Reward functions are central in reinforcement learning (RL), guiding agents towards optimal decision-making. The complexity of RL tasks requires meticulously designed reward functions that effectively drive learning while avoiding unintended consequences. Effective reward design aims to provide signals that accelerate the agent's convergence to optimal behavior. Crafting rewards that align with task objectives, foster desired behaviors, and prevent undesirable actions is inherently challenging. This thesis delves into the critical role of reward signals in RL, highlighting their impact on the agent's behavior and learning dynamics and addressing challenges such as delayed, ambiguous, or intricate rewards. In this thesis work, we tackle different aspects of reward shaping. First, we address the problem of designing informative and interpretable reward signals from a teacher's/expert's perspective (teacher-driven). Here, the expert, equipped with the optimal policy and the corresponding value function, designs reward signals that expedite the agent's convergence to optimal behavior. Second, we build on this teacher-driven approach by introducing a novel method for adaptive interpretable reward design. In this scenario, the expert tailors the rewards based on the learner's current policy, ensuring alignment and optimal progression. Third, we propose a meta-learning approach, enabling the agent to self-design its reward signals online without expert input (agent-driven). This self-driven method considers the agent's learning and exploration to establish a self-improving feedback loop.

We consider the problem of consistent low-rank approximation for multigroup data: we ask for a sequence of $k$ basis vectors such that projecting the data onto their spanned subspace treats all groups as equally as possible, by minimizing the maximum error among the groups. Additionally, we require that the sequence of basis vectors satisfies the natural consistency property: when looking for the best $k$ vectors, the first $d

Artificial Intelligence (AI) has been advancing rapidly and with the advent of large language models (LLMs) in late 2022, numerous opportunities have emerged for adopting this technology across various domains, including medicine. These innovations hold immense potential to revolutionize and modernize medical education. Our research project leverages large language models to enhance medical education and address workflow challenges through the development of MediTools - AI Medical Education. This prototype application focuses on developing interactive tools that simulate real-life clinical scenarios, provide access to medical literature, and keep users updated with the latest medical news. Our first tool is a dermatology case simulation tool that uses real patient images depicting various dermatological conditions and enables interaction with LLMs acting as virtual patients. This platform allows users to practice their diagnostic skills and enhance their clinical decision-making abilities. The application also features two additional tools: an AI-enhanced PubMed tool for engaging with LLMs to gain deeper insights into research papers, and a Google News tool that offers LLM generated summaries of articles for various medical specialties. A comprehensive survey has been conducted among medical professionals and students to gather initial feedback on the effectiveness and user satisfaction of MediTools, providing insights for further development and refinement of the application. This research demonstrates the potential of AI-driven tools in transforming and revolutionizing medical education, offering a scalable and interactive platform for continuous learning and skill development.

The era of intelligent agents is upon us, driven by revolutionary advancements in large language models. Large Language Model (LLM) agents, with goal-driven behaviors and dynamic adaptation capabilities, potentially represent a critical pathway toward artificial general intelligence. This survey systematically deconstructs LLM agent systems through a methodology-centered taxonomy, linking architectural foundations, collaboration mechanisms, and evolutionary pathways. We unify fragmented research threads by revealing fundamental connections between agent design principles and their emergent behaviors in complex environments. Our work provides a unified architectural perspective, examining how agents are constructed, how they collaborate, and how they evolve over time, while also addressing evaluation methodologies, tool applications, practical challenges, and diverse application domains. By surveying the latest developments in this rapidly evolving field, we offer researchers a structured taxonomy for understanding LLM agents and identify promising directions for future research. The collection is available at https://github.com/luo-junyu/Awesome-Agent-Papers.

The rapid digitalisation of contemporary society has profoundly impacted various facets of our lives, including healthcare, communication, business, and education. The ability to engage with new technologies and solve problems has become crucial, making CT skills, such as pattern recognition, decomposition, and algorithm design, essential competencies. In response, Switzerland is conducting research and initiatives to integrate CT into its educational system. This study aims to develop a comprehensive framework for large-scale assessment of CT skills, particularly focusing on AT, the ability to design algorithms. To achieve this, we first developed a competence model capturing the situated and developmental nature of CT, guiding the design of activities tailored to cognitive abilities, age, and context. This framework clarifies how activity characteristics influence CT development and how to assess these competencies. Additionally, we developed an activity for large-scale assessment of AT skills, offered in two variants: one based on non-digital artefacts (unplugged) and manual expert assessment, and the other based on digital artefacts (virtual) and automatic assessment. To provide a more comprehensive evaluation of students' competencies, we developed an IAS based on BNs with noisy gates, which offers real-time probabilistic assessment for each skill rather than a single overall score. The results indicate that the proposed instrument can measure AT competencies across different age groups and educational contexts in Switzerland, demonstrating its applicability for large-scale use. AT competencies exhibit a progressive development, with no overall gender differences, though variations are observed at the school level, significantly influenced by the artefact-based environment and its context, underscoring the importance of creating accessible and adaptable assessment tools.

Large language models (LLMs) hold great promise for specialized scientific domains such as materials science, yet adapting them efficiently and accurately to domain-specific knowledge remains challenging due to limited data and high knowledge density. We propose a two-stage framework that combines structured model compression with a scientific fine-tuning regimen to address this challenge. In the compression stage, we decompose the LLM's weight matrices into local low-rank "rank blocks" and arrange these blocks in a Penrose-like non-periodic tiling pattern. Each block is then compacted via spectral transformations (e.g., discrete cosine or Fourier transforms), and a Kullback-Leibler (KL) divergence-based alignment loss preserves the distributional similarity between the compressed model's representations and those of the original full model. In the adaptation stage, the compressed model is further tuned using a human-like scientific reading protocol: it processes technical materials science documents section by section, engaging in a structured question-and-answer routine for each section. This section-wise Q&A fine-tuning strategy extracts explicit reasoning traces and gradually injects domain knowledge, while minimizing catastrophic forgetting of the model's general language capabilities. By balancing efficient compression with targeted adaptation, our two-stage approach enables precise specialization of LLMs to high-value domains under data-scarce conditions. We present this principled yet exploratory pipeline and outline its potential for advancing materials science knowledge integration, laying the groundwork for comprehensive empirical evaluation in future work.

Group decision-making is becoming increasingly common in areas such as education, dining, travel, and finance, where collaborative choices must balance diverse individual preferences. While conventional recommender systems are effective in personalization, they fall short in group settings due to their inability to manage conflicting preferences, contextual factors, and multiple evaluation criteria. This study presents the development of a Context-Aware Multi-Criteria Group Recommender System (CA-MCGRS) designed to address these challenges by integrating contextual factors and multiple criteria to enhance recommendation accuracy. By leveraging a Multi-Head Attention mechanism, our model dynamically weighs the importance of different features. Experiments conducted on an educational dataset with varied ratings and contextual variables demonstrate that CA-MCGRS consistently outperforms other approaches across four scenarios. Our findings underscore the importance of incorporating context and multi-criteria evaluations to improve group recommendations, offering valuable insights for developing more effective group recommender systems.

Distillation has shown remarkable success in transferring knowledge from a Large Language Model (LLM) teacher to a student LLM. However, current distillation methods predominantly require the same tokenizer between the teacher and the student, restricting their applicability to only a small subset of teacher-student pairs. In this work, we develop a cross-tokenizer distillation method to solve this crucial deficiency. Our method is the first to enable cross-tokenizer distillation without a next-token prediction loss as the main objective, instead purely maximizing the student predictions' similarity to the teacher's predictions (known as pure distillation), while also being robust to large mismatches between the teacher and the student tokenizer function and vocabulary. Empirically, our method enables substantially improved performance as tested on two use cases. First, we show that viewing tokenizer transfer as self-distillation enables unprecedently effective transfer across tokenizers. We transfer (subword-level) Llama and Gemma models to byte-level tokenization more effectively than prior methods transfer to a similar subword tokenizer under a comparable training budget. Transferring different base models to the same tokenizer also enables ensembling them (e.g., via averaging their predicted probabilities) which boosts performance. Second, we use our cross-tokenizer distillation method to distil a large maths-specialized LLM into a smaller model, achieving competitive maths problem-solving performance. Overall, our results make substantial strides toward better adaptability and enhanced interaction between different LLMs.

We propose a novel approach to leveraging pre-trained language models (LMs) for early forecasting of academic trajectories in STEM students using high-dimensional longitudinal experiential data. This data, which captures students' study-related activities, behaviors, and psychological states, offers valuable insights for forecasting-based interventions. Key challenges in handling such data include high rates of missing values, limited dataset size due to costly data collection, and complex temporal variability across modalities. Our approach addresses these issues through a comprehensive data enrichment process, integrating strategies for managing missing values, augmenting data, and embedding task-specific instructions and contextual cues to enhance the models' capacity for learning temporal patterns. Through extensive experiments on a curated student learning dataset, we evaluate both encoder-decoder and decoder-only LMs. While our findings show that LMs effectively integrate data across modalities and exhibit resilience to missing data, they primarily rely on high-level statistical patterns rather than demonstrating a deeper understanding of temporal dynamics. Furthermore, their ability to interpret explicit temporal information remains limited. This work advances educational data science by highlighting both the potential and limitations of LMs in modeling student trajectories for early intervention based on longitudinal experiential data.

Learning cooperative multi-agent policy from offline multi-task data that can generalize to unseen tasks with varying numbers of agents and targets is an attractive problem in many scenarios. Although aggregating general behavior patterns among multiple tasks as skills to improve policy transfer is a promising approach, two primary challenges hinder the further advancement of skill learning in offline multi-task MARL. Firstly, extracting general cooperative behaviors from various action sequences as common skills lacks bringing cooperative temporal knowledge into them. Secondly, existing works only involve common skills and can not adaptively choose independent knowledge as task-specific skills in each task for fine-grained action execution. To tackle these challenges, we propose Hierarchical and Separate Skill Discovery (HiSSD), a novel approach for generalizable offline multi-task MARL through skill learning. HiSSD leverages a hierarchical framework that jointly learns common and task-specific skills. The common skills learn cooperative temporal knowledge and enable in-sample exploitation for offline multi-task MARL. The task-specific skills represent the priors of each task and achieve a task-guided fine-grained action execution. To verify the advancement of our method, we conduct experiments on multi-agent MuJoCo and SMAC benchmarks. After training the policy using HiSSD on offline multi-task data, the empirical results show that HiSSD assigns effective cooperative behaviors and obtains superior performance in unseen tasks.