Generative artificial intelligence (GenAI) can reshape education and learning. While large language models (LLMs) like ChatGPT dominate current educational research, multimodal capabilities, such as text-to-speech and text-to-image, are less explored. This study uses topic modeling to map the research landscape of multimodal and generative AI in education. An extensive literature search using Dimensions.ai yielded 4175 articles. Employing a topic modeling approach, latent topics were extracted, resulting in 38 interpretable topics organized into 14 thematic areas. Findings indicate a predominant focus on text-to-text models in educational contexts, with other modalities underexplored, overlooking the broader potential of multimodal approaches. The results suggest a research gap, stressing the importance of more balanced attention across different AI modalities and educational levels. In summary, this research provides an overview of current trends in generative AI for education, underlining opportunities for future exploration of multimodal technologies to fully realize the transformative potential of artificial intelligence in education.

Online education platforms have significantly transformed the dissemination of educational resources by providing a dynamic and digital infrastructure. With the further enhancement of this transformation, the advent of Large Language Models (LLMs) has elevated the intelligence levels of these platforms. However, current academic benchmarks provide limited guidance for real-world industry scenarios. This limitation arises because educational applications require more than mere test question responses. To bridge this gap, we introduce CJEval, a benchmark based on Chinese Junior High School Exam Evaluations. CJEval consists of 26,136 samples across four application-level educational tasks covering ten subjects. These samples include not only questions and answers but also detailed annotations such as question types, difficulty levels, knowledge concepts, and answer explanations. By utilizing this benchmark, we assessed LLMs' potential applications and conducted a comprehensive analysis of their performance by fine-tuning on various educational tasks. Extensive experiments and discussions have highlighted the opportunities and challenges of applying LLMs in the field of education.

In recent years, Large Language Models (LLMs) have demonstrated remarkable capabilities in various tasks (e.g., long-context understanding), and many benchmarks have been proposed. However, we observe that long text generation capabilities are not well investigated. Therefore, we introduce the Hierarchical Long Text Generation Benchmark (HelloBench), a comprehensive, in-the-wild, and open-ended benchmark to evaluate LLMs' performance in generating long text. Based on Bloom's Taxonomy, HelloBench categorizes long text generation tasks into five subtasks: open-ended QA, summarization, chat, text completion, and heuristic text generation. Besides, we propose Hierarchical Long Text Evaluation (HelloEval), a human-aligned evaluation method that significantly reduces the time and effort required for human evaluation while maintaining a high correlation with human evaluation. We have conducted extensive experiments across around 30 mainstream LLMs and observed that the current LLMs lack long text generation capabilities. Specifically, first, regardless of whether the instructions include explicit or implicit length constraints, we observe that most LLMs cannot generate text that is longer than 4000 words. Second, we observe that while some LLMs can generate longer text, many issues exist (e.g., severe repetition and quality degradation). Third, to demonstrate the effectiveness of HelloEval, we compare HelloEval with traditional metrics (e.g., ROUGE, BLEU, etc.) and LLM-as-a-Judge methods, which show that HelloEval has the highest correlation with human evaluation. We release our code in https://github.com/Quehry/HelloBench.

Although language model (LM) agents are demonstrating growing potential in many domains, their success in cybersecurity has been limited due to simplistic design and the lack of fundamental features for this domain. We present EnIGMA, an LM agent for autonomously solving Capture The Flag (CTF) challenges. EnIGMA introduces new Agent-Computer Interfaces (ACIs) to improve the success rate on CTF challenges. We establish the novel Interactive Agent Tool concept, which enables LM agents to run interactive command-line utilities essential for these challenges. Empirical analysis of EnIGMA on over 350 CTF challenges from three different benchmarks indicates that providing a robust set of new tools with demonstration of their usage helps the LM solve complex problems and achieves state-of-the-art results on the NYU CTF and Intercode-CTF benchmarks. Finally, we discuss insights on ACI design and agent behavior on cybersecurity tasks that highlight the need to adapt real-world tools for LM agents.

Utilizing functional near-infrared spectroscopy (fNIRS) signals for emotion recognition is a significant advancement in understanding human emotions. However, due to the lack of artificial intelligence data and algorithms in this field, current research faces the following challenges: 1) The portable wearable devices have higher requirements for lightweight models; 2) The objective differences of physiology and psychology among different subjects aggravate the difficulty of emotion recognition. To address these challenges, we propose a novel cross-subject fNIRS emotion recognition method, called the Online Multi-level Contrastive Representation Distillation framework (OMCRD). Specifically, OMCRD is a framework designed for mutual learning among multiple lightweight student networks. It utilizes multi-level fNIRS feature extractor for each sub-network and conducts multi-view sentimental mining using physiological signals. The proposed Inter-Subject Interaction Contrastive Representation (IS-ICR) facilitates knowledge transfer for interactions between student models, enhancing cross-subject emotion recognition performance. The optimal student network can be selected and deployed on a wearable device. Some experimental results demonstrate that OMCRD achieves state-of-the-art results in emotional perception and affective imagery tasks.

Human intelligence, the most evident and accessible form of source of reasoning, hosted by biological hardware, has evolved and been refined over thousands of years, positioning itself today to create new artificial forms and preparing to self--design their evolutionary path forward. Beginning with the advent of foundation models, the rate at which human and artificial intelligence interact with each other has surpassed any anticipated quantitative figures. The close engagement led to both bits of intelligence to be impacted in various ways, which naturally resulted in complex confluences that warrant close scrutiny. In the sequel, we shall explore the interplay between human and machine intelligence, focusing on the crucial role humans play in developing ethical, responsible, and robust intelligent systems. We slightly delve into interesting aspects of implementation inspired by the mechanisms underlying neuroscience and human cognition. Additionally, we propose future perspectives, capitalizing on the advantages of symbiotic designs to suggest a human-centered direction for next-generation AI development. We finalize this evolving document with a few thoughts and open questions yet to be addressed by the broader community.

Automated assessment in natural language generation is a challenging task. Instruction-tuned large language models (LLMs) have shown promise in reference-free evaluation, particularly through comparative assessment. However, the quadratic computational complexity of pairwise comparisons limits its scalability. To address this, efficient comparative assessment has been explored by applying comparative strategies on zero-shot LLM probabilities. We propose a framework for finetuning LLMs for comparative assessment to align the model's output with the target distribution of comparative probabilities. By training on soft probabilities, our approach improves state-of-the-art performance while maintaining high performance with an efficient subset of comparisons.

In online education, innovative tools are crucial for enhancing learning outcomes. SAM (Study with AI Mentor) is an advanced platform that integrates educational videos with a context-aware chat interface powered by large language models. SAM encourages students to ask questions and explore unclear concepts in real-time, offering personalized, context-specific assistance, including explanations of formulas, slides, and images. In a crowdsourced user study involving 140 participants, SAM was evaluated through pre- and post-knowledge tests, comparing a group using SAM with a control group. The results demonstrated that SAM users achieved greater knowledge gains, with a 96.8% answer accuracy. Participants also provided positive feedback on SAM's usability and effectiveness. SAM's proactive approach to learning not only enhances learning outcomes but also empowers students to take full ownership of their educational experience, representing a promising future direction for online learning tools.

Small language models (SLMs), despite their widespread adoption in modern smart devices, have received significantly less academic attention compared to their large language model (LLM) counterparts, which are predominantly deployed in data centers and cloud environments. While researchers continue to improve the capabilities of LLMs in the pursuit of artificial general intelligence, SLM research aims to make machine intelligence more accessible, affordable, and efficient for everyday tasks. Focusing on transformer-based, decoder-only language models with 100M-5B parameters, we survey 59 state-of-the-art open-source SLMs, analyzing their technical innovations across three axes: architectures, training datasets, and training algorithms. In addition, we evaluate their capabilities in various domains, including commonsense reasoning, in-context learning, mathematics, and coding. To gain further insight into their on-device runtime costs, we benchmark their inference latency and memory footprints. Through in-depth analysis of our benchmarking data, we offer valuable insights to advance research in this field.

In the domain of education, the integration of,technology has led to a transformative era, reshaping traditional,learning paradigms. Central to this evolution is the automation,of grading processes, particularly within the STEM domain encompassing Science, Technology, Engineering, and Mathematics.,While efforts to automate grading have been made in subjects,like Literature, the multifaceted nature of STEM assessments,presents unique challenges, ranging from quantitative analysis,to the interpretation of handwritten diagrams. To address these,challenges, this research endeavors to develop efficient and reliable grading methods through the implementation of automated,assessment techniques using Artificial Intelligence (AI). Our,contributions lie in two key areas: firstly, the development of a,robust system for evaluating textual answers in STEM, leveraging,sample answers for precise comparison and grading, enabled by,advanced algorithms and natural language processing techniques.,Secondly, a focus on enhancing diagram evaluation, particularly,flowcharts, within the STEM context, by transforming diagrams,into textual representations for nuanced assessment using a,Large Language Model (LLM). By bridging the gap between,visual representation and semantic meaning, our approach ensures accurate evaluation while minimizing manual intervention.,Through the integration of models such as CRAFT for text,extraction and YoloV5 for object detection, coupled with LLMs,like Mistral-7B for textual evaluation, our methodology facilitates,comprehensive assessment of multimodal answer sheets. This,paper provides a detailed account of our methodology, challenges,encountered, results, and implications, emphasizing the potential,of AI-driven approaches in revolutionizing grading practices in,STEM education.