Recent advancements in Large Language Models (LLMs) and Visual Language Models (VLMs) have significantly impacted robotics, enabling high-level semantic motion planning applications. Reinforcement Learning (RL), a complementary paradigm, enables agents to autonomously optimize complex behaviors through interaction and reward signals. However, designing effective reward functions for RL remains challenging, especially in real-world tasks where sparse rewards are insufficient and dense rewards require elaborate design. In this work, we propose Autonomous Reinforcement learning for Complex HumanInformed Environments (ARCHIE), an unsupervised pipeline leveraging GPT-4, a pre-trained LLM, to generate reward functions directly from natural language task descriptions. The rewards are used to train RL agents in simulated environments, where we formalize the reward generation process to enhance feasibility. Additionally, GPT-4 automates the coding of task success criteria, creating a fully automated, one-shot procedure for translating human-readable text into deployable robot skills. Our approach is validated through extensive simulated experiments on single-arm and bi-manual manipulation tasks using an ABB YuMi collaborative robot, highlighting its practicality and effectiveness. Tasks are demonstrated on the real robot setup.

Large Language Models (LLMs) have achieved remarkable success in various natural language processing tasks, yet their ability to generate long-form content remains poorly understood and evaluated. Our analysis reveals that current LLMs struggle with length requirements and information density in long-text generation, with performance deteriorating as text length increases. To quantitively locate such a performance degradation and provide further insights on model development, we present LongEval, a benchmark that evaluates long-text generation through both direct and plan-based generation paradigms, inspired by cognitive and linguistic writing models. The comprehensive experiments in this work reveal interesting findings such as that while model size correlates with generation ability, the small-scale model (e.g., LongWriter), well-trained on long texts, has comparable performance. All code and datasets are released in https://github.com/Wusiwei0410/LongEval.

In recent decades, machine learning research has focused on developing vector-based representations for various types of data, including images, text, and time series [22]. Learning a meaningful representation space is a foundational task that accelerates research progress, as exemplified by the success of Large Language Models (LLMs) [182]. A complementary challenge is learning a distance function (defining a metric space) that encodes aspects of the data's internal structure. This task is known as distance metric learning, or simply metric learning [20]. Metric learning methods find applications in every field using algorithms relying on a distance such as the ubiquitous k-nearest neighbors classifier: Classification and clustering [195], recommendation systems [89], optimal transport [45], and dimension reduction [116, 186]. However, when using only a global distance, the set of available modeling tools to derive computational algorithms is limited and does not capture the intrinsic data structure. Hence, in this paper, we present a literature review of Riemannian metric learning, a generalization of metric learning that has recently demonstrated success across diverse applications, from causal inference [51, 59, 147] to generative modeling [100, 111, 170]. Unlike metric learning, Riemannian metric learning does not merely learn an embedding capturing distance information, but estimates a Riemannian metric characterizing distributions, curvature, and distances in the dataset, i.e. the Riemannian structure of the data.

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.