Non-ergodic convergence of learning dynamics in games is widely studied recently because of its importance in both theory and practice. Recent work (Cai et al., 2024) showed that a broad class of learning dynamics, including Optimistic Multiplicative Weights Update (OMWU), can exhibit arbitrarily slow last-iterate convergence even in simple $2 \times 2$ matrix games, despite many of these dynamics being known to converge asymptotically in the last iterate. It remains unclear, however, whether these algorithms achieve fast non-ergodic convergence under weaker criteria, such as best-iterate convergence. We show that for $2\times 2$ matrix games, OMWU achieves an $O(T^{-1/6})$ best-iterate convergence rate, in stark contrast to its slow last-iterate convergence in the same class of games. Furthermore, we establish a lower bound showing that OMWU does not achieve any polynomial random-iterate convergence rate, measured by the expected duality gaps across all iterates. This result challenges the conventional wisdom that random-iterate convergence is essentially equivalent to best-iterate convergence, with the former often used as a proxy for establishing the latter. Our analysis uncovers a new connection to dynamic regret and presents a novel two-phase approach to best-iterate convergence, which could be of independent interest.

Recent advancements in large language models (LLMs) have enabled LLM-based agents to successfully tackle interactive planning tasks. However, despite their successes, existing approaches often suffer from planning hallucinations and require retraining for each new agent. To address these challenges, we propose the Meta Plan Optimization (MPO) framework, which enhances agent planning capabilities by directly incorporating explicit guidance. Unlike previous methods that rely on complex knowledge, which either require significant human effort or lack quality assurance, MPO leverages high-level general guidance through meta plans to assist agent planning and enables continuous optimization of the meta plans based on feedback from the agent's task execution. Our experiments conducted on two representative tasks demonstrate that MPO significantly outperforms existing baselines. Moreover, our analysis indicates that MPO provides a plug-and-play solution that enhances both task completion efficiency and generalization capabilities in previous unseen scenarios.

In the realm of Intelligent Tutoring System (ITS), the accurate assessment of students' knowledge states through Knowledge Tracing (KT) is crucial for personalized learning. However, due to data bias, $\textit{i.e.}$, the unbalanced distribution of question groups ($\textit{e.g.}$, concepts), conventional KT models are plagued by cognitive bias, which tends to result in cognitive underload for overperformers and cognitive overload for underperformers. More seriously, this bias is amplified with the exercise recommendations by ITS. After delving into the causal relations in the KT models, we identify the main cause as the confounder effect of students' historical correct rate distribution over question groups on the student representation and prediction score. Towards this end, we propose a Disentangled Knowledge Tracing (DisKT) model, which separately models students' familiar and unfamiliar abilities based on causal effects and eliminates the impact of the confounder in student representation within the model. Additionally, to shield the contradictory psychology ($\textit{e.g.}$, guessing and mistaking) in the students' biased data, DisKT introduces a contradiction attention mechanism. Furthermore, DisKT enhances the interpretability of the model predictions by integrating a variant of Item Response Theory. Experimental results on 11 benchmarks and 3 synthesized datasets with different bias strengths demonstrate that DisKT significantly alleviates cognitive bias and outperforms 16 baselines in evaluation accuracy.

The use of large language model (LLM)-powered chatbots, such as ChatGPT, has become popular across various domains, supporting a range of tasks and processes. However, due to the intrinsic complexity of LLMs, effective prompting is more challenging than it may seem. This highlights the need for innovative educational and support strategies that are both widely accessible and seamlessly integrated into task workflows. Yet, LLM prompting is highly task- and domain-dependent, limiting the effectiveness of generic approaches. In this study, we explore whether LLM-based methods can facilitate learning assessments by using ad-hoc guidelines and a minimal number of annotated prompt samples. Our framework transforms these guidelines into features that can be identified within learners' prompts. Using these feature descriptions and annotated examples, we create few-shot learning detectors. We then evaluate different configurations of these detectors, testing three state-of-the-art LLMs and ensembles. We run experiments with cross-validation on a sample of original prompts, as well as tests on prompts collected from task-naive learners. Our results show how LLMs perform on feature detection. Notably, GPT- 4 demonstrates strong performance on most features, while closely related models, such as GPT-3 and GPT-3.5 Turbo (Instruct), show inconsistent behaviors in feature classification. These differences highlight the need for further research into how design choices impact feature selection and prompt detection. Our findings contribute to the fields of generative AI literacy and computer-supported learning assessment, offering valuable insights for both researchers and practitioners.

Prior work has demonstrated a consistent tendency in neural networks engaged in continual learning tasks, wherein intermediate task similarity results in the highest levels of catastrophic interference. This phenomenon is attributed to the network's tendency to reuse learned features across tasks. However, this explanation heavily relies on the premise that neuron specialisation occurs, i.e. the emergence of localised representations. Our investigation challenges the validity of this assumption. Using theoretical frameworks for the analysis of neural networks, we show a strong dependence of specialisation on the initial condition. More precisely, we show that weight imbalance and high weight entropy can favour specialised solutions. We then apply these insights in the context of continual learning, first showing the emergence of a monotonic relation between task-similarity and forgetting in non-specialised networks. {Finally, we show that specialization by weight imbalance is beneficial on the commonly employed elastic weight consolidation regularisation technique.

"Magic" is referred to here and there in the robotics literature, from "magical moments" afforded by a mobile bubble machine, to "spells" intended to entertain and motivate children--but what exactly could this concept mean for designers? Here, we present (1) some theoretical discussion on how magic could inform interaction designs based on reviewing the literature, followed by (2) a practical description of using such ideas to develop a simplified prototype, which received an award in an international robot magic competition. Although this topic can be considered unusual and some negative connotations exist (e.g., unrealistic thinking can be referred to as magical), our results seem to suggest that magic, in the experiential, supernatural, and illusory senses of the term, could be useful to consider in various robot design contexts, also for artifacts like home assistants and autonomous vehicles--thus, inviting further discussion and exploration.

Building on To address communication barriers between the DHH (Deaf and insights from previous research, we propose a deep learning model Hard-of-Hearing) and the hearing communities, the field of Sign for Sign Language Production (SLP), which to our knowledge is Language Processing has emerged at the intersection of linguistics, the first attempt on Greek SLP. We tackle this task by utilizing a computer vision, and machine learning. Sign Language Processing transformer-based architecture that enables the translation from encompasses a variety of tasks aimed at bridging the gap between text input to human pose keypoints, and the opposite. We evaluate DHH and hearing communities by enabling the automatic translation, the effectiveness of the proposed pipeline on the Greek SL dataset and generation of sign language. The most critical components Elementary23, through a series of comparative analyses and ablation of an effective sign language system are Sign Language Translation studies. Our pipeline's components, which include data-driven (SLT), and Sign Language Production (SLP). In this paper, we gloss generation, training through video to text translation and a primarily focus on Sign Language Production (SLP).

Sign language recognition (SLR) for low-resource languages like Bangla suffers from signer variability, viewpoint variations, and limited annotated datasets. In this paper, we present BdSLW401, a large-scale, multi-view, word-level Bangla Sign Language (BdSL) dataset with 401 signs and 102,176 video samples from 18 signers in front and lateral views. To improve transformer-based SLR, we introduce Relative Quantization Encoding (RQE), a structured embedding approach anchoring landmarks to physiological reference points and quantize motion trajectories. RQE improves attention allocation by decreasing spatial variability, resulting in 44.3% WER reduction in WLASL100, 21.0% in SignBD-200, and significant gains in BdSLW60 and SignBD-90. However, fixed quantization becomes insufficient on large-scale datasets (e.g., WLASL2000), indicating the need for adaptive encoding strategies. Further, RQE-SF, an extended variant that stabilizes shoulder landmarks, achieves improvements in pose consistency at the cost of small trade-offs in lateral view recognition. The attention graphs prove that RQE improves model interpretability by focusing on the major articulatory features (fingers, wrists) and the more distinctive frames instead of global pose changes. Introducing BdSLW401 and demonstrating the effectiveness of RQE-enhanced structured embeddings, this work advances transformer-based SLR for low-resource languages and sets a benchmark for future research in this area.

The ability of large language models to solve complex mathematical problems has progressed significantly, particularly for tasks requiring advanced reasoning. However, the scarcity of sufficiently challenging problems, particularly at the Olympiad level, hinders further advancements. In this work, we introduce PromptCoT, a novel approach for automatically generating high-quality Olympiad-level math problems. The proposed method synthesizes complex problems based on mathematical concepts and the rationale behind problem construction, emulating the thought processes of experienced problem designers. We provide a theoretical analysis demonstrating that an optimal rationale should maximize both the likelihood of rationale generation given the associated concepts and the likelihood of problem generation conditioned on both the rationale and the concepts. Our method is evaluated on standard benchmarks including GSM8K, MATH-500, and AIME2024, where it consistently outperforms existing problem generation methods. Furthermore, we demonstrate that PromptCoT exhibits superior data scalability, consistently maintaining high performance as the dataset size increases, outperforming the baselines. The implementation is available at https://github.com/zhaoxlpku/PromptCoT.

Accordingly, education researchers and practitioners have increasingly turned to AI literacy as an important learning objective. However, the definition of AI literacy remains vague. Researchers have used the term to describe learning interventions that differ by in school contexts, learning objectives, and types of AI technologies they use. Furthermore, the research of AI literacy is shifting significantly in the wake of generative AI. Thus, it is crucial to review the field and develop a conceptual framework that captures the diverse conceptualizations of AI literacy. The concept of AI literacy and recognition of its potential significance are well-established [75, 127]. One of the pioneering works by Touretzky et al. in 2019 laid out "five big ideas" for the AI4K12 initiative: "computers perceive the world using sensors", "agents maintain models/representations of the world and use them for reasoning", "computers can learn from data", "making agents interact with humans is a substantial challenge for AI developers", and "AI applications can impact society in both positive and negative ways" [127]. This paper had a major influence on subsequent AI literacy curriculum design. The next year, another prominent work by Long and Magerko defined AI literacy as "a set