We present RubikSQL, a novel NL2SQL system designed to address key challenges in real-world enterprise-level NL2SQL, such as implicit intents and domain-specific terminology. RubikSQL frames NL2SQL as a lifelong learning task, demanding both Knowledge Base (KB) maintenance and SQL generation. RubikSQL systematically builds and refines its KB through techniques including database profiling, structured information extraction, agentic rule mining, and Chain-of-Thought (CoT)-enhanced SQL profiling. RubikSQL then employs a multi-agent workflow to leverage this curated KB, generating accurate SQLs. RubikSQL achieves SOTA performance on both the KaggleDBQA and BIRD Mini-Dev datasets. Finally, we release the RubikBench benchmark, a new benchmark specifically designed to capture vital traits of industrial NL2SQL scenarios, providing a valuable resource for future research.

Early detection of struggling student programmers is crucial for providing them with personalized support. While multiple AI-based approaches have been proposed for this problem, they do not explicitly reason about students' programming skills in the model. This study addresses this gap by developing in collaboration with educators a taxonomy of proficiencies that categorizes how students solve coding tasks and is embedded in the detection model. Our model, termed the Proficiency Taxonomy Model (PTM), simultaneously learns the student's coding skills based on their coding history and predicts whether they will struggle on a new task. We extensively evaluated the effectiveness of the PTM model on two separate datasets from introductory Java and Python courses for beginner programmers. Experimental results demonstrate that PTM outperforms state-of-the-art models in predicting struggling students. The paper showcases the potential of combining structured insights from teachers for early identification of those needing assistance in learning to code.

Interactive online learning environments, represented by Massive AI-empowered Courses (MAIC), leverage LLM-driven multi-agent systems to transform passive MOOCs into dynamic, text-based platforms, enhancing interactivity through LLMs. This paper conducts an empirical study on a specific MAIC course to explore three research questions about dropouts in these interactive online courses: (1) What factors might lead to dropouts? (2) Can we predict dropouts? (3) Can we reduce dropouts? We analyze interaction logs to define dropouts and identify contributing factors. Our findings reveal strong links between dropout behaviors and textual interaction patterns. We then propose a course-progress-adaptive dropout prediction framework (CPADP) to predict dropouts with at most 95.4% accuracy. Based on this, we design a personalized email recall agent to re-engage at-risk students. Applied in the deployed MAIC system with over 3,000 students, the feasibility and effectiveness of our approach have been validated on students with diverse backgrounds.

Traditional video-based learning remains passive, offering limited opportunities for users to engage dynamically with content. While current AI-powered tools offer transcription and summarization, they lack real-time, region-specific interaction capabilities. This paper introduces Untwist, an AI-driven system that enables interactive video learning by allowing users to ask questions about the entire video or specific regions using a bounding box, receiving context-aware, multimodal responses. By integrating GPT APIs with Computer Vision techniques, Untwist extracts, processes, and structures video content to enhance comprehension. Our approach addresses GPT-4o spatial weakness by leveraging annotated frames instead of raw coordinate data, significantly improving accuracy in localizing and interpreting video content. This paper describes the system architecture, including video pre-processing and real-time interaction, and outlines how Untwist can transform passive video consumption into an interactive, AI-driven learning experience with the potential to enhance engagement and comprehension.

Every year, most educational institutions seek and receive an enormous volume of text feedback from students on courses, teaching, and overall experience. Yet, turning this raw feedback into useful insights is far from straightforward. It has been a long-standing challenge to adopt automatic opinion mining solutions for such education review text data due to the content complexity and low-granularity reporting requirements. Aspect-based Sentiment Analysis (ABSA) offers a promising solution with its rich, sub-sentence-level opinion mining capabilities. However, existing ABSA research and resources are very heavily focused on the commercial domain. In education, they are scarce and hard to develop due to limited public datasets and strict data protection. A high-quality, annotated dataset is urgently needed to advance research in this under-resourced area. In this work, we present EduRABSA (Education Review ABSA), the first public, annotated ABSA education review dataset that covers three review subject types (course, teaching staff, university) in the English language and all main ABSA tasks, including the under-explored implicit aspect and implicit opinion extraction. We also share ASQE-DPT (Data Processing Tool), an offline, lightweight, installation-free manual data annotation tool that generates labelled datasets for comprehensive ABSA tasks from a single-task annotation. Together, these resources contribute to the ABSA community and education domain by removing the dataset barrier, supporting research transparency and reproducibility, and enabling the creation and sharing of further resources. The dataset, annotation tool, and scripts and statistics for dataset processing and sampling are available at https://github.com/yhua219/edurabsa_dataset_and_annotation_tool.

This research paper examines, from a multidimensional perspective (cognitive, social, ethical, and philosophical), how AI is transforming human thought. It highlights a cognitive offloading effect: the externalization of mental functions to AI can reduce intellectual engagement and weaken critical thinking. On the social level, algorithmic personalization creates filter bubbles that limit the diversity of opinions and can lead to the homogenization of thought and polarization. This research also describes the mechanisms of algorithmic manipulation (exploitation of cognitive biases, automated disinformation, etc.) that amplify AI's power of influence. Finally, the question of potential artificial consciousness is discussed, along with its ethical implications. The report as a whole underscores the risks that AI poses to human intellectual autonomy and creativity, while proposing avenues (education, transparency, governance) to align AI development with the interests of humanity.

Personalized recommendation is a key feature of intelligent tutoring systems, typically relying on accurate models of student knowledge. Knowledge Tracing (KT) models enable this by estimating a student's mastery based on their historical interactions. Many KT models rely on human-annotated knowledge concepts (KCs), which tag each exercise with one or more skills or concepts believed to be necessary for solving it. However, these KCs can be incomplete, error-prone, or overly general. In this paper, we propose a deep learning model that learns sparse binary representations of exercises, where each bit indicates the presence or absence of a latent concept. We refer to these representations as auxiliary KCs. These representations capture conceptual structure beyond human-defined annotations and are compatible with both classical models (e.g., BKT) and modern deep learning KT architectures. We demonstrate that incorporating auxiliary KCs improves both student modeling and adaptive exercise recommendation. For student modeling, we show that augmenting classical models like BKT with auxiliary KCs leads to improved predictive performance. For recommendation, we show that using auxiliary KCs enhances both reinforcement learning-based policies and a simple planning-based method (expectimax), resulting in measurable gains in student learning outcomes within a simulated student environment.

Classical discriminant analysis assumes identically distributed training data, yet in many applications observations are collected over time and the class-conditional distributions drift. This population drift renders stationary classifiers unreliable. We propose a principled, model-based framework that embeds discriminant analysis within state-space models to obtain nonstationary linear discriminant analysis (NSLDA) and nonstationary quadratic discriminant analysis (NSQDA). For linear-Gaussian dynamics, we adapt Kalman smoothing to handle multiple samples per time step and develop two practical extensions: (i) an expectation-maximization (EM) approach that jointly estimates unknown system parameters, and (ii) a Gaussian mixture model (GMM)-Kalman method that simultaneously recovers unobserved time labels and parameters, a scenario common in practice. To address nonlinear or non-Gaussian drift, we employ particle smoothing to estimate time-varying class centroids, yielding fully nonstationary discriminant rules. Extensive simulations demonstrate consistent improvements over stationary linear discriminant analysis (LDA), quadratic discriminant analysis (QDA), and support vector machine (SVM) baselines, with robustness to noise, missing data, and class imbalance. This paper establishes a unified and data-efficient foundation for discriminant analysis under temporal distribution shift.

Large language models (LLMs) often have a fixed knowledge cutoff, limiting their accuracy on emerging information. We present ALAS (Autonomous Learning Agent System), a modular pipeline that continuously updates an LLM's knowledge with minimal human intervention. ALAS autonomously generates a learning curriculum for a target domain, retrieves up-to-date information from the web (with citations), distills this into question-answer training data, and fine-tunes the model through supervised fine-tuning (SFT) and direct preference optimization (DPO). It iteratively evaluates performance and revises the curriculum, enabling long-term continual learning. We demonstrate ALAS's ability to self-improve a model on rapidly evolving domains (e.g., new Python releases, latest security CVEs, academic trends), significantly boosting post-cutoff question answering accuracy (from 15% to 90% on average) without manual dataset curation. The system emphasizes modularity and reproducibility: each component (planning, retrieval, distillation, memory, fine-tuning) is interchangeable and built on standard APIs. We discuss comparative baselines (e.g., retrieval-augmented generation vs. fine-tuning) and show that ALAS achieves 90% accuracy on knowledge-updated queries with minimal engineering overhead. Finally, we outline limitations (cost, dependency on source quality) and future directions for autonomous lifelong learning in LLMs.

The increasing heterogeneity of student populations poses significant challenges for teachers, particularly in mathematics education, where cognitive, motivational, and emotional differences strongly influence learning outcomes. While AI-driven personalization tools have emerged, most remain performance-focused, offering limited support for teachers and neglecting broader pedagogical needs. This paper presents the FACET framework, a teacher-facing, large language model (LLM)-based multi-agent system designed to generate individualized classroom materials that integrate both cognitive and motivational dimensions of learner profiles. The framework comprises three specialized agents: (1) learner agents that simulate diverse profiles incorporating topic proficiency and intrinsic motivation, (2) a teacher agent that adapts instructional content according to didactical principles, and (3) an evaluator agent that provides automated quality assurance. We tested the system using authentic grade 8 mathematics curriculum content and evaluated its feasibility through a) automated agent-based assessment of output quality and b) exploratory feedback from K-12 in-service teachers. Results from ten internal evaluations highlighted high stability and alignment between generated materials and learner profiles, and teacher feedback particularly highlighted structure and suitability of tasks. The findings demonstrate the potential of multi-agent LLM architectures to provide scalable, context-aware personalization in heterogeneous classroom settings, and outline directions for extending the framework to richer learner profiles and real-world classroom trials.