Current AI models often fail to account for local context and language, given the predominance of English and Western internet content in their training data. This hinders the global relevance, usefulness, and safety of these models as they gain more users around the globe. Amplify Initiative, a data platform and methodology, leverages expert communities to collect diverse, high-quality data to address the limitations of these models. The platform is designed to enable co-creation of datasets, provide access to high-quality multilingual datasets, and offer recognition to data authors. This paper presents the approach to co-creating datasets with domain experts (e.g., health workers, teachers) through a pilot conducted in Sub-Saharan Africa (Ghana, Kenya, Malawi, Nigeria, and Uganda). In partnership with local researchers situated in these countries, the pilot demonstrated an end-to-end approach to co-creating data with 155 experts in sensitive domains (e.g., physicians, bankers, anthropologists, human and civil rights advocates). This approach, implemented with an Android app, resulted in an annotated dataset of 8,091 adversarial queries in seven languages (e.g., Luganda, Swahili, Chichewa), capturing nuanced and contextual information related to key themes such as misinformation and public interest topics. This dataset in turn can be used to evaluate models for their safety and cultural relevance within the context of these languages.

This paper presents an AI-driven approach to enhance math learning in a modern Learning Management System (LMS) by recommending similar math questions. Deep embeddings for math questions are generated using Meta's Llama-3.2-11B-Vision-Instruct model, and three recommendation methods-cosine similarity, Self-Organizing Maps (SOM), and Gaussian Mixture Models (GMM)-are applied to identify similar questions. User interaction data, including session durations, response times, and correctness, are used to evaluate the methods. Our findings suggest that while cosine similarity produces nearly identical question matches, SOM yields higher user satisfaction whereas GMM generally underperforms, indicating that introducing variety to a certain degree may enhance engagement and thereby potential learning outcomes until variety is no longer balanced reasonably, which our data about the implementations of all three methods demonstrate.

This work defends the 'Whole Hog Thesis': sophisticated Large Language Models (LLMs) like ChatGPT are full-blown linguistic and cognitive agents, possessing understanding, beliefs, desires, knowledge, and intentions. We argue against prevailing methodologies in AI philosophy, rejecting starting points based on low-level computational details ('Just an X' fallacy) or pre-existing theories of mind. Instead, we advocate starting with simple, high-level observations of LLM behavior (e.g., answering questions, making suggestions) -- defending this data against charges of metaphor, loose talk, or pretense. From these observations, we employ 'Holistic Network Assumptions' -- plausible connections between mental capacities (e.g., answering implies knowledge, knowledge implies belief, action implies intention) -- to argue for the full suite of cognitive states. We systematically rebut objections based on LLM failures (hallucinations, planning/reasoning errors), arguing these don't preclude agency, often mirroring human fallibility. We address numerous 'Games of Lacks', arguing that LLMs do not lack purported necessary conditions for cognition (e.g., semantic grounding, embodiment, justification, intrinsic intentionality) or that these conditions are not truly necessary, often relying on anti-discriminatory arguments comparing LLMs to diverse human capacities. Our approach is evidential, not functionalist, and deliberately excludes consciousness. We conclude by speculating on the possibility of LLMs possessing 'alien' contents beyond human conceptual schemes.

Responsible Artificial Intelligence (RAI) is a combination of ethics associated with the usage of artificial intelligence aligned with the common and standard frameworks. This survey paper extensively discusses the global and national standards, applications of RAI, current technology and ongoing projects using RAI, and possible challenges in implementing and designing RAI in the industries and projects based on AI. Currently, ethical standards and implementation of RAI are decoupled which caters each industry to follow their own standards to use AI ethically. Many global firms and government organizations are taking necessary initiatives to design a common and standard framework. Social pressure and unethical way of using AI forces the RAI design rather than implementation.

This paper explores optimal data selection strategies for Reinforcement Learning with V erified Rewards (RLVR) training in the medical domain. While RLVR has shown exceptional potential for enhancing reasoning capabilities in large language models, most prior implementations have focused on mathematics and logical puzzles, with limited exploration of domain-specific applications like medicine. W e investigate four distinct data sampling strategies from MedQA-USMLE: random sampling (baseline), and filtering using Phi-4, Gemma-3-27b-it, and Gemma-3-12b-it models. Using Gemma-3-12b-it as our base model and implementing Group Relative Policy Optimization (GRPO), we evaluate performance across multiple benchmarks including MMLU, GSM8K, MMLU-Pro, and CMMLU. Our findings demonstrate that models trained on filtered data generally outperform those trained on randomly selected samples. Notably, training on self-filtered samples (using Gemma-3-12b-it for filtering) achieved superior performance in medical domains but showed reduced robustness across different benchmarks, while filtering with larger models from the same series yielded better overall robustness. These results provide valuable insights into effective data organization strategies for RLVR in specialized domains and highlight the importance of thoughtful data selection in achieving optimal performance. Y ou can access our repository to get the codes.

In this paper, we introduce a speculative design methodology for studying the behavior of generative AI systems, framing design as a mode of inquiry. We propose bridging seemingly unrelated domains to generate intentional context voids, using these tasks as probes to elicit AI model behavior. We demonstrate this through a case study: probing the ChatGPT system (GPT-4 and DALL-E) to generate headshots from professional Curricula Vitae (CVs). In contrast to traditional ways, our approach assesses system behavior under conditions of radical uncertainty -- when forced to invent entire swaths of missing context -- revealing subtle stereotypes and value-laden assumptions. We qualitatively analyze how the system interprets identity and competence markers from CVs, translating them into visual portraits despite the missing context (i.e. physical descriptors). We show that within this context void, the AI system generates biased representations, potentially relying on stereotypical associations or blatant hallucinations.

Language students can increase their effectiveness in learning written Japanese by mastering the visual structure and written technique of Japanese kanji. Yet, existing kanji handwriting recognition systems do not assess the written technique sufficiently enough to discourage students from developing bad learning habits. In this paper, we describe our work on Hashigo, a kanji sketch interactive system which achieves human instructor - level critique and feedback on both the visual structure and written technique of students' sketched kanji. This type of automated critique and feedback allows students to target and correct specific deficiencies in their sketches that, if left untreated, are detrimental to effective long - term kanji learning.

With the rapid adoption of AI tools in learning contexts, it is vital to understand how these systems shape users' reading processes and cognitive engagement. We collected and analyzed text from 124 sessions with AI tools, in which students used these tools to support them as they read assigned readings for an undergraduate course. We categorized participants' prompts to AI according to Bloom's Taxonomy of educational objectives -- Remembering, Understanding, Applying, Analyzing, Evaluating. Our results show that ``Analyzing'' and ``Evaluating'' are more prevalent in users' second and third prompts within a single usage session, suggesting a shift toward higher-order thinking. However, in reviewing users' engagement with AI tools over several weeks, we found that users converge toward passive reading engagement over time. Based on these results, we propose design implications for future AI reading-support systems, including structured scaffolds for lower-level cognitive tasks (e.g., recalling terms) and proactive prompts that encourage higher-order thinking (e.g., analyzing, applying, evaluating). Additionally, we advocate for adaptive, human-in-the-loop features that allow students and instructors to tailor their reading experiences with AI, balancing efficiency with enriched cognitive engagement. Our paper expands the dialogue on integrating AI into academic reading, highlighting both its potential benefits and challenges.

Counterfactual explanations are a widely used approach in Explainable AI, offering actionable insights into decision-making by illustrating how small changes to input data can lead to different outcomes. Despite their importance, evaluating the quality of counterfactual explanations remains an open problem. Traditional quantitative metrics, such as sparsity or proximity, fail to fully account for human preferences in explanations, while user studies are insightful but not scalable. Moreover, relying only on a single overall satisfaction rating does not lead to a nuanced understanding of why certain explanations are effective or not. To address this, we analyze a dataset of counterfactual explanations that were evaluated by 206 human participants, who rated not only overall satisfaction but also seven explanatory criteria: feasibility, coherence, complexity, understandability, completeness, fairness, and trust. Modeling overall satisfaction as a function of these criteria, we find that feasibility (the actionability of suggested changes) and trust (the belief that the changes would lead to the desired outcome) consistently stand out as the strongest predictors of user satisfaction, though completeness also emerges as a meaningful contributor. Crucially, even excluding feasibility and trust, other metrics explain 58% of the variance, highlighting the importance of additional explanatory qualities. Complexity appears independent, suggesting more detailed explanations do not necessarily reduce satisfaction. Strong metric correlations imply a latent structure in how users judge quality, and demographic background significantly shapes ranking patterns. These insights inform the design of counterfactual algorithms that adapt explanatory qualities to user expertise and domain context.

Multimedia learning using text and images has been shown to improve learning outcomes compared to text-only instruction. But conversational AI systems in education predominantly rely on text-based interactions while multimodal conversations for multimedia learning remain unexplored. Moreover, deploying conversational AI in learning contexts requires grounding in reliable sources and verifiability to create trust. We present MuDoC, a Mu ltimodal Do cument-grounded C onversa-tional AI system based on GPT-4o, that leverages both text and visuals from documents to generate responses interleaved with text and images. Its interface allows verification of AI generated content through seamless navigation to the source. We compare MuDoC to a text-only system to explore differences in learner engagement, trust in AI system, and their performance on problem-solving tasks. Our findings indicate that both visuals and verifiability of content enhance learner engagement and foster trust; however, no significant impact in performance was observed. We draw upon theories from cognitive and learning sciences to interpret the findings and derive implications, and outline future directions for the development of multimodal conversational AI systems in education.