'I have to do it': Why one of the world's most brilliant AI scientists left the US for China In 2020, after spending half his life in the US, Song-Chun Zhu took a one-way ticket to China. By the time Song-Chun Zhu was six years old, he had encountered death more times than he could count. This was the early 1970s, the waning years of the Cultural Revolution, and his father ran a village supply store in rural China . There was little to do beyond till the fields and study Mao Zedong at home, and so the shop became a refuge where people could rest, recharge and share tales. Zhu grew up in that shop, absorbing a lifetime's worth of tragedies: a family friend lost in a car crash, a relative from an untreated illness, stories of suicide or starvation. "That was really tough," Zhu recalled recently. The young Zhu became obsessed with what people left behind after they died. One day, he came across a book that contained his family genealogy. When he asked the bookkeeper why it included his ancestors' dates of birth and death but nothing about their lives, the man told him matter of factly that they were peasants, so there was nothing worth recording. He resolved that his fate would be different. Today, at 56, Zhu is one of the world's leading authorities in artificial intelligence. In 1992, he left China for the US to pursue a PhD in computer science at Harvard. Later, at University of California, Los Angeles (UCLA), he led one of the most prolific AI research centres in the world, won numerous major awards, and attracted prestigious research grants from the Pentagon and the National Science Foundation. He was celebrated for his pioneering research into how machines can spot patterns in data, which helped lay the groundwork for modern AI systems such as ChatGPT and DeepSeek. He and his wife, and their two US-born daughters, lived in a hilltop home on Los Angeles's Mulholland Drive. He thought he would never leave. But in August 2020, after 28 years in the US, Zhu astonished his colleagues and friends by suddenly moving back to China, where he took up professorships at two top Beijing universities and a directorship in a state-sponsored AI institute.

'Let's talk about something fun!' Grem the AI chatbot toy. 'Let's talk about something fun!' Grem the AI chatbot toy. 'I love you too!' My family's creepy, unsettling week with an AI toy The cuddly chatbot Grem is designed to'learn' your child's personality, while every conversation they have is recorded, then transcribed by a third party. It wasn't long before I wanted this experiment to be over ... 'I'm going to throw that thing into a river!" my wife says as she comes down the stairs looking frazzled after putting our four-year-old daughter to bed. To be clear, "that thing" is not our daughter, Emma*. It's Grem, an AI-powered stuffed alien toy that the musician Claire Boucher, better known as Grimes, helped develop with toy company Curio. Designed for kids aged three and over and built with OpenAI's technology, the toy is supposed to "learn" your child's personality and have fun, educational conversations with them. It's advertised as a healthier alternative to screen time and is ...

The world's fourth biggest company, Google-owner Alphabet, has announced a new £5bn ($6.8bn) investment in UK artificial intelligence (AI). The money will be used for infrastructure and scientific research over the next two years - the first of several massive US investments being unveiled ahead of US President Donald Trump's state visit. Google's President and Chief Investment Officer Ruth Porat told BBC News in an exclusive interview that there were profound opportunities in the UK for its pioneering work in advanced science. The company will officially open a vast $1bn (£735m) data centre in Waltham Cross, Hertfordshire, with Chancellor Rachel Reeves on Tuesday. The investment will expand this site and also include funding for London-based DeepMind, run by British Nobel Prize winner Sir Demis Hassabis, which deploys AI to revolutionise advanced scientific research.

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.

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.

Generative AI is reshaping UX design practices through "vibe coding," where UX professionals express intent in natural language and AI translates it into functional prototypes and code. Despite rapid adoption, little research has examined how vibe coding reconfigures UX workflows and collaboration. Drawing on interviews with 20 UX professionals across enterprises, startups, and academia, we show how vibe coding follows a four-stage workflow of ideation, AI generation, debugging, and review. This accelerates iteration, supports creativity, and lowers barriers to participation. However, professionals reported challenges of code unreliability, integration, and AI over-reliance. We find tensions between efficiency-driven prototyping ("intending the right design") and reflection ("designing the right intention"), introducing new asymmetries in trust, responsibility, and social stigma within teams. Through the lens of responsible human-AI collaboration for AI-assisted UX design and development, we contribute a deeper understanding of deskilling, ownership and disclosure, and creativity safeguarding in the age of vibe coding.

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.

ChatGPT passed the Turing Test. The AI fooled 73% of people into thinking it was human, raising new questions about machine intelligence. As artificial intelligence gets better and better, people face machines that look--and act--surprisingly human. Breakthroughs, discoveries, and DIY tips sent every weekday. It seems that every day brings a new headline about the burgeoning capabilities of large language models (LLMs) like ChatGPT and Google's Gemini--headlines that are either exciting or increasingly apocalyptic, depending on one's point of view. One particularly striking story arrived earlier this year: a paper that described how an LLM had passed the Turing Test, an experiment devised in the 1950s by computer science pioneer Alan Turing to determine whether machine intelligence could be distinguished from that of a human. The LLM in question was ChatGPT 4.5, and the paper found that it had been strikingly successful in fooling people into thinking it was human: In an experiment where participants were asked to choose whether the chatbot or an actual human was the real person, nearly three of the four chose the former.

This year's WIRED Health summit in Boston featured Moderna CEO Stéphane Bancel, CNN chief medical correspondent Sanjay Gupta, and a day's worth of insights and provocative conversations. All products featured on WIRED are independently selected by our editors. However, we may receive compensation from retailers and/or from purchases of products through these links. At the WIRED Health summit in Boston on September 9, we hosted some of the leading experts in CRISPR, whole-genome sequencing, vaccines, and more for a series of eye-opening conversations and keynotes. If you weren't able to join us in person, no worries; you can watch them all right here.