced to capture students' reliance patterns, distinguishing AI competence, relevance, adoption, and students' final answer correctness. Three findings emerged. First, students exhibited overall low reliance on AI and many of them could not effectively use AI for learning. Second, negative reliance patterns often persisted across interactions, highlighting students' difficulty in effectively shifting strategies after unsuccessful initial experiences. Third, certain behavioral metrics strongly predicted AI reliance, highlighting potential behavioral mechanisms to explain AI adoption. The study's findings underline critical implications for ethical AI integration in education and the broader field. It emphasizes the need for enhanced onboarding processes to improve student's familiarity and effective use of AI tools. Furthermore, AI interfaces should be designed with reliance-calibration mechanisms to enhance appropriate reliance. Ultimately, this research advances understanding of AI reliance dynamics, providing foundational insights for ethically sound and cognitively enriching AI practices.

Academic choice is crucial in U.S. undergraduate education, allowing students significant freedom in course selection. However, navigating the complex academic environment is challenging due to limited information, guidance, and an overwhelming number of choices, compounded by time restrictions and the high demand for popular courses. Although career counselors exist, their numbers are insufficient, and course recommendation systems, though personalized, often lack insight into student perceptions and explanations to assess course relevance. In this paper, a deep learning-based concept extraction model is developed to efficiently extract relevant concepts from course descriptions to improve the recommendation process. Using this model, the study examines the effects of skill-based explanations within a serendipitous recommendation framework, tested through the AskOski system at the University of California, Berkeley. The findings indicate that these explanations not only increase user interest, particularly in courses with high unexpectedness, but also bolster decision-making confidence. This underscores the importance of integrating skill-related data and explanations into educational recommendation systems.

The use of inappropriate language--such as outdated, exclu-sionary, or non-patient-centered terms--in medical instructional materials can significantly influence clinical training, patient interactions, and health outcomes. Despite their reputability, many materials developed over past decades contain examples now considered inappropriate by current medical standards. Given the volume of curricular content, manually identifying instances of inappropriate use of language (IUL) and its subcategories for systematic review is prohibitively costly and impractical. To address this challenge, we conduct a first-in-class evaluation of small language models (SLMs) fine-tuned on labeled data and pre-trained LLMs with in-context learning on a dataset containing approximately 500 documents and over 12,000 pages. For SLMs, we consider: (1) a general IUL classifier, (2) subcategory-specific binary classifiers, (3) a multilabel classifier, and (4) a two-stage hierarchical pipeline for general IUL detection followed by mul-tilabel classification. For LLMs, we consider variations of prompts that include subcategory definitions and/or shots. We found that both LLama-3 8B and 70B, even with carefully curated shots, are largely outperformed by SLMs. While the multilabel classifier performs best on annotated data, supplementing training with unflagged excerpts as negative examples boosts the specific classifiers' AUC by up to 25%, making them most effective models for mitigating harmful language in medical curricula.

Generative models such as Large Language Models, Diffusion Models, and generative adversarial networks have recently revolutionized the creation of synthetic data, offering scalable solutions to data scarcity, privacy, and annotation challenges in data mining. This tutorial introduces the foundations and latest advances in synthetic data generation, covers key methodologies and practical frameworks, and discusses evaluation strategies and applications. Attendees will gain actionable insights into leveraging generative synthetic data to enhance data mining research and practice. More information can be found on our website: https://syndata4dm.github.io/.

The 2020s have been witnessing a very significant advance in the development of generative artificial intelligence tools, including text generation systems based on large language models. These tools have been increasingly used to generate texts in the most diverse domains -- from technical texts to literary texts --, which might eventually lead to a lower volume of written text production by humans. This article discusses the possibility of a future in which human beings will have lost or significantly decreased their ability to write due to the outsourcing of this activity to machines. This possibility parallels the loss of the ability to write in other moments of human history, such as during the so-called Greek Dark Ages (approx. 1200 BCE - 800 BCE).

With the recent rapid advancement of Agentic Intelligence, agentic tool use in LLMs has become increasingly important. During multi-turn interactions between agents and users, the dynamic, uncertain, and stochastic nature of user demands poses significant challenges to the agent's tool invocation capabilities. Agents are no longer expected to simply call tools to deliver a result; rather, they must iteratively refine their understanding of user needs through communication while simultaneously invoking tools to resolve user queries. Existing reinforcement learning (RL) approaches for tool use lack the integration of genuinely dynamic users during the RL training process. To bridge this gap, we introduce MUA-RL (Multi-turn User-interacting Agent Reinforcement Learning for agentic tool use), a novel reinforcement learning framework that, for the first time in the field of agentic tool use, integrates LLM-simulated users into the reinforcement learning loop. MUA-RL aims to enable autonomous learning of models to communicate with users efficiently and use various tools to solve practical problems in dynamic multi-turn interactions. Evaluations are done on several multi-turn tool-using benchmarks (see Figure 1). Specifically, MUA-RL-32B achieves 67.3 on TAU2 Retail, 45.4 on TAU2 Airline, 28.3 on TAU2 Telecom, 28.4 on BFCL-V3 Multi Turn, and 82.5 on ACEBench Agent -- outperforming or matching the performance of larger open-source models such as DeepSeek-V3-0324 and Qwen3-235B-A22B in non-thinking settings.

Large Language Models have become widely adopted tools due to their versatile capabilities, yet their user interfaces remain limited, often following rigid, linear interaction paradigms. In this paper, we present insights from a design thinking workshop held at the deRSE25 conference aiming at collaboratively developing innovative user interface concepts for LLMs. During the workshop, participants identified common use cases, evaluated the strengths and shortcomings of current LLM interfaces, and created visualizations of new interaction concepts emphasizing flexible context management, dynamic conversation branching, and enhanced mechanisms for user control. We describe how these participant-generated ideas advanced our own whiteboard-based UI approach. The ongoing development of this interface is guided by the human-centered design process - an iterative, user-focused methodology that emphasizes continuous refinement through user feedback. Broader implications for future LLM interface development are discussed, advocating for increased attention to UI innovation grounded in user-centered design principles.

The proliferation of Internet of things (IoT) devices in smart cities, transportation, healthcare, and industrial applications, coupled with the explosive growth of AI-driven services, has increased demands for efficient distributed computing architectures and networks, driving cloud-edge-terminal collaborative intelligence (CETCI) as a fundamental paradigm within the artificial intelligence of things (AIoT) community. With advancements in deep learning, large language models (LLMs), and edge computing, CETCI has made significant progress with emerging AIoT applications, moving beyond isolated layer optimization to deployable collaborative intelligence systems for AIoT (CISAIOT), a practical research focus in AI, distributed computing, and communications. This survey describes foundational architectures, enabling technologies, and scenarios of CETCI paradigms, offering a tutorial-style review for CISAIOT beginners. We systematically analyze architectural components spanning cloud, edge, and terminal layers, examining core technologies including network virtualization, container orchestration, and software-defined networking, while presenting categorizations of collaboration paradigms that cover task offloading, resource allocation, and optimization across heterogeneous infrastructures. Furthermore, we explain intelligent collaboration learning frameworks by reviewing advances in federated learning, distributed deep learning, edge-cloud model evolution, and reinforcement learning-based methods. Finally, we discuss challenges (e.g., scalability, heterogeneity, interoperability) and future trends (e.g., 6G+, agents, quantum computing, digital twin), highlighting how integration of distributed computing and communication can address open issues and guide development of robust, efficient, and secure collaborative AIoT systems.