The advancement of foundation models fosters new initiatives for policy learning in achieving safe and efficient autonomous driving. However, a critical bottleneck lies in the manual engineering of reward functions and training curricula for complex and dynamic driving tasks, which is a labor-intensive and time-consuming process. To address this problem, we propose OGR (Orchestrate, Generate, Reflect), a novel automated driving policy learning framework that leverages vision-language model (VLM)-based multi-agent collaboration. Our framework capitalizes on advanced reasoning and multimodal understanding capabilities of VLMs to construct a hierarchical agent system. Specifically, a centralized orchestrator plans high-level training objectives, while a generation module employs a two-step analyze-then-generate process for efficient generation of reward-curriculum pairs. A reflection module then facilitates iterative optimization based on the online evaluation. Furthermore, a dedicated memory module endows the VLM agents with the capabilities of long-term memory. To enhance robustness and diversity of the generation process, we introduce a parallel generation scheme and a human-in-the-loop technique for augmentation of the reward observation space. Through efficient multi-agent cooperation and leveraging rich multimodal information, OGR enables the online evolution of reinforcement learning policies to acquire interaction-aware driving skills. Extensive experiments in the CARLA simulator demonstrate the superior performance, robust generalizability across distinct urban scenarios, and strong compatibility with various RL algorithms. Further real-world experiments highlight the practical viability and effectiveness of our framework. The source code will be available upon acceptance of the paper.

Consistent high-quality nursing care is essential for patient safety, yet current nursing education depends on subjective, time-intensive instructor feedback in training future nurses, which limits scalability and efficiency in their training, and thus hampers nursing competency when they enter the workforce. In this paper, we introduce a video-language model (VLM) based framework to develop the AI capability of automated procedural assessment and feedback for nursing skills training, with the potential of being integrated into existing training programs. Mimicking human skill acquisition, the framework follows a curriculum-inspired progression, advancing from high-level action recognition, fine-grained subaction decomposition, and ultimately to procedural reasoning. This design supports scalable evaluation by reducing instructor workload while preserving assessment quality. The system provides three core capabilities: 1) diagnosing errors by identifying missing or incorrect subactions in nursing skill instruction videos, 2) generating explainable feedback by clarifying why a step is out of order or omitted, and 3) enabling objective, consistent formative evaluation of procedures. Validation on synthesized videos demonstrates reliable error detection and temporal localization, confirming its potential to handle real-world training variability. By addressing workflow bottlenecks and supporting large-scale, standardized evaluation, this work advances AI applications in nursing education, contributing to stronger workforce development and ultimately safer patient care.

Despite being trained on vast amounts of data, most LLMs are unable to reliably generate well-designed UIs. Designer feedback is essential to improving performance on UI generation; however, we find that existing RLHF methods based on ratings or rankings are not well-aligned with designers' workflows and ignore the rich rationale used to critique and improve UI designs. In this paper, we investigate several approaches for designers to give feedback to UI generation models, using familiar interactions such as commenting, sketching and direct manipulation. We first perform a study with 21 designers where they gave feedback using these interactions, which resulted in ~1500 design annotations. We then use this data to finetune a series of LLMs to generate higher quality UIs. Finally, we evaluate these models with human judges, and we find that our designer-aligned approaches outperform models trained with traditional ranking feedback and all tested baselines, including GPT-5.

The integration of artificial intelligence (AI) into medicine is remarkable, offering advanced diagnostic and therapeutic possibilities. However, the inherent opacity of complex AI models presents significant challenges to their clinical practicality. This paper focuses primarily on investigating the application of explainable artificial intelligence (XAI) methods, with the aim of making AI decisions transparent and interpretable. Our research focuses on implementing simulations using various medical datasets to elucidate the internal workings of the XAI model. These dataset-driven simulations demonstrate how XAI effectively interprets AI predictions, thus improving the decision-making process for healthcare professionals. In addition to a survey of the main XAI methods and simulations, ongoing challenges in the XAI field are discussed. The study highlights the need for the continuous development and exploration of XAI, particularly from the perspective of diverse medical datasets, to promote its adoption and effectiveness in the healthcare domain.

Intelligent Tutoring Systems (ITS), such as Massive Open Online Courses, offer new opportunities for human learning. At the core of such systems, knowledge tracing (KT) predicts students' future performance by analyzing their historical learning activities, enabling an accurate evaluation of students' knowledge states over time. We show that existing KT methods often encounter correlation conflicts when analyzing the relationships between historical learning sequences and future performance. To address such conflicts, we propose to extract so-called Follow-up Performance Trends (FPTs) from historical ITS data and to incorporate them into KT. We propose a method called Forward-Looking Knowledge Tracing (FINER) that combines historical learning sequences with FPTs to enhance student performance prediction accuracy. FINER constructs learning patterns that facilitate the retrieval of FPTs from historical ITS data in linear time; FINER includes a novel similarity-aware attention mechanism that aggregates FPTs based on both frequency and contextual similarity; and FINER offers means of combining FPTs and historical learning sequences to enable more accurate prediction of student future performance. Experiments on six real-world datasets show that FINER can outperform ten state-of-the-art KT methods, increasing accuracy by 8.74% to 84.85%.

Abstract--Long-Horizon (LH) tasks in Human-Scene Interaction (HSI) are complex multi-step tasks that require continuous planning, sequential decision-making, and extended execution across domains to achieve the final goal. However, existing methods heavily rely on skill chaining by concatenating pre-trained subtasks, with environment observations and self-state tightly coupled, lacking the ability to generalize to new combinations of environments and skills, failing to complete various LH tasks across domains. T o solve this problem, this paper presents DET ACH, a cross-domain learning framework for LH tasks via biologically inspired dual-stream disentanglement. Inspired by the brain's "where-what" dual pathway mechanism, DET ACH comprises two core modules: i) an environment learning module for spatial understanding, which captures object functions, spatial relationships, and scene semantics, achieving cross-domain transfer through complete environment-self disentanglement; ii) a skill learning module for task execution, which processes self-state information including joint degrees of freedom and motor patterns, enabling cross-skill transfer through independent motor pattern encoding. We conducted extensive experiments on various LH tasks in HSI scenes. Compared with existing methods, DET ACH can achieve an average subtasks success rate improvement of 23% and average execution efficiency improvement of 29%. More details can be found at: https: //sites.google.com/view/detach-learning. I. INTRODUCTION Long-Horizon (LH) tasks in Human-Scene Interaction (HSI) require continuous planning and cross-domain execution, posing challenges due to their complexity and need for environmental adaptation. These tasks have broad applications in robotics [1], medical intervention [2], and smart homes [2], with canonical examples including dexterous hand manipulation [3] and humanoid whole-body control [4].

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.