Accurate prediction of student performance is essential for enabling timely academic interventions. However, most machine learning models used in educational settings are static and lack the ability to adapt when new data such as post-intervention outcomes become available. To address this limitation, we propose a Feedback-Driven Decision Support System (DSS) with a closed-loop architecture that enables continuous model refinement. The system employs a LightGBM-based regressor with incremental retraining, allowing educators to input updated student performance data, which automatically triggers model updates. This adaptive mechanism enhances prediction accuracy by learning from real-world academic progress over time. The platform features a Flask-based web interface to support real-time interaction and integrates SHAP (SHapley Additive exPlanations) for model interpretability, ensuring transparency and trustworthiness in predictions. Experimental results demonstrate a 10.7% reduction in RMSE after retraining, with consistent upward adjustments in predicted scores for students who received interventions. By transforming static predictive models into self-improving systems, our approach advances educational analytics toward human-centered, data-driven, and responsive artificial intelligence. The framework is designed for seamless integration into Learning Management Systems (LMS) and institutional dashboards, facilitating practical deployment in real educational environments.

Repurposing large vision-language models (LVLMs) as computer use agents (CUAs) has led to substantial breakthroughs, primarily driven by human-labeled data. However, these models often struggle with novel and specialized software, particularly in scenarios lacking human annotations. To address this challenge, we propose SEAgent, an agentic self-evolving framework enabling CUAs to autonomously evolve through interactions with unfamiliar software. Specifically, SEAgent empowers computer-use agents to autonomously master novel software environments via experiential learning, where agents explore new software, learn through iterative trial-and-error, and progressively tackle auto-generated tasks organized from simple to complex. To achieve this goal, we design a World State Model for step-wise trajectory assessment, along with a Curriculum Generator that generates increasingly diverse and challenging tasks. The agent's policy is updated through experiential learning, comprised of adversarial imitation of failure actions and Group Relative Policy Optimization (GRPO) on successful ones. Furthermore, we introduce a specialist-to-generalist training strategy that integrates individual experiential insights from specialist agents, facilitating the development of a stronger generalist CUA capable of continuous autonomous evolution. This unified agent ultimately achieves performance surpassing ensembles of individual specialist agents on their specialized software. We validate the effectiveness of SEAgent across five novel software environments within OS-World. Our approach achieves a significant improvement of 23.2% in success rate, from 11.3% to 34.5%, over a competitive open-source CUA, i.e., UI-TARS.

This paper demonstrates the feasibility of democratizing AI-driven global weather forecasting models among university research groups by leveraging Graphics Processing Units (GPUs) and freely available AI models, such as NVIDIA's FourCastNetv2. FourCastNetv2 is an NVIDIA's advanced neural network for weather prediction and is trained on a 73-channel subset of the European Centre for Medium-Range Weather Forecasts (ECMWF) Reanalysis v5 (ERA5) dataset at single levels and different pressure levels. Although the training specifications for FourCastNetv2 are not released to the public, the training documentation of the model's first generation, FourCastNet, is available to all users. The training had 64 A100 GPUs and took 16 hours to complete. Although NVIDIA's models offer significant reductions in both time and cost compared to traditional Numerical Weather Prediction (NWP), reproducing published forecasting results presents ongoing challenges for resource-constrained university research groups with limited GPU availability. We demonstrate both (i) leveraging FourCastNetv2 to create predictions through the designated application programming interface (API) and (ii) utilizing NVIDIA hardware to train the original FourCastNet model. Further, this paper demonstrates the capabilities and limitations of NVIDIA A100's for resource-limited research groups in universities. We also explore data management, training efficiency, and model validation, highlighting the advantages and challenges of using limited high-performance computing resources. Consequently, this paper and its corresponding GitHub materials may serve as an initial guide for other university research groups and courses related to machine learning, climate science, and data science to develop research and education programs on AI weather forecasting, and hence help democratize the AI NWP in the digital economy.

As generative AI models, particularly large language models (LLMs), transform educational feedback practices in higher education (HE) contexts, understanding students' perceptions of different sources of feedback becomes crucial for their effective implementation and adoption. This study addresses a critical gap by comparing undergraduate students' trust in LLM, human, and human-AI co-produced feedback in their authentic HE context. More specifically, through a within-subject experimental design involving 91 participants, we investigated factors that predict students' ability to distinguish between feedback types, their perceptions of feedback quality, and potential biases related to the source of feedback. Findings revealed that when the source was blinded, students generally preferred AI and co-produced feedback over human feedback regarding perceived usefulness and objectivity. However, they presented a strong bias against AI when the source of feedback was disclosed. In addition, only AI feedback suffered a decline in perceived genuineness when feedback sources were revealed, while co-produced feedback maintained its positive perception. Educational AI experience improved students' ability to identify LLM-generated feedback and increased their trust in all types of feedback. More years of students' experience using AI for general purposes were associated with lower perceived usefulness and credibility of feedback. These insights offer substantial evidence of the importance of source credibility and the need to enhance both feedback literacy and AI literacy to mitigate bias in student perceptions for AI-generated feedback to be adopted and impact education.

Rising seniors are the last class of students who remember high school before ChatGPT. But only just barely: OpenAI's chatbot was released months into their freshman year. Ever since then, writing essays hasn't required, well, writing. By the time these students graduate next spring, they will have completed almost four full years of AI high school. Gone already are the days when using AI to write an essay meant copying and pasting its response verbatim.

Offline reinforcement learning (RL) aims to optimize the return given a fixed dataset of agent trajectories without additional interactions with the environment. While algorithm development has progressed rapidly, significant theoretical advances have also been made in understanding the fundamental challenges of offline RL. However, bridging these theoretical insights with practical algorithm design remains an ongoing challenge. In this survey, we explore key intuitions derived from theoretical work and their implications for offline RL algorithms. We begin by listing the conditions needed for the proofs, including function representation and data coverage assumptions. Function representation conditions tell us what to expect for generalization, and data coverage assumptions describe the quality requirement of the data. We then examine counterexamples, where offline RL is not solvable without an impractically large amount of data. These cases highlight what cannot be achieved for all algorithms and the inherent hardness of offline RL. Building on techniques to mitigate these challenges, we discuss the conditions that are sufficient for offline RL. These conditions are not merely assumptions for theoretical proofs, but they also reveal the limitations of these algorithms and remind us to search for novel solutions when the conditions cannot be satisfied.

The Sign Language Translation and Avatar Technology (SLTAT) workshops continue a series of gatherings to share recent advances in improving deaf / human communication through non-invasive means. This 2025 edition, the 9th since its first appearance in 2011, is hosted by the International Conference on Intelligent Virtual Agents (IVA), giving the opportunity for contamination between two research communities, using digital humans as either virtual interpreters or as interactive conversational agents. As presented in this summary paper, SLTAT sees contributions beyond avatar technologies, with a consistent number of submissions on sign language recognition, and other work on data collection, data analysis, tools, ethics, usability, and affective computing.

We focus on the critical challenge of handling non-stationary data streams in online continual learning environments, where constrained storage capacity prevents complete retention of historical data, leading to catastrophic forgetting during sequential task training. To more effectively analyze and address the problem of catastrophic forgetting in continual learning, we propose a novel continual learning framework from a statistical perspective. Our approach incorporates random effects across all model parameters and allows the dimension of parameters to diverge to infinity, offering a general formulation for continual learning problems. To efficiently process streaming data, we develop a Multi-step Newton Iteration algorithm that significantly reduces computational costs in certain scenarios by alleviating the burden of matrix inversion. Theoretically, we derive the asymptotic normality of the estimator, enabling subsequent statistical inference. Comprehensive validation through synthetic data experiments and two real datasets analyses demonstrates the effectiveness of our proposed method.

We introduce EduCoder, a domain-specialized tool designed to support utterance-level annotation of educational dialogue. While general-purpose text annotation tools for NLP and qualitative research abound, few address the complexities of coding education dialogue transcripts -- with diverse teacher-student and peer interactions. Common challenges include defining codebooks for complex pedagogical features, supporting both open-ended and categorical coding, and contextualizing utterances with external features, such as the lesson's purpose and the pedagogical value of the instruction. EduCoder is designed to address these challenges by providing a platform for researchers and domain experts to collaboratively define complex codebooks based on observed data. It incorporates both categorical and open-ended annotation types along with contextual materials. Additionally, it offers a side-by-side comparison of multiple annotators' responses, allowing comparison and calibration of annotations with others to improve data reliability. The system is open-source, with a demo video available.

Dexterous manipulation is a crucial yet highly complex challenge in humanoid robotics, demanding precise, adaptable, and sample-efficient learning methods. As humanoid robots are usually designed to operate in human-centric environments and interact with everyday objects, mastering dexterous manipulation is critical for real-world deployment. Traditional approaches, such as reinforcement learning and imitation learning, have made significant strides, but they often struggle due to the unique challenges of real-world dexterous manipulation, including high-dimensional control, limited training data, and covariate shift. This survey provides a comprehensive overview of these challenges and reviews existing learning-based methods for real-world dexterous manipulation, spanning imitation learning, reinforcement learning, and hybrid approaches. A promising yet underexplored direction is interactive imitation learning, where human feedback actively refines a robots behavior during training. While interactive imitation learning has shown success in various robotic tasks, its application to dexterous manipulation remains limited. To address this gap, we examine current interactive imitation learning techniques applied to other robotic tasks and discuss how these methods can be adapted to enhance dexterous manipulation. By synthesizing state-of-the-art research, this paper highlights key challenges, identifies gaps in current methodologies, and outlines potential directions for leveraging interactive imitation learning to improve dexterous robotic skills.