The rapid advancement of Extended Reality (XR, encompassing AR, MR, and VR) and spatial computing technologies forms a foundational layer for the emerging Metaverse, enabling innovative applications across healthcare, education, manufacturing, and entertainment. However, research in this area is often limited by the lack of large, representative, and highquality application datasets that can support empirical studies and the development of new approaches benefiting XR software processes. In this paper, we introduce XRZoo, a comprehensive and curated dataset of XR applications designed to bridge this gap. XRZoo contains 12,528 free XR applications, spanning nine app stores, across all XR techniques (i.e., AR, MR, and VR) and use cases, with detailed metadata on key aspects such as application descriptions, application categories, release dates, user review numbers, and hardware specifications, etc. By making XRZoo publicly available, we aim to foster reproducible XR software engineering and security research, enable cross-disciplinary investigations, and also support the development of advanced XR systems by providing examples to developers. Our dataset serves as a valuable resource for researchers and practitioners interested in improving the scalability, usability, and effectiveness of XR applications. XRZoo will be released and actively maintained.

In this work, we present the design, development, and experimental validation of a custom-built quadruped robot, Ask1. The Ask1 robot shares similar morphology with the Unitree Go1, but features custom hardware components and a different control architecture. We transfer and extend previous reinforcement learning (RL)-based control methods to the Ask1 robot, demonstrating the applicability of our approach in real-world scenarios. By eliminating the need for Adversarial Motion Priors (AMP) and reference trajectories, we introduce a novel reward function to guide the robot's motion style. We demonstrate the generalization capability of the proposed RL algorithm by training it on both the Go1 and Ask1 robots. Simulation and real-world experiments validate the effectiveness of this method, showing that Ask1, like the Go1, is capable of navigating various rugged terrains.

Spatial perception is a fundamental component of intelligence. While many studies highlight that large multimodal language models (MLMs) struggle to reason about space, they only test for static spatial reasoning, such as categorizing the relative positions of objects. Meanwhile, real-world deployment requires dynamic capabilities like perspective-taking and egocentric action recognition. As a roadmap to improving spatial intelligence, we introduce SAT, Spatial Aptitude Training, which goes beyond static relative object position questions to the more dynamic tasks. SAT contains 218K question-answer pairs for 22K synthetic scenes across a training and testing set. Generated using a photo-realistic physics engine, our dataset can be arbitrarily scaled and easily extended to new actions, scenes, and 3D assets. We find that even MLMs that perform relatively well on static questions struggle to accurately answer dynamic spatial questions. Further, we show that SAT instruction-tuning data improves not only dynamic spatial reasoning on SAT, but also zero-shot performance on existing real-image spatial benchmarks: $23\%$ on CVBench, $8\%$ on the harder BLINK benchmark, and $18\%$ on VSR. When instruction-tuned on SAT, our 13B model matches larger proprietary MLMs like GPT4-V and Gemini-3-1.0 in spatial reasoning. Our data/code is available at http://arijitray1993.github.io/SAT/ .

Self-supervised learning has the potential of lifting several of the key challenges in reinforcement learning today, such as exploration, representation learning, and reward design. Recent work (METRA) has effectively argued that moving away from mutual information and instead optimizing a certain Wasserstein distance is important for good performance. In this paper, we argue that the benefits seen in that paper can largely be explained within the existing framework of mutual information skill learning (MISL). Our analysis suggests a new MISL method (contrastive successor features) that retains the excellent performance of METRA with fewer moving parts, and highlights connections between skill learning, contrastive representation learning, and successor features. Finally, through careful ablation studies, we provide further insight into some of the key ingredients for both our method and METRA.

The identity of a speaker significantly influences spoken language comprehension by affecting both perception and expectation. This review explores speaker effects, focusing on how speaker information impacts language processing. We propose an integrative model featuring the interplay between bottom-up perception-based processes driven by acoustic details and top-down expectation-based processes driven by a speaker model. The acoustic details influence lower-level perception, while the speaker model modulates both lower-level and higher-level processes such as meaning interpretation and pragmatic inferences. We define speaker-idiosyncrasy and speaker-demographics effects and demonstrate how bottom-up and top-down processes interact at various levels in different scenarios. This framework contributes to psycholinguistic theory by offering a comprehensive account of how speaker information interacts with linguistic content to shape message construction. We suggest that speaker effects can serve as indices of a language learner's proficiency and an individual's characteristics of social cognition. We encourage future research to extend these findings to AI speakers, probing the universality of speaker effects across humans and artificial agents.

Loss of plasticity, trainability loss, and primacy bias have been identified as issues arising when training deep neural networks on sequences of tasks -- all referring to the increased difficulty in training on new tasks. We propose to use Parseval regularization, which maintains orthogonality of weight matrices, to preserve useful optimization properties and improve training in a continual reinforcement learning setting. We show that it provides significant benefits to RL agents on a suite of gridworld, CARL and MetaWorld tasks. We conduct comprehensive ablations to identify the source of its benefits and investigate the effect of certain metrics associated to network trainability including weight matrix rank, weight norms and policy entropy.

In today's world, stress is a big problem that affects people's health and happiness. More and more people are feeling stressed out, which can lead to lots of health issues like breathing problems, feeling overwhelmed, heart attack, diabetes, etc. This work endeavors to forecast stress and non-stress occurrences among college students by applying various machine learning algorithms: Decision Trees, Random Forest, Support Vector Machines, AdaBoost, Naive Bayes, Logistic Regression, and K-nearest Neighbors. The primary objective of this work is to leverage a research study to predict and mitigate stress and non-stress based on the collected questionnaire dataset. We conducted a workshop with the primary goal of studying the stress levels found among the students. This workshop was attended by Approximately 843 students aged between 18 to 21 years old. A questionnaire was given to the students validated under the guidance of the experts from the All India Institute of Medical Sciences (AIIMS) Raipur, Chhattisgarh, India, on which our dataset is based. The survey consists of 28 questions, aiming to comprehensively understand the multidimensional aspects of stress, including emotional well-being, physical health, academic performance, relationships, and leisure. This work finds that Support Vector Machines have a maximum accuracy for Stress, reaching 95\%. The study contributes to a deeper understanding of stress determinants. It aims to improve college student's overall quality of life and academic success, addressing the multifaceted nature of stress.

Recent advances in large language models (LLMs) have led to the development of artificial intelligence (AI)-powered tutoring chatbots, showing promise in providing broad access to high-quality personalized education. Existing works have studied how to make LLMs follow tutoring principles, but have not studied broader uses of LLMs for supporting tutoring. Up until now, tracing student knowledge and analyzing misconceptions has been difficult and time-consuming to implement for open-ended dialogue tutoring. In this work, we investigate whether LLMs can be supportive of this task: we first use LLM prompting methods to identify the knowledge components/skills involved in each dialogue turn, i.e., a tutor utterance posing a task or a student utterance that responds to it. We also evaluate whether the student responds correctly to the tutor and verify the LLM's accuracy using human expert annotations. We then apply a range of knowledge tracing (KT) methods on the resulting labeled data to track student knowledge levels over an entire dialogue. We conduct experiments on two tutoring dialogue datasets, and show that a novel yet simple LLM-based method, LLMKT, significantly outperforms existing KT methods in predicting student response correctness in dialogues. We perform extensive qualitative analyses to highlight the challenges in dialogueKT and outline multiple avenues for future work.

The rapid advancement of Large Language Models (LLMs) has driven their expanding application across various fields. One of the most promising applications is their role as evaluators based on natural language responses, referred to as ''LLMs-as-judges''. This framework has attracted growing attention from both academia and industry due to their excellent effectiveness, ability to generalize across tasks, and interpretability in the form of natural language. This paper presents a comprehensive survey of the LLMs-as-judges paradigm from five key perspectives: Functionality, Methodology, Applications, Meta-evaluation, and Limitations. We begin by providing a systematic definition of LLMs-as-Judges and introduce their functionality (Why use LLM judges?). Then we address methodology to construct an evaluation system with LLMs (How to use LLM judges?). Additionally, we investigate the potential domains for their application (Where to use LLM judges?) and discuss methods for evaluating them in various contexts (How to evaluate LLM judges?). Finally, we provide a detailed analysis of the limitations of LLM judges and discuss potential future directions. Through a structured and comprehensive analysis, we aim aims to provide insights on the development and application of LLMs-as-judges in both research and practice. We will continue to maintain the relevant resource list at https://github.com/CSHaitao/Awesome-LLMs-as-Judges.

As LLMs increase in accessibility, LLM-generated texts have proliferated across several fields, such as scientific, academic, and creative writing. However, LLMs are not created equally; they may have different architectures and training datasets. Thus, some LLMs may be more challenging to detect than others. Using two datasets spanning four total writing domains, we train AI-generated (AIG) text classifiers using the LibAUC library - a deep learning library for training classifiers with imbalanced datasets. Our results in the Deepfake Text dataset show that AIG-text detection varies across domains, with scientific writing being relatively challenging. In the Rewritten Ivy Panda (RIP) dataset focusing on student essays, we find that the OpenAI family of LLMs was substantially difficult for our classifiers to distinguish from human texts. Additionally, we explore possible factors that could explain the difficulties in detecting OpenAI-generated texts.