Recent studies highlight the promise of LLM-based prompt optimization, especially with TextGrad, which automates differentiation'' via texts and backpropagates textual feedback. This approach facilitates training in various real-world applications that do not support numerical gradient propagation or loss calculation. In this paper, we systematically explore the potential and challenges of incorporating textual gradient into Federated Learning (FL). Our contributions are fourfold. Firstly, we introduce a novel FL paradigm, Federated Textual Gradient (FedTextGrad), that allows clients to upload locally optimized prompts derived from textual gradients, while the server aggregates the received prompts. Unlike traditional FL frameworks, which are designed for numerical aggregation, FedTextGrad is specifically tailored for handling textual data, expanding the applicability of FL to a broader range of problems that lack well-defined numerical loss functions. Secondly, building on this design, we conduct extensive experiments to explore the feasibility of FedTextGrad. Our findings highlight the importance of properly tuning key factors (e.g., local steps) in FL training. Thirdly, we highlight a major challenge in FedTextGrad aggregation: retaining essential information from distributed prompt updates. Last but not least, in response to this issue, we improve the vanilla variant of FedTextGrad by providing actionable guidance to the LLM when summarizing client prompts by leveraging the Uniform Information Density principle. Through this principled study, we enable the adoption of textual gradients in FL for optimizing LLMs, identify important issues, and pinpoint future directions, thereby opening up a new research area that warrants further investigation.

Knowledge Tracing (KT) is a fundamental technology in intelligent tutoring systems used to simulate changes in students' knowledge state during learning, track personalized knowledge mastery, and predict performance. However, current KT models face three major challenges: (1) When encountering new questions, models face cold-start problems due to sparse interaction records, making precise modeling difficult; (2) Traditional models only use historical interaction records for student personalization modeling, unable to accurately track individual mastery levels, resulting in unclear personalized modeling; (3) The decision-making process is opaque to educators, making it challenging for them to understand model judgments. To address these challenges, we propose a novel Dual-channel Difficulty-aware Knowledge Tracing (DDKT) framework that utilizes Large Language Models (LLMs) and Retrieval-Augmented Generation (RAG) for subjective difficulty assessment, while integrating difficulty bias-aware algorithms and student mastery algorithms for precise difficulty measurement. Our framework introduces three key innovations: (1) Difficulty Balance Perception Sequence (DBPS) - students' subjective perceptions combined with objective difficulty, measuring gaps between LLM-assessed difficulty, mathematical-statistical difficulty, and students' subjective perceived difficulty through attention mechanisms; (2) Difficulty Mastery Ratio (DMR) - precise modeling of student mastery levels through different difficulty zones; (3) Knowledge State Update Mechanism - implementing personalized knowledge acquisition through gated networks and updating student knowledge state. Experimental results on two real datasets show our method consistently outperforms nine baseline models, improving AUC metrics by 2% to 10% while effectively addressing cold-start problems and enhancing model interpretability.

Motor skill learning often requires experienced professionals who can provide personalized instruction. Unfortunately, the availability of high-quality training can be limited for specialized tasks, such as high performance racing. Several recent works have leveraged AI-assistance to improve instruction of tasks ranging from rehabilitation to surgical robot tele-operation. However, these works often make simplifying assumptions on the student learning process, and fail to model how a teacher's assistance interacts with different individuals' abilities when determining optimal teaching strategies. Inspired by the idea of scaffolding from educational psychology, we leverage shared autonomy, a framework for combining user inputs with robot autonomy, to aid with curriculum design. Our key insight is that the way a student's behavior improves in the presence of assistance from an autonomous agent can highlight which sub-skills might be most ``learnable'' for the student, or within their Zone of Proximal Development. We use this to design Z-COACH, a method for using shared autonomy to provide personalized instruction targeting interpretable task sub-skills. In a user study (n=50), where we teach high performance racing in a simulated environment of the Thunderhill Raceway Park with the CARLA Autonomous Driving simulator, we show that Z-COACH helps identify which skills each student should first practice, leading to an overall improvement in driving time, behavior, and smoothness. Our work shows that increasingly available semi-autonomous capabilities (e.g. in vehicles, robots) can not only assist human users, but also help *teach* them.

User simulators are crucial for replicating human interactions with dialogue systems, supporting both collaborative training and automatic evaluation, especially for large language models (LLMs). However, existing simulators often rely solely on text utterances, missing implicit user traits such as personality, speaking style, and goals. In contrast, persona-based methods lack generalizability, as they depend on predefined profiles of famous individuals or archetypes. To address these challenges, we propose User Simulator with implicit Profiles (USP), a framework that infers implicit user profiles from human-machine conversations and uses them to generate more personalized and realistic dialogues. We first develop an LLM-driven extractor with a comprehensive profile schema. Then, we refine the simulation through conditional supervised fine-tuning and reinforcement learning with cycle consistency, optimizing it at both the utterance and conversation levels. Finally, we adopt a diverse profile sampler to capture the distribution of real-world user profiles. Experimental results demonstrate that USP outperforms strong baselines in terms of authenticity and diversity while achieving comparable performance in consistency. Furthermore, dynamic multi-turn evaluations based on USP strongly align with mainstream benchmarks, demonstrating its effectiveness in real-world applications.

We propose a simple, unsupervised method that injects pragmatic principles in retrieval-augmented generation (RAG) frameworks such as Dense Passage Retrieval to enhance the utility of retrieved contexts. Our approach first identifies which sentences in a pool of documents retrieved by RAG are most relevant to the question at hand, cover all the topics addressed in the input question and no more, and then highlights these sentences within their context, before they are provided to the LLM, without truncating or altering the context in any other way. We show that this simple idea brings consistent improvements in experiments on three question answering tasks (ARC-Challenge, PubHealth and PopQA) using five different LLMs. It notably enhances relative accuracy by up to 19.7% on PubHealth and 10% on ARC-Challenge compared to a conventional RAG system.

Recent developments in large language models (LLMs) have led to their widespread usage for various tasks. The prevalence of LLMs in society implores the assurance on the reliability of their performance. In particular, risk-sensitive applications demand meticulous attention to unexpectedly poor outcomes, i.e., tail events, for instance, toxic answers, humiliating language, and offensive outputs. Due to the costly nature of acquiring human annotations, general-purpose scoring models have been created to automate the process of quantifying these tail events. This phenomenon introduces potential human-machine misalignment between the respective scoring mechanisms. In this work, we present a lightweight calibration framework for blackbox models that ensures the alignment of humans and machines with provable guarantees. Our framework provides a rigorous approach to controlling any distortion risk measure that is characterized by a weighted average of quantiles of the loss incurred by the LLM with high confidence. The theoretical foundation of our method relies on the connection between conformal risk control and a traditional family of statistics, i.e., L-statistics. To demonstrate the utility of our framework, we conduct comprehensive experiments that address the issue of human-machine misalignment.

$\Phi$-equilibria -- and the associated notion of $\Phi$-regret -- are a powerful and flexible framework at the heart of online learning and game theory, whereby enriching the set of deviations $\Phi$ begets stronger notions of rationality. Recently, Daskalakis, Farina, Fishelson, Pipis, and Schneider (STOC '24) -- abbreviated as DFFPS -- settled the existence of efficient algorithms when $\Phi$ contains only linear maps under a general, $d$-dimensional convex constraint set $\mathcal{X}$. In this paper, we significantly extend their work by resolving the case where $\Phi$ is $k$-dimensional; degree-$\ell$ polynomials constitute a canonical such example with $k = d^{O(\ell)}$. In particular, positing only oracle access to $\mathcal{X}$, we obtain two main positive results: i) a $\text{poly}(n, d, k, \text{log}(1/\epsilon))$-time algorithm for computing $\epsilon$-approximate $\Phi$-equilibria in $n$-player multilinear games, and ii) an efficient online algorithm that incurs average $\Phi$-regret at most $\epsilon$ using $\text{poly}(d, k)/\epsilon^2$ rounds. We also show nearly matching lower bounds in the online learning setting, thereby obtaining for the first time a family of deviations that captures the learnability of $\Phi$-regret. From a technical standpoint, we extend the framework of DFFPS from linear maps to the more challenging case of maps with polynomial dimension. At the heart of our approach is a polynomial-time algorithm for computing an expected fixed point of any $\phi : \mathcal{X} \to \mathcal{X}$ based on the ellipsoid against hope (EAH) algorithm of Papadimitriou and Roughgarden (JACM '08). In particular, our algorithm for computing $\Phi$-equilibria is based on executing EAH in a nested fashion -- each step of EAH itself being implemented by invoking a separate call to EAH.

Bayesian computation has achieved profound success in many modeling tasks with statistics tools such as generalized linear models (Dobson and Barnett, 2018; Nelder and Wedderburn, 1972). Yet these traditional tools fail to produce satisfactory predictions for high-dimensional and highly complex data such as images, speech and videos. Deep Learning (LeCun et al., 2015a) provides an attractive solution. At the time of late 2023, deep neural networks achieve accurate predictions for image classification (Dehghani et al., 2023), segmentation (Kirillov et al., 2023) and speech recognition tasks (Zhang et al., 2023). Meanwhile they have also demonstrated an astonishing capability for generating photo-realistic and/or artistic images (Rombach et al., 2022), music (Agostinelli et al., 2023) and videos (Liang et al., 2022). Nowadays deep neural networks have become a standard modeling tool for many of the applications in AI and related fields, and the success of deep learning so far are based on training deterministic deep neural networks on big data. So one might ask: is there a place for Bayesian computation in modern deep learning?

Apparently almost all undergraduate students are using AI now, in one way or another. A new report from the UK's Higher Education Policy Institute (HEPI) found that 92 percent of students have used generative AI tools, such as ChatGPT, for their studies. At the same time, 88 percent of these students have used it for exams. These numbers are a tremendous increase from HEPI's February 2024 report in which 66 percent and 53 percent participants relayed use, respectively. The top reasons students reported using AI include saving time, improved quality of their work and getting instant support.

British universities have been warned to "stress-test" all assessments after new research revealed "almost all" undergraduates are using generative artificial intelligence (genAI) in their studies. A survey of 1,000 students – both domestic and international – found there had been an "explosive increase" in the use of genAI in the past 12 months. Almost nine out of 10 (88%) in the 2025 poll said they used tools such as ChatGPT for their assessments, up from 53% last year. The proportion using any AI tool surged from 66% in 2024 to 92% in 2025, meaning just 8% of students are not using AI, according to a report published by the Higher Education Policy Institute and Kortext, a digital etextbook provider. Josh Freeman, the report's author, said such dramatic changes in behaviour in just 12 months were almost unheard of, and warned: "Universities should take heed: generative AI is here to stay. "There are urgent lessons here for institutions," Freeman said. "Every assessment must be reviewed in case it can be completed easily using AI.