In today's globalized world, there are increasing opportunities for individuals to communicate using a common non-native language (lingua franca). Non-native speakers often have opportunities to listen to foreign languages, but may not comprehend them as fully as native speakers do. To aid real-time comprehension, live transcription of subtitles is frequently used in everyday life (e.g., during Zoom conversations, watching YouTube videos, or on social networking sites). However, simultaneously reading subtitles while listening can increase cognitive load. In this study, we propose Dynamik, a system that reduces cognitive load during reading by decreasing the size of less important words and enlarging important ones, thereby enhancing sentence contrast. Our results indicate that Dynamik can reduce certain aspects of cognitive load, specifically, participants' perceived performance and effort among individuals with low proficiency in English, as well as enhance the users' sense of comprehension, especially among people with low English ability. We further discuss our methods' applicability to other languages and potential improvements and further research directions.

We investigate reinforcement learning (RL) algorithms in the context of fine-tuning large language models (LLMs) with verifiable rewards. Our focus is on mathematical reasoning tasks, which have recently received significant attention following the release of models such as OpenAI's O1 Model (Jaech et al., 2024) and DeepSeek-R1 (DeepSeek-AI et al., 2025). The dominant approach in LLM post-training has been Proximal Policy Optimization (PPO) (Schulman et al., 2017; Bai et al., 2022; Ouyang et al., 2022). However, PPO requires an additional critic network beyond the vanilla Reinforce algorithm (Williams and Peng, 1991), introducing both computational overhead and algorithmic complexity. Meanwhile, the deterministic transition nature of LLM also simplifies the problem with a relatively lower variance, many of PPO's sophisticated components may be unnecessary in this setting. This observation has inspired growing interest in designing simpler yet effective RL algorithms for post-training LLMs. Several recent works revisit Reinforce-style approaches, including ReMax (Li et al., 2023), RLOO (Ahma-dian et al., 2024; Kool et al., 2019), GRPO (Shao et al., 2024), and Reinforce++ (Hu, 2025). In parallel, other methods explore different directions beyond policy gradients. Reward-ranked fine-tuning (RAFT) (Anthony et al., 2017; Dong et al., 2023) iteratively generates n responses per prompt, filter out those with incorrect answers, and fine-tune the LLM on the remaining accepted samples.

Bipartite ranking is a fundamental supervised learning problem, with the goal of learning a ranking over instances with maximal area under the ROC curve (AUC) against a single binary target label. However, one may often observe multiple binary target labels, e.g., from distinct human annotators. How can one synthesize such labels into a single coherent ranking? In this work, we formally analyze two approaches to this problem -- loss aggregation and label aggregation -- by characterizing their Bayes-optimal solutions. Based on this, we show that while both methods can yield Pareto-optimal solutions, loss aggregation can exhibit label dictatorship: one can inadvertently (and undesirably) favor one label over others. This suggests that label aggregation can be preferable to loss aggregation, which we empirically verify.

Extracting key concepts and their relationships from course information and materials facilitates the provision of visualizations and recommendations for learners who need to select the right courses to take from a large number of courses. However, identifying and extracting themes manually is labor-intensive and time-consuming. Previous machine learning-based methods to extract relevant concepts from courses heavily rely on detailed course materials, which necessitates labor-intensive preparation of course materials. This paper investigates the potential of LLMs such as GPT in automatically generating course concepts and their relations. Specifically, we design a suite of prompts and provide GPT with the course information with different levels of detail, thereby generating high-quality course concepts and identifying their relations. Furthermore, we comprehensively evaluate the quality of the generated concepts and relationships through extensive experiments. Our results demonstrate the viability of LLMs as a tool for supporting educational content selection and delivery.

Language models (LMs) are increasingly being integrated into a wide range of applications, yet the modern evaluation paradigm does not sufficiently reflect how they are actually being used. Current evaluations rely on benchmarks that often lack direct applicability to the real-world contexts in which LMs are being deployed. To address this gap, we propose Dimensional and Contextual Evaluation (DICE), an approach that evaluates LMs on granular, context-dependent dimensions. In this position paper, we begin by examining the insufficiency of existing LM benchmarks, highlighting their limited applicability to real-world use cases. Next, we propose a set of granular evaluation parameters that capture dimensions of LM behavior that are more meaningful to stakeholders across a variety of application domains. Specifically, we introduce the concept of context-agnostic parameters - such as robustness, coherence, and epistemic honesty - and context-specific parameters that must be tailored to the specific contextual constraints and demands of stakeholders choosing to deploy LMs into a particular setting. We then discuss potential approaches to operationalize this evaluation framework, finishing with the opportunities and challenges DICE presents to the LM evaluation landscape. Ultimately, this work serves as a practical and approachable starting point for context-specific and stakeholder-relevant evaluation of LMs.

Robots with wheeled, quadrupedal, or humanoid forms are increasingly integrated into built environments. However, unlike human social learning, they lack a critical pathway for intrinsic cognitive development, namely, learning from human feedback during interaction. To understand human ubiquitous observation, supervision, and shared control in dynamic and uncertain environments, this study presents a brain-computer interface (BCI) framework that enables classification of Electroencephalogram (EEG) signals to detect cognitively demanding and safety-critical events. As a timely and motivating co-robotic engineering application, we simulate a human-in-the-loop scenario to flag risky events in semi-autonomous robotic driving-representative of long-tail cases that pose persistent bottlenecks to the safety performance of smart mobility systems and robotic vehicles. Drawing on recent advances in few-shot learning, we propose a dual-attention Siamese convolutional network paired with Dynamic Time Warping Barycenter Averaging approach to generate robust EEG-encoded signal representations. Inverse source localization reveals activation in Broadman areas 4 and 9, indicating perception-action coupling during task-relevant mental imagery. The model achieves 80% classification accuracy under data-scarce conditions and exhibits a nearly 100% increase in the utility of salient features compared to state-of-the-art methods, as measured through integrated gradient attribution. Beyond performance, this study contributes to our understanding of the cognitive architecture required for BCI agents-particularly the role of attention and memory mechanisms-in categorizing diverse mental states and supporting both inter- and intra-subject adaptation. Overall, this research advances the development of cognitive robotics and socially guided learning for service robots in complex built environments.

Multimodal Large Language Models (MLLMs) are set to transform how machines process and generate human-like responses by integrating diverse modalities such as text, images, and code. Yet, effectively harnessing their capabilities hinges on optimal prompt engineering. We present a comprehensive experimental evaluation of seven prompt engineering methods applied to 13 open-source MLLMs over 24 tasks spanning Reasoning and Compositionality, Multimodal Understanding and Alignment, Complex Code Generation and Execution, and Knowledge Retrieval and Integration. Our approach stratifies models by parameter count into Small (<4B), Medium (4B-10B), and Large (>10B) categories and compares prompting techniques including Zero-Shot, One-Shot, Few-Shot, Chain-of-Thought, Analogical, Generated Knowledge, and Tree-of-Thought. While Large MLLMs excel in structured tasks such as code generation, achieving accuracies up to 96.88% under Few-Shot prompting, all models struggle with complex reasoning and abstract understanding, often yielding accuracies below 60% and high hallucination rates. Structured reasoning prompts frequently increased hallucination up to 75% in small models and led to longer response times (over 20 seconds in Large MLLMs), while simpler prompting methods provided more concise and efficient outputs. No single prompting method uniformly optimises all task types. Instead, adaptive strategies combining example-based guidance with selective structured reasoning are essential to enhance robustness, efficiency, and factual accuracy. Our findings offer practical recommendations for prompt engineering and support more reliable deployment of MLLMs across applications including AI-assisted coding, knowledge retrieval, and multimodal content understanding.

Although numerous machine learning models exist to detect issues like rolling bearing strain and deformation, typically caused by improper mounting, overloading, or poor lubrication, these models often struggle to isolate faults from the noise of real-world operational and environmental variability. Conditions such as variable loads, high temperatures, stress, and rotational speeds can mask early signs of failure, making reliable detection challenging. To address these limitations, this work proposes a continual deep learning approach capable of learning across domains that share underlying structure over time. This approach goes beyond traditional accuracy metrics by addressing four second-order challenges: catastrophic forgetting (where new learning overwrites past knowledge), lack of plasticity (where models fail to adapt to new data), forward transfer (using past knowledge to improve future learning), and backward transfer (refining past knowledge with insights from new domains). The method comprises a feature generator and domain-specific classifiers, allowing capacity to grow as new domains emerge with minimal interference, while an experience replay mechanism selectively revisits prior domains to mitigate forgetting. Moreover, nonlinear dependencies across domains are exploited by prioritizing replay from those with the highest prior errors, refining models based on most informative past experiences. Experiments show high average domain accuracy (up to 88.96%), with forgetting measures as low as .0027 across non-stationary class-incremental environments.

Commonsense reasoning deals with the implicit knowledge that is well understood by humans and typically acquired via interactions with the world. In recent times, commonsense reasoning and understanding of various LLMs have been evaluated using text-based tasks. In this work, we argue that a proxy of this understanding can be maintained as a graphical structure that can further help to perform a rigorous evaluation of commonsense reasoning abilities about various real-world activities. We create an annotation scheme for capturing this implicit knowledge in the form of a graphical structure for 37 daily human activities. We find that the created resource can be used to frame an enormous number of commonsense queries (~ 10^{17}), facilitating rigorous evaluation of commonsense reasoning in LLMs. Moreover, recently, the remarkable performance of LLMs has raised questions about whether these models are truly capable of reasoning in the wild and, in general, how reasoning occurs inside these models. In this resource paper, we bridge this gap by proposing design mechanisms that facilitate research in a similar direction. Our findings suggest that the reasoning components are localized in LLMs that play a prominent role in decision-making when prompted with a commonsense query.

The widespread adoption of generative AI is already impacti ng learning and help-seeking. While the benefits of generative AI are well-understood, recent studies have also raised concernsabout increased potential for cheating and negative impacts on stud ents' metacognition and critical thinking. However, the potenti al impacts on social interactions, peer learning, and classroom dynamics are not yet well understood. To investigate these aspect s, we conducted 17 semi-structured interviews with undergraduate computing students across seven R1 universities in NorthAmerica. Our findings suggest that help-seeking requests are now often me di-ated by generative AI. For example, students often redirected questions from their peers to generative AI instead of providing assistance themselves, undermining peer interaction. Students also reported feeling increasingly isolated and demotivated as th e social support systems they rely on begin to break down. These findings are concerning given the important role that social interac tions play in students' learning and sense of belonging.