Charles Darwin chatting with students about evolution, primary school pupils seeing their writing transformed into images, Luton reimagined as a cool automobile – artificial intelligence is invading schools across England in surprising ways. While Bridget Phillipson, the education secretary, in January called for a "digital revolution" involving AI in schools, it has already begun in places such as Willowdown primary school in Bridgwater, Somerset. Matt Cave, Willowdown's head teacher, said his pupils improve their descriptive writing by feeding their work into an AI client to generate images. "All of a sudden they've got all these pictures from different people's descriptions, and they can then discuss with their classmates whether that was the image they expected to be in the reader's head," Cave said. "It was really stimulating and thought-provoking for them to have a different audience."

The rise of generative artificial intelligence (AI) as a novel frontier that uniquely merges advanced levels of intelligence with revolutionary user experiences is redefining the AI landscape for future cellular networks. In particular, the transition towards 6G systems has introduced a myriad of challenges inherent to their AI-native network design, requiring innovative solutions to enable real-time network orchestration, intelligent decision-making, and adaptive dynamic configurations. Meanwhile, the envisioned user experiences for 6G are growing increasingly complex, exceeding the capabilities offered by vintage wireless technologies and conventional AI solutions to satisfy their advanced demands. With its disruptive impact evident across diverse fields, generative AI possesses immense potential to tackle these challenges, leveraging its exceptional capabilities to manage complex tasks, operate autonomously, and adapt seamlessly to scenarios beyond its training domain. Remarkably, generative AI provides a transformative opportunity for telecom and cellular networks to bridge this defined gap in 6G systems, thereby shifting towards a new era with cutting-edge AI innovations across the different system and user levels.

Humans frequently grasp, manipulate, and move objects. Interactive systems assist humans in these tasks, enabling applications in Embodied AI, human-robot interaction, and virtual reality. However, current methods in hand-object synthesis often neglect dynamics and focus on generating static grasps. The first part of this dissertation introduces dynamic grasp synthesis, where a hand grasps and moves an object to a target pose. We approach this task using physical simulation and reinforcement learning. We then extend this to bimanual manipulation and articulated objects, requiring fine-grained coordination between hands. In the second part of this dissertation, we study human-to-robot handovers. We integrate captured human motion into simulation and introduce a student-teacher framework that adapts to human behavior and transfers from sim to real. To overcome data scarcity, we generate synthetic interactions, increasing training diversity by 100x. Our user study finds no difference between policies trained on synthetic vs. real motions.

Large Language Models (LLMs) are rapidly saturating existing benchmarks, necessitating new open-ended evaluations. We introduce the Factorio Learning Environment (FLE), based on the game of Factorio, that tests agents in long-term planning, program synthesis, and resource optimization. FLE provides exponentially scaling challenges -- from basic automation to complex factories processing millions of resource units per second. We provide two settings: (1) lab-play consisting of eight structured tasks with fixed resources, and (2) open-play with the unbounded task of building the largest factory on an procedurally generated map. We demonstrate across both settings that models still lack strong spatial reasoning. In lab-play, we find that LLMs exhibit promising short-horizon skills, yet are unable to operate effectively in constrained environments, reflecting limitations in error analysis. In open-play, while LLMs discover automation strategies that improve growth (e.g electric-powered drilling), they fail to achieve complex automation (e.g electronic-circuit manufacturing).

Pronunciation instruction in foreign language classrooms has often been an overlooked area of focus. With the widespread adoption of Artificial Intelligence (AI) and its potential benefits, investigating how AI is utilized in pronunciation teaching and understanding the beliefs of teachers about this tool is essential for improving learning outcomes. This study aims to examine how AI use for pronunciation instruction varies across different demographic and professional factors among teachers, and how these factors, including AI use, influence the beliefs of teachers about AI. The study involved 117 English as a Foreign Language (EFL) in-service teachers working in Cyprus, who completed an online survey designed to assess their beliefs about the effectiveness of AI, its drawbacks, and their willingness to integrate AI into their teaching practices. The results revealed that teachers were significantly more likely to agree on the perceived effectiveness of AI and their willingness to adopt it, compared to their concerns about its use. Furthermore, teachers working in higher education and adult education, as well as those who had received more extensive training, reported using AI more frequently in their teaching. Teachers who utilized AI more often expressed stronger agreement with its effectiveness, while those who had received more training were less likely to express concerns about its integration. Given the limited training that many teachers currently receive, these findings demonstrate the need for tailored training sessions that address the specific needs and concerns of educators, ultimately fostering the adoption of AI in pronunciation instruction.

Many less-resourced languages struggle with a lack of large, task-specific datasets that are required for solving relevant tasks with modern transformer-based large language models (LLMs). On the other hand, many linguistic resources, such as dictionaries, are rarely used in this context despite their large information contents. We show how LLMs can be used to extend existing language resources in less-resourced languages for two important tasks: word-sense disambiguation (WSD) and word-sense induction (WSI). We approach the two tasks through the related but much more accessible word-in-context (WiC) task where, given a pair of sentences and a target word, a classification model is tasked with predicting whether the sense of a given word differs between sentences. We demonstrate that a well-trained model for this task can distinguish between different word senses and can be adapted to solve the WSD and WSI tasks. The advantage of using the WiC task, instead of directly predicting senses, is that the WiC task does not need pre-constructed sense inventories with a sufficient number of examples for each sense, which are rarely available in less-resourced languages. We show that sentence pairs for the WiC task can be successfully generated from dictionary examples using LLMs. The resulting prediction models outperform existing models on WiC, WSD, and WSI tasks. We demonstrate our methodology on the Slovene language, where a monolingual dictionary is available, but word-sense resources are tiny.

STEAM education integrates Science, Technology, Engineering, Arts, and Mathematics to foster creativity and problem-solving. However, students with visual impairments (VI) encounter significant challenges in programming and robotics, particularly in tracking robot movements and developing spatial awareness. This paper presents a framework that leverages pre-constructed robots and algorithms, such as maze-solving techniques, within an accessible learning environment. The proposed system employs Contrastive Language-Image Pre-training (CLIP) to process global camera-captured maze layouts, converting visual data into textual descriptions that generate spatial audio prompts in an Audio Virtual Reality (AVR) system. Students issue verbal commands, which are refined through CLIP, while robot-mounted stereo cameras provide real-time data processed via Simultaneous Localization and Mapping (SLAM) for continuous feedback. By integrating these technologies, the framework empowers VI students to develop coding skills and engage in complex problem-solving tasks. Beyond maze-solving applications, this approach demonstrates the broader potential of computer vision in special education, contributing to improved accessibility and learning experiences in STEAM disciplines.

Child speech recognition is still an underdeveloped area of research due to the lack of data (especially on non-English languages) and the specific difficulties of this task. Having explored various architectures for child speech recognition in previous work, in this article we tackle recent self-supervised models. We first compare wav2vec 2.0, HuBERT and WavLM models adapted to phoneme recognition in French child speech, and continue our experiments with the best of them, WavLM base+. We then further adapt it by unfreezing its transformer blocks during fine-tuning on child speech, which greatly improves its performance and makes it significantly outperform our base model, a Transformer+CTC. Finally, we study in detail the behaviour of these two models under the real conditions of our application, and show that WavLM base+ is more robust to various reading tasks and noise levels. Index Terms: speech recognition, child speech, self-supervised learning

Despite recent advances in artificial intelligence (AI), it poses challenges to ensure personalized decision-making in tasks that are not considered in training datasets. To address this issue, we propose ValuePilot, a two-phase value-driven decision-making framework comprising a dataset generation toolkit DGT and a decision-making module DMM trained on the generated data. DGT is capable of generating scenarios based on value dimensions and closely mirroring real-world tasks, with automated filtering techniques and human curation to ensure the validity of the dataset. In the generated dataset, DMM learns to recognize the inherent values of scenarios, computes action feasibility and navigates the trade-offs between multiple value dimensions to make personalized decisions. Extensive experiments demonstrate that, given human value preferences, our DMM most closely aligns with human decisions, outperforming Claude-3.5-Sonnet, Gemini-2-flash, Llama-3.1-405b and GPT-4o. This research is a preliminary exploration of value-driven decision-making. We hope it will stimulate interest in value-driven decision-making and personalized decision-making within the community.

Large Language Models (LLMs) have demonstrated remarkable capabilities in reasoning tasks, leading to their widespread deployment. However, recent studies have highlighted concerning biases in these models, particularly in their handling of dialectal variations like African American English (AAE). In this work, we systematically investigate dialectal disparities in LLM reasoning tasks. We develop an experimental framework comparing LLM performance given Standard American English (SAE) and AAE prompts, combining LLM-based dialect conversion with established linguistic analyses. We find that LLMs consistently produce less accurate responses and simpler reasoning chains and explanations for AAE inputs compared to equivalent SAE questions, with disparities most pronounced in social science and humanities domains. These findings highlight systematic differences in how LLMs process and reason about different language varieties, raising important questions about the development and deployment of these systems in our multilingual and multidialectal world. Our code repository is publicly available at https://github.com/Runtaozhou/dialect_bias_eval.