The pursuit of leaderboard rankings in Large Language Models (LLMs) has created a fundamental paradox: models excel at standardized tests while failing to demonstrate genuine language understanding and adaptability. Our systematic analysis of NLP evaluation frameworks reveals pervasive vulnerabilities across the evaluation spectrum, from basic metrics to complex benchmarks like GLUE and MMLU. These vulnerabilities manifest through benchmark exploitation, dataset contamination, and evaluation bias, creating a false perception of progress in language understanding capabilities. Through extensive review of contemporary evaluation approaches, we identify significant limitations in static benchmark designs, human evaluation protocols, and LLM-as-judge frameworks, all of which compromise the reliability of current performance assessments. As LLM capabilities evolve and existing benchmarks become redundant, we lay the groundwork for new evaluation methods that resist manipulation, minimize data contamination, and assess domain-specific tasks. This requires frameworks that are adapted dynamically, addressing current limitations and providing a more accurate reflection of LLM performance.

This study examines the integration of generative AI in schools, assessing its benefits and risks. As AI use by students grows, it's crucial to understand its impact on learning and teaching practices. Generative AI, like ChatGPT, can create human-like content, prompting questions about its educational role. The article differentiates large language models from traditional search engines and stresses the need for students to develop critical source evaluation skills. Although empirical evidence on AI's classroom effects is limited, AI offers personalized learning support and problem-solving tools, alongside challenges like undermining deep learning if misused. The study emphasizes deliberate strategies to ensure AI complements, not replaces, genuine cognitive effort. AI's educational role should be context-dependent, guided by pedagogical goals. The study concludes with practical advice for teachers on effectively utilizing AI to promote understanding and critical engagement, advocating for a balanced approach to enhance students' knowledge and skills development.

The NLLG (Natural Language Learning & Generation) arXiv reports assist in navigating the rapidly evolving landscape of NLP and AI research across cs.CL, cs.CV, cs.AI, and cs.LG categories. This fourth installment captures a transformative period in AI history - from January 1, 2023, following ChatGPT's debut, through September 30, 2024. Our analysis reveals substantial new developments in the field - with 45% of the top 40 most-cited papers being new entries since our last report eight months ago and offers insights into emerging trends and major breakthroughs, such as novel multimodal architectures, including diffusion and state space models. Natural Language Processing (NLP; cs.CL) remains the dominant main category in the list of our top-40 papers but its dominance is on the decline in favor of Computer vision (cs.CV) and general machine learning (cs.LG). This report also presents novel findings on the integration of generative AI in academic writing, documenting its increasing adoption since 2022 while revealing an intriguing pattern: top-cited papers show notably fewer markers of AI-generated content compared to random samples. Furthermore, we track the evolution of AI-associated language, identifying declining trends in previously common indicators such as "delve".

This study explores how the Rashomon effect influences variable importance in the context of student demographics used for academic outcomes prediction. Our research follows the way machine learning algorithms are employed in Educational Data Mining, focusing on highlighting the so-called Rashomon effect. The study uses the Rashomon set of simple-yet-accurate models trained using decision trees, random forests, light GBM, and XGBoost algorithms with the Open University Learning Analytics Dataset. We found that the Rashomon set improves the predictive accuracy by 2-6%. Variable importance analysis revealed more consistent and reliable results for binary classification than multiclass classification, highlighting the complexity of predicting multiple outcomes. Key demographic variables imd_band and highest_education were identified as vital, but their importance varied across courses, especially in course DDD. These findings underscore the importance of model choice and the need for caution in generalizing results, as different models can lead to different variable importance rankings. The codes for reproducing the experiments are available in the repository: https://anonymous.4open.science/r/JEDM_paper-DE9D.

Hand preference and degree of handedness (DoH) are two different aspects of human behavior which are often confused to be one. DoH is a person's inherent capability of the brain; affected by nature and nurture. In this study, we used dominant and non-dominant handwriting traits to assess DoH for the first time, on 43 subjects of three categories- Unidextrous, Partially Unidextrous, and Ambidextrous. Features extracted from the segmented handwriting signals called strokes were used for DoH quantification. Davies Bouldin Index, Multilayer perceptron, and Convolutional Neural Network (CNN) were used for automated grading of DoH. The outcomes of these methods were compared with the widely used DoH assessment questionnaires from Edinburgh Inventory (EI). The CNN based automated grading outperformed other computational methods with an average classification accuracy of 95.06% under stratified 10-fold cross-validation. The leave-one-subject-out strategy on this CNN resulted in a test individual's DoH score which was converted into a 4-point score. Around 90% of the obtained scores from all the implemented computational methods were found to be in accordance with the EI scores under 95% confidence interval. Automated grading of degree of handedness using handwriting signals can provide more resolution to the Edinburgh Inventory scores. This could be used in multiple applications concerned with neuroscience, rehabilitation, physiology, psychometry, behavioral sciences, and forensics.

This study examines the impact of lifelong learning on the professional lives of employed and unemployed individuals. Lifelong learning is a crucial factor in securing employment or enhancing one's existing career prospects. To achieve this objective, this study proposes the implementation of a multi-criteria decision support system for the evaluation of training courses in accordance with their capacity to enhance the employability of the students. The methodology is delineated in four stages. Firstly, a `working life curve' was defined to provide a quantitative description of an individual's working life. Secondly, an analysis based on K-medoids clustering defined a control group for each individual for comparison. Thirdly, the performance of a course according to each of the four predefined criteria was calculated using a t-test to determine the mean performance value of those who took the course. Ultimately, the unweighted TOPSIS method was used to evaluate the efficacy of the various training courses in relation to the four criteria. This approach effectively addresses the challenge of using extensive datasets within a system while facilitating the application of a multi-criteria unweighted TOPSIS method. The results of the multi-criteria TOPSIS method indicated that training courses related to the professional fields of administration and management, hostel and tourism and community and sociocultural services have positive impact on employability and improving the working conditions of citizens. However, courses that demonstrate the greatest effectiveness in ranking are the least demanded by citizens. The results will help policymakers evaluate the effectiveness of each training course offered by the regional government.

This study explores the effectiveness of AI tools in enhancing student learning, specifically in improving study habits, time management, and feedback mechanisms. The research focuses on how AI tools can support personalized learning, adaptive test adjustments, and provide real-time classroom analysis. Student feedback revealed strong support for these features, and the study found a significant reduction in study hours alongside an increase in GPA, suggesting positive academic outcomes. Despite these benefits, challenges such as over-reliance on AI and difficulties in integrating AI with traditional teaching methods were also identified, emphasizing the need for AI tools to complement conventional educational strategies rather than replace them. Data were collected through a survey with a Likert scale and follow-up interviews, providing both quantitative and qualitative insights. The analysis involved descriptive statistics to summarize demographic data, AI usage patterns, and perceived effectiveness, as well as inferential statistics (T-tests, ANOVA) to examine the impact of demographic factors on AI adoption. Regression analysis identified predictors of AI adoption, and qualitative responses were thematically analyzed to understand students' perspectives on the future of AI in education. This mixed-methods approach provided a comprehensive view of AI's role in education and highlighted the importance of privacy, transparency, and continuous refinement of AI features to maximize their educational benefits.

Large Foundation Models like Dust3r can produce high quality outputs such as pointmaps, camera intrinsics, and depth estimation, given stereo-image pairs as input. However, the application of these outputs on tasks like Visual Localization requires a large amount of inference time and compute resources. To address these limitations, in this paper, we propose the use of a knowledge distillation pipeline, where we aim to build a student-teacher model with Dust3r as the teacher and explore multiple architectures of student models that are trained using the 3D reconstructed points output by Dust3r. Our goal is to build student models that can learn scene-specific representations and output 3D points with replicable performance such as Dust3r. The data set we used to train our models is 12Scenes. We test two main architectures of models: a CNN-based architecture and a Vision Transformer based architecture. For each architecture, we also compare the use of pre-trained models against models built from scratch. We qualitatively compare the reconstructed 3D points output by the student model against Dust3r's and discuss the various features learned by the student model. We also perform ablation studies on the models through hyperparameter tuning. Overall, we observe that the Vision Transformer presents the best performance visually and quantitatively.

Vision-Language Models (VLMs) bring powerful understanding and reasoning capabilities to multimodal tasks. Meanwhile, the great need for capable aritificial intelligence on mobile devices also arises, such as the AI assistant software. Some efforts try to migrate VLMs to edge devices to expand their application scope. Simplifying the model structure is a common method, but as the model shrinks, the trade-off between performance and size becomes more and more difficult. Knowledge distillation (KD) can help models improve comprehensive capabilities without increasing size or data volume. However, most of the existing large model distillation techniques only consider applications on single-modal LLMs, or only use teachers to create new data environments for students. None of these methods take into account the distillation of the most important cross-modal alignment knowledge in VLMs. We propose a method called Align-KD to guide the student model to learn the cross-modal matching that occurs at the shallow layer. The teacher also helps student learn the projection of vision token into text embedding space based on the focus of text. Under the guidance of Align-KD, the 1.7B MobileVLM V2 model can learn rich knowledge from the 7B teacher model with light design of training loss, and achieve an average score improvement of 2.0 across 6 benchmarks under two training subsets respectively. Code is available at: https://github.com/fqhank/Align-KD.

Enabling effective collaboration among LLMs is a crucial step toward developing autonomous systems capable of solving complex problems. While LLMs are typically used as single-model generators, where humans critique and refine their outputs, the potential for jointly-trained collaborative models remains largely unexplored. Despite promising results in multi-agent communication and debate settings, little progress has been made in training models to work together on tasks. In this paper, we present a first step toward "Multi-agent LLM training" (MALT) on reasoning problems. Our approach employs a sequential multi-agent setup with heterogeneous LLMs assigned specialized roles: a generator, verifier, and refinement model iteratively solving problems. We propose a trajectory-expansion-based synthetic data generation process and a credit assignment strategy driven by joint outcome based rewards. This enables our post-training setup to utilize both positive and negative trajectories to autonomously improve each model's specialized capabilities as part of a joint sequential system. We evaluate our approach across MATH, GSM8k, and CQA, where MALT on Llama 3.1 8B models achieves relative improvements of 14.14%, 7.12%, and 9.40% respectively over the same baseline model. This demonstrates an early advance in multi-agent cooperative capabilities for performance on mathematical and common sense reasoning questions. More generally, our work provides a concrete direction for research around multi-agent LLM training approaches.