The arrival of AI coding assistants in educational settings presents a paradigm shift, introducing a "new kid in the classroom" for both students and instructors. Thus, understanding the perceptions of these key actors about this new dynamic is critical. This exploratory study contributes to this area by investigating how these tools are shaping the experiences of novice programmers in an introductory programming course. Through a two-part exam, we investigated student perceptions by first providing access to AI support for a programming task and then requiring an extension of the solution without it. We collected Likert-scale and open-ended responses from 20 students to understand their perceptions on the challenges they faced. Our findings reveal that students perceived AI tools as helpful for grasping code concepts and boosting their confidence during the initial development phase. However, a noticeable difficulty emerged when students were asked to work unaided, pointing to potential overreliance and gaps in foundational knowledge transfer. These insights highlight a critical need for new pedagogical approaches that integrate AI effectively while effectively enhancing core programming skills, rather than impersonating them.

Large language models (LLMs) typically generate direct answers, yet they are increasingly used as learning tools. Studying instructors' usage is critical, given their role in teaching and guiding AI adoption in education. We designed and evaluated TeaPT, an LLM for pedagogical purposes that supports instructors' professional development through two conversational approaches: a Socratic approach that uses guided questioning to foster reflection, and a Narrative approach that offers elaborated suggestions to extend externalized cognition. In a mixed-method study with 41 higher-education instructors, the Socratic version elicited greater engagement, while the Narrative version was preferred for actionable guidance. Subgroup analyses further revealed that less-experienced, AI-optimistic instructors favored the Socratic version, whereas more-experienced, AI-cautious instructors preferred the Narrative version. We contribute design implications for LLMs for pedagogical purposes, showing how adaptive conversational approaches can support instructors with varied profiles while highlighting how AI attitudes and experience shape interaction and learning.

This study explores the integration of Augmented Intelligence (AuI) in Intelligent Tutoring Systems (ITS) to address challenges in Artificial Intelligence in Education (AIED), including teacher involvement, AI reliability, and resource accessibility. We present MathAIde, an ITS that uses computer vision and AI to correct mathematics exercises from student work photos and provide feedback. The system was designed through a collaborative process involving brainstorming with teachers, high-fidelity prototyping, A/B testing, and a real-world case study. Findings emphasize the importance of a teacher-centered, user-driven approach, where AI suggests remediation alternatives while teachers retain decision-making. Results highlight efficiency, usability, and adoption potential in classroom contexts, particularly in resource-limited environments. The study contributes practical insights into designing ITSs that balance user needs and technological feasibility, while advancing AIED research by demonstrating the effectiveness of a mixed-methods, user-centered approach to implementing AuI in educational technologies.

We present a unified gait-conditioned reinforcement learning framework that enables humanoid robots to perform standing, walking, running, and smooth transitions within a single recurrent policy. A compact reward routing mechanism dynamically activates gait-specific objectives based on a one-hot gait ID, mitigating reward interference and supporting stable multi-gait learning. Human-inspired reward terms promote biomechanically natural motions, such as straight-knee stance and coordinated arm-leg swing, without requiring motion capture data. A structured curriculum progressively introduces gait complexity and expands command space over multiple phases. In simulation, the policy successfully achieves robust standing, walking, running, and gait transitions. On the real Unitree G1 humanoid, we validate standing, walking, and walk-to-stand transitions, demonstrating stable and coordinated locomotion. This work provides a scalable, reference-free solution toward versatile and naturalistic humanoid control across diverse modes and environments.

As large language models (LLMs) are increasingly deployed in high-stakes settings, the risk of generating harmful or toxic content remains a central challenge. Post-hoc alignment methods are brittle: once unsafe patterns are learned during pretraining, they are hard to remove. In this work, we present a data-centric pretraining framework that builds safety into the model from the start. Our framework consists of four key steps: (i) Safety Filtering: building a safety classifier to classify webdata into safe and unsafe categories; (ii) Safety Rephrasing: we recontextualize unsafe webdata into safer narratives; (iii) Native Refusal: we develop RefuseWeb and Moral Education pretraining datasets that actively teach model to refuse on unsafe content and the moral reasoning behind it, and (iv) Harmfulness-Tag annotated pretraining: we flag unsafe content during pretraining using a special token, and use it to steer model away from unsafe generations at inference. Our safety-pretrained models reduce attack success rates from 38.8\% to 8.4\% on standard LLM safety benchmarks with no performance degradation on general tasks.

Prior works in multi-objective reinforcement learning typically use linear reward scalarization with fixed weights, which provably fail to capture non-convex Pareto fronts and thus yield suboptimal results. This limitation becomes especially critical in online preference alignment for large language models. Here, stochastic trajectories generated by parameterized policies create highly non-linear and non-convex mappings from parameters to objectives that no single static weighting scheme can find optimal trade-offs. We address this limitation by introducing dynamic reward weighting, which adap-tively adjusts reward weights during the online reinforcement learning process. Unlike existing approaches that rely on fixed-weight interpolation, our dynamic weighting continuously balances and prioritizes objectives in training, facilitating effective exploration of Pareto fronts in objective space. We introduce two approaches of increasing sophistication and generalizability: (1) hypervolume-guided weight adaptation and (2) gradient-based weight optimization, offering a versatile toolkit for online multi-objective alignment. Our extensive experiments demonstrate their compatibility with commonly used online reinforcement learning algorithms (including GRPO, REINFORCE, and RLOO), effectiveness across multiple mathematical reasoning datasets, and applicability to different model families, consistently achieving Pareto dominant solutions with fewer training steps than fixed-weight linear scalarization baselines.Figure 1: Pareto fronts obtained by our gradient-based weight optimization compared to three baselines using fixed-weight reward interpolation.

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.