Disfluencies are a natural feature of spontaneous human speech but are typically absent from the outputs of Large Language Models (LLMs). This absence can diminish the perceived naturalness of synthesized speech, which is an important criteria when building conversational agents that aim to mimick human behaviours. We show how the insertion of disfluencies can alleviate this shortcoming. The proposed approach involves (1) fine-tuning an LLM with Low-Rank Adaptation (LoRA) to incorporate various types of disfluencies into LLM-generated utterances and (2) synthesizing those utterances using a text-to-speech model that supports the generation of speech phenomena such as disfluencies. We evaluated the quality of the generated speech across two metrics: intelligibility and perceived spontaneity. We demonstrate through a user study that the insertion of disfluencies significantly increase the perceived spontaneity of the generated speech. This increase came, however, along with a slight reduction in intelligibility.

This paper enables real-world humanoid robots to maintain stability while performing expressive motions like humans do. We propose ExBody2, a generalized whole-body tracking framework that can take any reference motion inputs and control the humanoid to mimic the motion. The model is trained in simulation with Reinforcement Learning and then transferred to the real world. It decouples keypoint tracking with velocity control, and effectively leverages a privileged teacher policy to distill precise mimic skills into the target student policy, which enables high-fidelity replication of dynamic movements such as running, crouching, dancing, and other challenging motions. We present a comprehensive qualitative and quantitative analysis of crucial design factors in the paper. We conduct our experiments on two humanoid platforms and demonstrate the superiority of our approach against state-of-the-arts, providing practical guidelines to pursue the extreme of whole-body control for humanoid robots.

This paper explores the integration of Visual Code Assistants in Integrated Development Environments (IDEs). In Software Engineering, whiteboard sketching is often the initial step before coding, serving as a crucial collaboration tool for developers. Previous studies have investigated patterns in SE sketches and how they are used in practice, yet methods for directly using these sketches for code generation remain limited. The emergence of visually-equipped large language models presents an opportunity to bridge this gap, which is the focus of our research. In this paper, we built a first prototype of a Visual Code Assistant to get user feedback regarding in-IDE sketch-to-code tools. We conduct an experiment with 19 data scientists, most of whom regularly sketch as part of their job. We investigate developers' mental models by analyzing patterns commonly observed in their sketches when developing an ML workflow. Analysis indicates that diagrams were the preferred organizational component (52.6%), often accompanied by lists (42.1%) and numbered points (36.8%). Our tool converts their sketches into a Python notebook by querying an LLM. We use an LLM-as-judge setup to score the quality of the generated code, finding that even brief sketching can effectively generate useful code outlines. We also find a positive correlation between sketch time and the quality of the generated code. We conclude the study by conducting extensive interviews to assess the tool's usefulness, explore potential use cases, and understand developers' needs. As noted by participants, promising applications for these assistants include education, prototyping, and collaborative settings. Our findings signal promise for the next generation of Code Assistants to integrate visual information, both to improve code generation and to better leverage developers' existing sketching practices.

This workshop brings together experts and practitioners from augmented reality (AR) and artificial intelligence (AI) to shape the future of AI-in-the-loop everyday AR experiences. With recent advancements in both AR hardware and AI capabilities, we envision that everyday AR -- always-available and seamlessly integrated into users' daily environments -- is becoming increasingly feasible. This workshop will explore how AI can drive such everyday AR experiences. We discuss a range of topics, including adaptive and context-aware AR, generative AR content creation, always-on AI assistants, AI-driven accessible design, and real-world-oriented AI agents. Our goal is to identify the opportunities and challenges in AI-enabled AR, focusing on creating novel AR experiences that seamlessly blend the digital and physical worlds. Through the workshop, we aim to foster collaboration, inspire future research, and build a community to advance the research field of AI-enhanced AR.

Brain-inspired learning in physical hardware has enormous potential to learn fast at minimal energy expenditure. One of the characteristics of biological learning systems is their ability to learn in the presence of various noise sources. Inspired by this observation, we introduce a novel noise-based learning approach for physical systems implementing multi-layer neural networks. Simulation results show that our approach allows for effective learning whose performance approaches that of the conventional effective yet energy-costly backpropagation algorithm. Using a spintronics hardware implementation, we demonstrate experimentally that learning can be achieved in a small network composed of physical stochastic magnetic tunnel junctions. These results provide a path towards efficient learning in general physical systems which embraces rather than mitigates the noise inherent in physical devices.

Automatically synthesizing dense rewards from natural language descriptions is a promising paradigm in reinforcement learning (RL), with applications to sparse reward problems, open-ended exploration, and hierarchical skill design. Recent works have made promising steps by exploiting the prior knowledge of large language models (LLMs). However, these approaches suffer from important limitations: they are either not scalable to problems requiring billions of environment samples, due to requiring LLM annotations for each observation, or they require a diverse offline dataset, which may not exist or be impossible to collect. In this work, we address these limitations through a combination of algorithmic and systems-level contributions. We propose \oni, a distributed architecture that simultaneously learns an RL policy and an intrinsic reward function using LLM feedback. Our approach annotates the agent's collected experience via an asynchronous LLM server, which is then distilled into an intrinsic reward model. We explore a range of algorithmic choices for reward modeling with varying complexity, including hashing, classification, and ranking models. By studying their relative tradeoffs, we shed light on questions regarding intrinsic reward design for sparse reward problems. Our approach achieves state-of-the-art performance across a range of challenging, sparse reward tasks from the NetHack Learning Environment in a simple unified process, solely using the agent's gathered experience, without requiring external datasets. We make our code available at \url{https://github.com/facebookresearch/oni}.

(English) This study examines the AI-powered grading tool "AI Grading Assistant" by the German company Fobizz, designed to support teachers in evaluating and providing feedback on student assignments. Against the societal backdrop of an overburdened education system and rising expectations for artificial intelligence as a solution to these challenges, the investigation evaluates the tool's functional suitability through two test series. The results reveal significant shortcomings: The tool's numerical grades and qualitative feedback are often random and do not improve even when its suggestions are incorporated. The highest ratings are achievable only with texts generated by ChatGPT. False claims and nonsensical submissions frequently go undetected, while the implementation of some grading criteria is unreliable and opaque. Since these deficiencies stem from the inherent limitations of large language models (LLMs), fundamental improvements to this or similar tools are not immediately foreseeable. The study critiques the broader trend of adopting AI as a quick fix for systemic problems in education, concluding that Fobizz's marketing of the tool as an objective and time-saving solution is misleading and irresponsible. Finally, the study calls for systematic evaluation and subject-specific pedagogical scrutiny of the use of AI tools in educational contexts.

The process of creating training data to teach models is currently driven by humans, who manually analyze model weaknesses and plan how to create data that improves a student model. Approaches using LLMs as annotators reduce human effort, but still require humans to interpret feedback from evaluations and control the LLM to produce data the student needs. Automating this labor-intensive process by creating autonomous data generation agents - or teachers - is desirable, but requires environments that can simulate the feedback-driven, iterative, closed loop of data creation. To enable rapid, scalable testing for such agents and their modules, we introduce DataEnvGym, a testbed of teacher environments for data generation agents. DataEnvGym frames data generation as a sequential decision-making task, involving an agent consisting of a data generation policy (which generates a plan for creating training data) and a data generation engine (which transforms the plan into data), inside an environment that provides student feedback. The agent's goal is to improve student performance. Students are iteratively trained and evaluated on generated data, and their feedback (in the form of errors or weak skills) is reported to the agent after each iteration. DataEnvGym includes multiple teacher environment instantiations across 3 levels of structure in the state representation and action space. More structured environments are based on inferred skills and offer more interpretability and curriculum control. We support 4 domains (math, code, VQA, and tool-use) and test multiple students and teachers. Example agents in our teaching environments can iteratively improve students across tasks and settings. Moreover, we show that environments teach different skill levels and test variants of key modules, pointing to future work in improving data generation agents, engines, and feedback mechanisms.

With the rapid development of gravitational wave astronomy, the increasing number of detected events necessitates efficient methods for parameter estimation and model updates. This study presents a novel approach using knowledge distillation techniques to enhance computational efficiency in gravitational wave analysis. We develop a framework combining ResNet1D and Inverse Autoregressive Flow (IAF) architectures, where knowledge from a complex teacher model is transferred to a lighter student model. Our experimental results show that the student model achieves a validation loss of 3.70 with optimal configuration (40,100,0.75), compared to the teacher model's 4.09, while reducing the number of parameters by 43\%. The Jensen-Shannon divergence between teacher and student models remains below 0.0001 across network layers, indicating successful knowledge transfer. By optimizing ResNet layers (7-16) and hidden features (70-120), we achieve a 35\% reduction in inference time while maintaining parameter estimation accuracy. This work demonstrates significant improvements in computational efficiency for gravitational wave data analysis, providing valuable insights for real-time event processing.

Automatic question generation (QG) is essential for AI and NLP, particularly in intelligent tutoring, dialogue systems, and fact verification. Generating multiple-choice questions (MCQG) for professional exams, like the United States Medical Licensing Examination (USMLE), is particularly challenging, requiring domain expertise and complex multi-hop reasoning for high-quality questions. However, current large language models (LLMs) like GPT-4 struggle with professional MCQG due to outdated knowledge, hallucination issues, and prompt sensitivity, resulting in unsatisfactory quality and difficulty. To address these challenges, we propose MCQG-SRefine, an LLM self-refine-based (Critique and Correction) framework for converting medical cases into high-quality USMLE-style questions. By integrating expert-driven prompt engineering with iterative self-critique and self-correction feedback, MCQG-SRefine significantly enhances human expert satisfaction regarding both the quality and difficulty of the questions. Furthermore, we introduce an LLM-as-Judge-based automatic metric to replace the complex and costly expert evaluation process, ensuring reliable and expert-aligned assessments.