As the legal community increasingly examines the use of large language models (LLMs) for various legal applications, legal AI developers have turned to retrieval-augmented LLMs ("RAG" systems) to improve system performance and robustness. An obstacle to the development of specialized RAG systems is the lack of realistic legal RAG benchmarks which capture the complexity of both legal retrieval and downstream legal question-answering. To address this, we introduce two novel legal RAG benchmarks: Bar Exam QA and Housing Statute QA. Our tasks correspond to real-world legal research tasks, and were produced through annotation processes which resemble legal research. We describe the construction of these benchmarks and the performance of existing retriever pipelines. Our results suggest that legal RAG remains a challenging application, thus motivating future research.

Creative coding platforms like Scratch have democratized programming for children, yet translating imaginative ideas into functional code remains a significant hurdle for many young learners. While AI copilots assist adult programmers, few tools target children in block-based environments. Building on prior research \cite{druga_how_2021,druga2023ai, druga2023scratch}, we present Cognimates Scratch Copilot: an AI-powered assistant integrated into a Scratch-like environment, providing real-time support for ideation, code generation, debugging, and asset creation. This paper details the system architecture and findings from an exploratory qualitative evaluation with 18 international children (ages 7--12). Our analysis reveals how the AI Copilot supported key creative coding processes, particularly aiding ideation and debugging. Crucially, it also highlights how children actively negotiated the use of AI, demonstrating strong agency by adapting or rejecting suggestions to maintain creative control. Interactions surfaced design tensions between providing helpful scaffolding and fostering independent problem-solving, as well as learning opportunities arising from navigating AI limitations and errors. Findings indicate Cognimates Scratch Copilot's potential to enhance creative self-efficacy and engagement. Based on these insights, we propose initial design guidelines for AI coding assistants that prioritize youth agency and critical interaction alongside supportive scaffolding.

This lecture note is intended to prepare early-year master's and PhD students in data science or a related discipline with foundational ideas in machine learning. It starts with basic ideas in modern machine learning with classification as a main target task. These basic ideas include loss formulation, backpropagation, stochastic gradient descent, generalization, model selection as well as fundamental blocks of artificial neural networks. Based on these basic ideas, the lecture note explores in depth the probablistic approach to unsupervised learning, covering directed latent variable models, product of experts, generative adversarial networks and autoregressive models. Finally, the note ends by covering a diverse set of further topics, such as reinforcement learning, ensemble methods and meta-learning. After reading this lecture note, a student should be ready to embark on studying and researching more advanced topics in machine learning and more broadly artificial intelligence.

We present and discuss applications of the category of probabilistic morphisms, initially developed in \cite{Le2023}, as well as some geometric methods to several classes of problems in statistical, machine and manifold learning which shall be, along with many other topics, considered in depth in the forthcoming book \cite{LMPT2024}.

Multi-step manipulation tasks where robots interact with their environment and must apply process forces based on the perceived situation remain challenging to learn and prone to execution errors. Accurately simulating these tasks is also difficult. Hence, it is crucial for robust task performance to learn how to coordinate end-effector pose and applied force, monitor execution, and react to deviations. To address these challenges, we propose a learning approach that directly infers both low- and high-level task representations from user demonstrations on the real system. We developed an unsupervised task segmentation algorithm that combines intention recognition and feature clustering to infer the skills of a task. We leverage the inferred characteristic features of each skill in a novel unsupervised anomaly detection approach to identify deviations from the intended task execution. Together, these components form a comprehensive framework capable of incrementally learning task decisions and new behaviors as new situations arise. Compared to state-of-the-art learning techniques, our approach significantly reduces the required amount of training data and computational complexity while efficiently learning complex in-contact behaviors and recovery strategies. Our proposed task segmentation and anomaly detection approaches outperform state-of-the-art methods on force-based tasks evaluated on two different robotic systems.

The rapid development of Large Language Models (LLMs) has catalyzed significant advancements in video understanding technologies. This survey provides a comprehensive analysis of benchmarks and evaluation methodologies specifically designed or used for Video Large Language Models (VideoLLMs). We examine the current landscape of video understanding benchmarks, discussing their characteristics, evaluation protocols, and limitations. The paper analyzes various evaluation methodologies, including closed-set, open-set, and specialized evaluations for temporal and spatiotemporal understanding tasks. We highlight the performance trends of state-of-the-art VideoLLMs across these benchmarks and identify key challenges in current evaluation frameworks. Additionally, we propose future research directions to enhance benchmark design, evaluation metrics, and protocols, including the need for more diverse, multimodal, and interpretability-focused benchmarks. This survey aims to equip researchers with a structured understanding of how to effectively evaluate VideoLLMs and identify promising avenues for advancing the field of video understanding with large language models.

The loss landscape of Variational Quantum Neural Networks (VQNNs) is characterized by local minima that grow exponentially with increasing qubits. Because of this, it is more challenging to recover information from model gradients during training compared to classical Neural Networks (NNs). In this paper we present a numerical scheme that successfully reconstructs input training, real-world, practical data from trainable VQNNs' gradients. Our scheme is based on gradient inversion that works by combining gradients estimation with the finite difference method and adaptive low-pass filtering. The scheme is further optimized with Kalman filter to obtain efficient convergence. Our experiments show that our algorithm can invert even batch-trained data, given the VQNN model is sufficiently over-parameterized.

As Artificial Intelligence (AI) technologies continue to evolve, the gap between academic AI education and real-world industry challenges remains an important area of investigation. This study provides preliminary insights into challenges AI professionals encounter in both academia and industry, based on semi-structured interviews with 14 AI experts - eight from industry and six from academia. We identify key challenges related to data quality and availability, model scalability, practical constraints, user behavior, and explainability. While both groups experience data and model adaptation difficulties, industry professionals more frequently highlight deployment constraints, resource limitations, and external dependencies, whereas academics emphasize theoretical adaptation and standardization issues. These exploratory findings suggest that AI curricula could better integrate real-world complexities, software engineering principles, and interdisciplinary learning, while recognizing the broader educational goals of building foundational and ethical reasoning skills.

Independent learners often struggle with sustaining focus and emotional regulation in unstructured or distracting settings. Although some rely on ambient aids such as music, ASMR, or visual backgrounds to support concentration, these tools are rarely integrated into cohesive, learner-centered systems. Moreover, existing educational technologies focus primarily on content adaptation and feedback, overlooking the emotional and sensory context in which learning takes place. Large language models have demonstrated powerful multimodal capabilities including the ability to generate and adapt text, audio, and visual content. Educational research has yet to fully explore their potential in creating personalized audiovisual learning environments. To address this gap, we introduce an AI-powered system that uses LLMs to generate personalized multisensory study environments. Users select or generate customized visual themes (e.g., abstract vs. realistic, static vs. animated) and auditory elements (e.g., white noise, ambient ASMR, familiar vs. novel sounds) to create immersive settings aimed at reducing distraction and enhancing emotional stability. Our primary research question investigates how combinations of personalized audiovisual elements affect learner cognitive load and engagement. Using a mixed-methods design that incorporates biometric measures and performance outcomes, this study evaluates the effectiveness of LLM-driven sensory personalization. The findings aim to advance emotionally responsive educational technologies and extend the application of multimodal LLMs into the sensory dimension of self-directed learning.

Recent advancements in artificial intelligence (AI) and machine learning have reignited interest in their impact on Computer-based Learning (CBL). AI-driven tools like ChatGPT and Intelligent Tutoring Systems (ITS) have enhanced learning experiences through personalisation and flexibility. ITSs can adapt to individual learning needs and provide customised feedback based on a student's performance, cognitive state, and learning path. Despite these advances, challenges remain in accommodating diverse learning styles and delivering real-time, context-aware feedback. Our research aims to address these gaps by integrating skill-aligned feedback via Retrieval Augmented Generation (RAG) into prompt engineering for Large Language Models (LLMs) and developing an application to enhance learning through personalised tutoring in a computer science programming context. The pilot study evaluated a proposed system using three quantitative metrics: readability score, response time, and feedback depth, across three programming tasks of varying complexity. The system successfully sorted simulated students into three skill-level categories and provided context-aware feedback. This targeted approach demonstrated better effectiveness and adaptability compared to general methods.