This study investigates whether large language models, specifically GPT4, can match human capabilities in analogical reasoning within strategic decision making contexts. Using a novel experimental design involving source to target matching, we find that GPT4 achieves high recall by retrieving all plausible analogies but suffers from low precision, frequently applying incorrect analogies based on superficial similarities. In contrast, human participants exhibit high precision but low recall, selecting fewer analogies yet with stronger causal alignment. These findings advance theory by identifying matching, the evaluative phase of analogical reasoning, as a distinct step that requires accurate causal mapping beyond simple retrieval. While current LLMs are proficient in generating candidate analogies, humans maintain a comparative advantage in recognizing deep structural similarities across domains. Error analysis reveals that AI errors arise from surface level matching, whereas human errors stem from misinterpretations of causal structure. Taken together, the results suggest a productive division of labor in AI assisted organizational decision making where LLMs may serve as broad analogy generators, while humans act as critical evaluators, applying the most contextually appropriate analogies to strategic problems.

Generalizing language-conditioned multi-task imitation learning (IL) models to novel long-horizon 3D manipulation tasks remains a significant challenge. To address this, we propose DeCo (Task Decomposition and Skill Composition), a model-agnostic framework compatible with various multi-task IL models, designed to enhance their zero-shot generalization to novel, compositional, long-horizon 3D manipulation tasks. DeCo first decomposes IL demonstrations into a set of modular atomic tasks based on the physical interaction between the gripper and objects, and constructs an atomic training dataset that enables models to learn a diverse set of reusable atomic skills during imitation learning. At inference time, DeCo leverages a vision-language model (VLM) to parse high-level instructions for novel long-horizon tasks, retrieve the relevant atomic skills, and dynamically schedule their execution; a spatially-aware skill-chaining module then ensures smooth, collision-free transitions between sequential skills. We evaluate DeCo in simulation using DeCoBench, a benchmark specifically designed to assess zero-shot generalization of multi-task IL models in compositional long-horizon 3D manipulation. Across three representative multi-task IL models (RVT-2, 3DDA, and ARP), DeCo achieves success rate improvements of 66.67%, 21.53%, and 57.92%, respectively, on 12 novel compositional tasks. Moreover, in real-world experiments, a DeCo-enhanced model trained on only 6 atomic tasks successfully completes 9 novel long-horizon tasks, yielding an average success rate improvement of 53.33% over the base multi-task IL model. Video demonstrations are available at: https://deco226.github.io.

Collaborative robots must continually adapt to novel tasks and user preferences without overburdening the user. While prior interactive robot learning methods aim to reduce human effort, they are typically limited to single-task scenarios and are not well-suited for sustained, multi-task collaboration. We propose COIL (Cost-Optimal Interactive Learning) -- a multi-task interaction planner that minimizes human effort across a sequence of tasks by strategically selecting among three query types (skill, preference, and help). When user preferences are known, we formulate COIL as an uncapacitated facility location (UFL) problem, which enables bounded-suboptimal planning in polynomial time using off-the-shelf approximation algorithms. We extend our formulation to handle uncertainty in user preferences by incorporating one-step belief space planning, which uses these approximation algorithms as subroutines to maintain polynomial-time performance. Simulated and physical experiments on manipulation tasks show that our framework significantly reduces the amount of work allocated to the human while maintaining successful task completion.

We present the first theoretical guarantees for zero constraint violation in Online Convex Optimization (OCO) across all rounds, addressing dynamic constraint changes. Unlike existing approaches in constrained OCO, which allow for occasional safety breaches, we provide the first approach for maintaining strict safety under the assumption of gradually evolving constraints, namely the constraints change at most by a small amount between consecutive rounds. This is achieved through a primal-dual approach and Online Gradient Ascent in the dual space. We show that employing a dichotomous learning rate enables ensuring both safety, via zero constraint violation, and sublinear regret. Our framework marks a departure from previous work by providing the first provable guarantees for maintaining absolute safety in the face of changing constraints in OCO.

Artificial intelligence (AI) is rapidly transforming education, presenting unprecedented opportunities for personalized learning and streamlined content creation. However, realizing the full potential of AI in educational settings necessitates careful consideration of the quality, cognitive depth, and ethical implications of AI-generated materials. This paper synthesizes insights from four related studies to propose a comprehensive framework for enhancing AI-driven educational tools. We integrate cognitive assessment frameworks (Bloom's Taxonomy and SOLO Taxonomy), linguistic analysis of AI-generated feedback, and ethical design principles to guide the development of effective and responsible AI tools. We outline a structured three-phase approach encompassing cognitive alignment, linguistic feedback integration, and ethical safeguards. The practical application of this framework is demonstrated through its integration into OneClickQuiz, an AI-powered Moodle plugin for quiz generation. This work contributes a comprehensive and actionable guide for educators, researchers, and developers aiming to harness AI's potential while upholding pedagogical and ethical standards in educational content generation.

Written and spoken data produced by second language (L2) learne rs have long served as important resources for studying L2 acquisition. With the develo pment of electronic collections of learner data--known as learner corpora--rese archers now benefit from more systematic and scalable analysis methods. These corpor a, often large and representative, offer a stronger empirical foundation than smalle r, manually compiled datasets. They improve the reliability of research by enabling large-scale analysis of learner errors, interlanguage patterns, and developmental sta ges of acquisition ( Zhang & Fu, 2024). In addition, advanced computational tools make it possible to per - form quick and detailed analyses, facilitating broader investigations into L2 learning ( Le Bruyn & Paquot, 2021).

Recent advances in neural network quantum states (NQS) have enabled high-accuracy predictions for complex quantum many-body systems such as strongly correlated electron systems. However, the computational cost remains prohibitive, making exploration of the diverse parameters of interaction strengths and other physical parameters inefficient. While transfer learning has been proposed to mitigate this challenge, achieving generalization to large-scale systems and diverse parameter regimes remains difficult. To address this limitation, we propose a novel curriculum learning framework based on transfer learning for NQS. This facilitates efficient and stable exploration across a vast parameter space of quantum many-body systems. In addition, by interpreting NQS transfer learning through a perturbative lens, we demonstrate how prior physical knowledge can be flexibly incorporated into the curriculum learning process. We also propose Pairing-Net, an architecture to practically implement this strategy for strongly correlated electron systems, and empirically verify its effectiveness. Our results show an approximately 200-fold speedup in computation and a marked improvement in optimization stability compared to conventional methods.

Generative AI (GenAI) is rapidly entering computer science education, yet its effects on student learning, skill development, and perceptions remain underexplored. Concerns about overreliance coexist with a gap in research on structured scaffolding to guide tool use in formal courses. This study examines the impact of a dedicated "AI-Lab" intervention -- emphasizing guided scaffolding and mindful engagement -- on undergraduate students in Data Structures and Algorithms, Competitive Programming, and first-year engineering courses at Purdue University. Over three semesters, we integrated AI-Lab modules into four mandatory and elective courses, yielding 831 matched pre- and post-intervention survey responses, alongside focus group discussions. Employing a mixed-methods approach, we analyzed quantitative shifts in usage patterns and attitudes as well as qualitative narratives of student experiences. While the overall frequency of GenAI usage for homework or programming projects remained largely stable, we observed large effect sizes in comfort and openness across conceptual, debugging, and homework problems. Notably, usage patterns for debugging also shifted statistically significantly, reflecting students' more mindful and deliberate approach. Focus group discussions corroborated these results, suggesting that the intervention "bridged the gap" between naive GenAI usage and more nuanced, reflective integration of AI tools into coursework, ultimately heightening students' awareness of their own skill development. These findings suggest that structured, scaffolded interventions can enable students to harness GenAI's benefits without undermining essential competencies. We offer evidence-based recommendations for educators seeking to integrate GenAI responsibly into computing curricula and identify avenues for future research on GenAI-supported pedagogy.

This study examines vulnerabilities in transformer-based automated short-answer grading systems used in medical education, with a focus on how these systems can be manipulated through adversarial gaming strategies. Our research identifies three main types of gaming strategies that exploit the system's weaknesses, potentially leading to false positives. To counteract these vulnerabilities, we implement several adversarial training methods designed to enhance the systems' robustness. Our results indicate that these methods significantly reduce the susceptibility of grading systems to such manipulations, especially when combined with ensemble techniques like majority voting and ridge regression, which further improve the system's defense against sophisticated adversarial inputs. Additionally, employing large language models such as GPT-4 with varied prompting techniques has shown promise in recognizing and scoring gaming strategies effectively. The findings underscore the importance of continuous improvements in AI-driven educational tools to ensure their reliability and fairness in high-stakes settings.

This report aims to evaluate the performance of large language models (LLMs) in solving high school science questions and to explore their potential applications in the educational field. With the rapid development of LLMs in the field of natural language processing, their application in education has attracted widespread attention. This study selected mathematics exam questions from the college entrance examinations (2019-2023) as evaluation data and utilized at least eight LLM APIs to provide answers. A comprehensive assessment was conducted based on metrics such as accuracy, response time, logical reasoning, and creativity. Through an in-depth analysis of the evaluation results, this report reveals the strengths and weaknesses of LLMs in handling high school science questions and discusses their implications for educational practice. The findings indicate that although LLMs perform excellently in certain aspects, there is still room for improvement in logical reasoning and creative problem-solving. This report provides an empirical foundation for further research and application of LLMs in the educational field and offers suggestions for improvement.