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

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We present Hermes 4, a family of hybrid reasoning models that combine structured, multi-turn reasoning with broad instruction-following ability. We describe the challenges encountered during data curation, synthesis, training, and evaluation, and outline the solutions employed to address these challenges at scale. We comprehensively evaluate across mathematical reasoning, coding, knowledge, comprehension, and alignment benchmarks, and we report both quantitative performance and qualitative behavioral analysis. To support open research, all model weights are published publicly at https://huggingface.co/collections/NousResearch/hermes-4-collection-68a731bfd452e20816725728

One of the continuing challenges of Human Computer Interaction research is the full inclusion of people with special needs into the digital world. In particular, this crucial category includes people that experiences some kind of limitation in exploiting traditional information communication channels. One immediately thinks about blind people, and several researches aim at addressing their needs. On the contrary, limitations suffered by deaf people are often underestimated. This often the result of a kind of ignorance or misunderstanding of the real nature of their communication difficulties. This chapter aims at both increasing the awareness of deaf problems in the digital world, and at proposing the project of a comprehensive solution for their better inclusion. As for the former goal, we will provide a bird's-eye presentation of history and evolution of understanding of deafness issues, and of strategies to address them. As for the latter, we will present the design, implementation and evaluation of the first nucleus of a comprehensive digital framework to facilitate the access of deaf people into the digital world.

--The increasing availability of big mobility data from ubiquitous portable devices enables human mobility prediction through deep learning approaches. However, the diverse complexity of human mobility data impedes model training, leading to inefficient gradient updates and potential underfitting. This paper presents a unified training framework that integrates entropy-driven curriculum and multi-task learning to address these challenges. The proposed entropy-driven curriculum learning strategy quantifies trajectory predictability based on Lempel-Ziv compression and organizes training from simple to complex for faster convergence and enhanced performance. The multi-task training simultaneously optimizes the primary location prediction alongside auxiliary estimation of movement distance and direction for learning realistic mobility patterns, and improve prediction accuracy through complementary supervision signals. Extensive experiments conducted in accordance with the HuMob Challenge demonstrate that our approach achieves state-of-the-art performance on GEO-BLEU (0.354) and DTW (26.15) metrics with up to 2.92-fold convergence speed compared to training without curriculum learning. The inherent regularity of human mobility data, which exhibits predictability of individual mobility patterns across diverse populations and travel distances [1], provides the foundation for numerous location-based applications, including urban planning and management, transportation optimization, epidemic modeling, and recommendation systems [2]-[7]. With the proliferation of pervasive user devices with passive location acquisition capabilities, unprecedented volumes of human mobility data have been collected, enabling data-driven approaches, particularly sequential deep learning models, to effectively extract human mobility patterns [8]-[11]. In comparison to handcrafted pattern matching [12]-[14] and Markov models [15]-[17], deep learning methods generally achieve superior long-term prediction performance.

--The high cost of robotic platforms limits students' ability to gain practical skills directly applicable in real-world scenarios. T o address this challenge, this paper presents T ARA, a low-cost, 3D-printed robotic arm designed for accessible robotics education. T ARA includes an open-source repository with design files, assembly instructions, and baseline code, enabling users to build and customize the platform. Experimental validation confirmed accurate performance in basic manipulation tasks. Rather than focusing on performance benchmarking, this work prioritizes educational reproducibility, providing a platform that students and educators can reliably replicate and extend. Robotics is playing an increasingly vital role in both industry and education.

Higher education faces growing challenges in delivering personalized, scalable, and pedagogically coherent learning experiences. This study introduces a structured framework for designing an AI-powered Learning Management System (AI-LMS) that integrates generative and conversational AI to support adaptive, interactive, and learner-centered instruction. Using a design-based research (DBR) methodology, the framework unfolds through five phases: literature review, SWOT analysis, development of ethical-pedagogical principles, system design, and instructional strategy formulation. The resulting AI-LMS features modular components -- including configurable prompts, adaptive feedback loops, and multi-agent conversation flows -- aligned with pedagogical paradigms such as behaviorist, constructivist, and connectivist learning theories. By combining AI capabilities with human-centered design and ethical safeguards, this study advances a practical model for AI integration in education. Future research will validate and refine the system through real-world implementation.