Engineering education has historically been constrained by rigid, standardized frameworks, often neglecting students' diverse learning needs and interests. While significant advancements have been made in online and personalized education within K-12 and foundational sciences, engineering education at both undergraduate and graduate levels continues to lag in adopting similar innovations. Traditional evaluation methods, such as exams and homework assignments, frequently overlook individual student requirements, impeding personalized educational experiences. To address these limitations, this paper introduces the Personalized AI-Powered Progressive Learning (PAPPL) platform, an advanced Intelligent Tutoring System (ITS) designed specifically for engineering education. It highlights the development of a scalable, data-driven tutoring environment leveraging cutting-edge AI technology to enhance personalized learning across diverse academic disciplines, particularly in STEM fields. PAPPL integrates core ITS components including the expert module, student module, tutor module, and user interface, and utilizes GPT-4o, a sophisticated large language model (LLM), to deliver context-sensitive and pedagogically sound hints based on students' interactions. The system uniquely records student attempts, detects recurring misconceptions, and generates progressively targeted feedback, providing personalized assistance that adapts dynamically to each student's learning profile. Additionally, PAPPL offers instructors detailed analytics, empowering evidence-based adjustments to teaching strategies. This study provides a fundamental framework for the progression of Generative ITSs scalable to all education levels, delivering important perspectives on personalized progressive learning and the wider possibilities of Generative AI in the field of education.

Large Language Models (LLMs) are increasingly deployed across diverse applications that demand balancing multiple, often conflicting, objectives -- such as helpfulness, harmlessness, or humor. Aligning outputs to user-specific preferences in such multi-objective settings typically requires fine-tuning models for each objective or preference configuration, which is computationally expensive and inflexible. We introduce MAVIS -- Multi-Objective Alignment via Value-Guided Inference-Time Search -- a lightweight inference-time alignment framework that enables dynamic control over LLM behavior without modifying the base model's weights. MAVIS trains a set of small value models, each corresponding to a distinct objective. At inference time, these value models are combined using user-specified weights to produce a tilting function that adjusts the base model's output distribution toward desired trade-offs. The value models are trained using a simple iterative algorithm that ensures monotonic improvement of the KL-regularized policy. We show empirically that MAVIS outperforms baselines that fine-tune per-objective models and combine them post hoc, and even approaches the performance of the idealized setting where models are fine-tuned for a user's exact preferences.

Providing feedback is an integral part of teaching. Most open online courses on programming make use of automated grading systems to support programming assignments and give real-time feedback.

Rather than changing the learning rate at each iteration, we propose an approach that automates the most common hand-tuning heuristic: use a constant learning rate until "progress stops", then drop. We design an explicit statistical test that determines when the dynamics of stochastic gradient descent reach a stationary distribution.

Neural Information Processing Systems http://nips.cc/

Neural Information Processing Systems http://nips.cc/

Objective Structured Clinical Examinations (OSCEs) are essential for medical training, but they require significant resources, including professional actors and expert medical feedback. Although Large Language Models (LLMs) have introduced text-based virtual patients for communication practice, these simulations often lack the capability for richer, non-textual interactions. This paper presents a novel framework that significantly enhances LLM-based simulated patients by equipping them with action spaces, thereby enabling more realistic and dynamic patient behaviors that extend beyond text. Furthermore, our system incorporates virtual tutors that provide students with instant, personalized feedback on their performance at any time during these simulated encounters. We have conducted a rigorous evaluation of the framework's real-time performance, including system latency and component accuracy. Preliminary evaluations with medical experts assessed the naturalness and coherence of the simulated patients, as well as the usefulness and appropriateness of the virtual tutor's assessments. This innovative system provides medical students with a low-cost, accessible platform for personalized OSCE preparation at home.

Multi-view clustering has shown to be an effective method for analyzing underlying patterns in multi-view data. The performance of clustering can be improved by learning the consistency and complementarity between multi-view features, however, cluster-oriented representation learning is often overlooked. In this paper, we propose a novel Bi-level Decoupling and Consistency Learning framework (BDCL) to further explore the effective representation for multi-view data to enhance inter-cluster discriminability and intra-cluster compactness of features in multi-view clustering. Our framework comprises three modules: 1) The multi-view instance learning module aligns the consistent information while preserving the private features between views through reconstruction autoencoder and contrastive learning. 2) The bi-level decoupling of features and clusters enhances the discriminability of feature space and cluster space. 3) The consistency learning module treats the different views of the sample and their neighbors as positive pairs, learns the consistency of their clustering assignments, and further compresses the intra-cluster space. Experimental results on five benchmark datasets demonstrate the superiority of the proposed method compared with the SOTA methods. Our code is published on https://github.com/LouisDong95/BDCL.

This study investigates the integration of individual human traits into an empathetically adaptive educational robot tutor system designed to improve student engagement and learning outcomes with corresponding Engagement Vector measurement. While prior research in the field of Human-Robot Interaction (HRI) has examined the integration of the traits, such as emotional intelligence, memory-driven personalization, and non-verbal communication, by themselves, they have thus-far neglected to consider their synchronized integration into a cohesive, operational education framework. To address this gap, we customize a Multi-Modal Large Language Model (LLaMa 3.2 from Meta) deployed with modules for human-like traits (emotion, memory and gestures) into an AI-Agent framework. This constitutes to the robot's intelligent core mimicing the human emotional system, memory architecture and gesture control to allow the robot to behave more empathetically while recognizing and responding appropriately to the student's emotional state. It can also recall the student's past learning record and adapt its style of interaction accordingly. This allows the robot tutor to react to the student in a more sympathetic manner by delivering personalized verbal feedback synchronized with relevant gestures. Our study investigates the extent of this effect through the introduction of Engagement Vector Model which can be a surveyor's pole for judging the quality of HRI experience. Quantitative and qualitative results demonstrate that such an empathetic responsive approach significantly improves student engagement and learning outcomes compared with a baseline humanoid robot without these human-like traits. This indicates that robot tutors with empathetic capabilities can create a more supportive, interactive learning experience that ultimately leads to better outcomes for the student.

In this paper, we address the problem of Column Generation (CG) using Reinforcement Learning (RL). Specifically, we use a RL model based on the attention-mechanism architecture to find the columns with most negative reduced cost in the Pricing Problem (PP). Unlike previous Machine Learning (ML) applications for CG, our model deploys an end-to-end mechanism as it independently solves the pricing problem without the help of any heuristic. We consider a variant of Vehicle Routing Problem (VRP) as a case study for our method. Through a set of experiments where our method is compared against a Dynamic Programming (DP)-based heuristic for solving the PP, we show that our method solves the linear relaxation up to a reasonable objective gap in significantly shorter running times.