Modelling the complexity and diversity of human activity scheduling behaviour is inherently challenging. We demonstrate a deep conditional-generative machine learning approach for the modelling of realistic activity schedules depending on input labels such as an individual's age, employment status, or other information relevant to their scheduling. We combine (i) a structured latent generative approach, with (ii) a conditional approach, through a novel Conditional VAE architecture. This allows for the rapid generation of precise and realistic schedules for different input labels. We extensively evaluate model capabilities using a joint density estimation framework and several case studies. We additionally show that our approach has practical data and computational requirements, and can be deployed within new and existing demand modelling frameworks. We evaluate the importance of generative capability more generally, by comparing our combined approach to (i) a purely generative model without conditionality, and (ii) a purely conditional model which outputs the most likely schedule given the input labels. This comparison highlights the usefulness of explicitly modelling the randomness of complex and diverse human behaviours using deep generative approaches.

As artificial intelligence (AI) becomes increasingly integrated into education, understanding how students perceive its risks is essential for supporting responsible and effective adoption. This research aimed to examine the relationships between perceived AI competence and risks among Finnish K-12 upper secondary students (n = 163) by utilizing a co-occurrence analysis. Students reported their self-perceived AI competence and concerns related to AI across systemic, institutional, and personal domains. The findings showed that students with lower competence emphasized personal and learning-related risks, such as reduced creativity, lack of critical thinking, and misuse, whereas higher-competence students focused more on systemic and institutional risks, including bias, inaccuracy, and cheating. These differences suggest that students' self-reported AI competence is related to how they evaluate both the risks and opportunities associated with artificial intelligence in education (AIED). The results of this study highlight the need for educational institutions to incorporate AI literacy into their curricula, provide teacher guidance, and inform policy development to ensure personalized opportunities for utilization and equitable integration of AI into K-12 education.

Constructed-response questions are crucial to encourage generative processing and test a learner's understanding of core concepts. However, the limited availability of instructor time, large class sizes, and other resource constraints pose significant challenges in providing timely and detailed evaluation, which is crucial for a holistic educational experience. In addition, providing timely and frequent assessments is challenging since manual grading is labor intensive, and automated grading is complex to generalize to every possible response scenario. This paper proposes a novel and practical approach to grade short-answer constructed-response questions. We discuss why this problem is challenging, define the nature of questions on which our method works, and finally propose a framework that instructors can use to evaluate their students' open-responses, utilizing near-domain data like data from similar questions administered in previous years. The proposed method outperforms the state of the art machine learning models as well as non-fine-tuned large language models like GPT 3.5, GPT 4, and GPT 4o by a considerable margin of over 10-20% in some cases, even after providing the LLMs with reference/model answers. Our framework does not require pre-written grading rubrics and is designed explicitly with practical classroom settings in mind. Our results also reveal exciting insights about learning from near-domain data, including what we term as accuracy and data advantages using human-labeled data, and we believe this is the first work to formalize the problem of automated short answer grading based on the near-domain data.

LLM-powered coding agents are reshaping the development paradigm. However, existing evaluation systems, neither traditional tests for humans nor benchmarks for LLMs, fail to capture this shift. They remain focused on well-defined algorithmic problems, which excludes problems where success depends on human-AI collaboration. Such collaborative problems not only require human reasoning to interpret complex contexts and guide solution strategies, but also demand AI efficiency for implementation. To bridge this gap, we introduce HAI-Eval, a unified benchmark designed to measure the synergy of human-AI partnership in coding. HAI-Eval's core innovation is its "Collaboration-Necessary" problem templates, which are intractable for both standalone LLMs and unaided humans, but solvable through effective collaboration. Specifically, HAI-Eval uses 45 templates to dynamically create tasks. It also provides a standardized IDE for human participants and a reproducible toolkit with 450 task instances for LLMs, ensuring an ecologically valid evaluation. We conduct a within-subject study with 45 participants and benchmark their performance against 5 state-of-the-art LLMs under 4 different levels of human intervention. Results show that standalone LLMs and unaided participants achieve poor pass rates (0.67% and 18.89%), human-AI collaboration significantly improves performance to 31.11%. Our analysis reveals an emerging co-reasoning partnership. This finding challenges the traditional human-tool hierarchy by showing that strategic breakthroughs can originate from either humans or AI. HAI-Eval establishes not only a challenging benchmark for next-generation coding agents but also a grounded, scalable framework for assessing core developer competencies in the AI era. Our benchmark and interactive demo will be openly accessible.

As generative artificial intelligence (AI) continues to transform education, most existing AI evaluations rely primarily on technical performance metrics such as accuracy or task efficiency while overlooking human identity, learner agency, contextual learning processes, and ethical considerations. In this paper, we present TEACH-AI (Trustworthy and Effective AI Classroom Heuristics), a domain-independent, pedagogically grounded, and stakeholder-aligned framework with measurable indicators and a practical toolkit for guiding the design, development, and evaluation of generative AI systems in educational contexts. Built on an extensive literature review and synthesis, the ten-component assessment framework and toolkit checklist provide a foundation for scalable, value-aligned AI evaluation in education. TEACH-AI rethinks "evaluation" through sociotechnical, educational, theoretical, and applied lenses, engaging designers, developers, researchers, and policymakers across AI and education. Our work invites the community to reconsider what constructs "effective" AI in education and to design model evaluation approaches that promote co-creation, inclusivity, and long-term human, social, and educational impact.

Large Language Models (LLMs) are widely used across research domains to tackle complex tasks, but their performance can vary significantly depending on the task at hand. Evolutionary algorithms, inspired by natural selection, can be used to refine solutions iteratively at inference-time. To the best of our knowledge, there has not been exploration on leveraging the collective capabilities of multi-source seeding for LLM-guided genetic algorithms. In this paper, we introduce a novel approach, MultiGA, which applies genetic algorithm principles to address complex natural language tasks and reasoning problems by sampling from a diverse population of LLMs to initialize the population. MultiGA generates a range of outputs from various parent LLMs, open source and closed source, and uses a neutral fitness function to evaluate them. Through an iterative recombination process, we mix and refine these generations until an optimal solution is achieved. We benchmark our approach using text-to-SQL code generation tasks, trip planning, GPQA benchmark for grad-level science questions, and the BBQ bias benchmark. Our results show that MultiGA converges to the accuracy of the LLM best fit for the task, and these insights lay the foundation for future research looking closer at integrating multiple LLMs for unexplored tasks in which selecting only one pre-trained model is unclear or suboptimal.

Large Language Models (LLMs) are known for their expensive and time-consuming training. Thus, oftentimes, LLMs are fine-tuned to address a specific task, given the pretrained weights of a pre-trained LLM considered a foundation model. In this work, we introduce memory-efficient, reversible architectures for LLMs, inspired by symmetric and symplectic differential equations, and investigate their theoretical properties. Different from standard, baseline architectures that store all intermediate activations, the proposed models use time-reversible dynamics to retrieve hidden states during backpropagation, relieving the need to store activations. This property allows for a drastic reduction in memory consumption, allowing for the processing of larger batch sizes for the same available memory, thereby offering improved throughput. In addition, we propose an efficient method for converting existing, non-reversible LLMs into reversible architectures through fine-tuning, rendering our approach practical for exploiting existing pre-trained models. Our results show comparable or improved performance on several datasets and benchmarks, on several LLMs, building a scalable and efficient path towards reducing the memory and computational costs associated with both training from scratch and fine-tuning of LLMs.

Despite strong results on recognition and segmentation, current 3D visual pre-training methods often underperform on robotic manipulation. We attribute this gap to two factors: the lack of state-action-state dynamics modeling and the unnecessary redundancy of explicit geometric reconstruction. We introduce AFRO, a self-supervised framework that learns dynamics-aware 3D representations without action or reconstruction supervision. AFRO casts state prediction as a generative diffusion process and jointly models forward and inverse dynamics in a shared latent space to capture causal transition structure. To prevent feature leakage in action learning, we employ feature differencing and inverse-consistency supervision, improving the quality and stability of visual features. When combined with Diffusion Policy, AFRO substantially increases manipulation success rates across 16 simulated and 4 real-world tasks, outperforming existing pre-training approaches. The framework also scales favorably with data volume and task complexity. Qualitative visualizations indicate that AFRO learns semantically rich, discriminative features, offering an effective pre-training solution for 3D representation learning in robotics. Project page: https://kolakivy.github.io/AFRO/

This study examined how AI-generated summaries, which have become visually prominent in online search results, affect how users think about different issues. In a preregistered randomized controlled experiment, participants (N = 2,004) viewed mock search result pages varying in the presence (vs. absence), placement (top vs. middle), and stance (benefit-framed vs. harm-framed) of AI-generated summaries across four publicly debated topics. Compared to a no-summary control group, participants exposed to AI-generated summaries reported issue attitudes, behavioral intentions, and policy support that aligned more closely with the AI summary stance. The summaries placed at the top of the page produced stronger shifts in users' issue attitudes (but not behavioral intentions or policy support) than those placed at the middle of the page. We also observed moderating effects from issue familiarity and general trust toward AI. In addition, users perceived the AI summaries more useful when it emphasized health harms versus benefits. These findings suggest that AI-generated search summaries can significantly shape public perceptions, raising important implications for the design and regulation of AI-integrated information ecosystems.

Generalizing from individual skill executions to solving long-horizon tasks remains a core challenge in building autonomous agents. A promising direction is learning high-level, symbolic abstractions of the low-level skills of the agents, enabling reasoning and planning independent of the low-level state space. Among possible high-level representations, object-centric skill abstraction with symbolic predicates has been proven to be efficient because of its compatibility with domain-independent planners. Recent advances in foundation models have made it possible to generate symbolic predicates that operate on raw sensory inputs, a process we call generative predicate invention, to facilitate downstream abstraction learning. However, it remains unclear which formal properties the learned representations must satisfy, and how they can be learned to guarantee these properties. In this paper, we address both questions by presenting a formal theory of generative predicate invention for skill abstraction, resulting in symbolic operators that can be used for provably sound and complete planning. Within this framework, we propose SkillWrapper, a method that leverages foundation models to actively collect robot data and learn human-interpretable, plannable representations of black-box skills, using only RGB image observations. Our extensive empirical evaluation in simulation and on real robots shows that SkillWrapper learns abstract representations that enable solving unseen, long-horizon tasks in the real world with black-box skills.