This is the fourth in a series of short reports that help business, education, and policy leaders understand the technical details of working with AI through rigorous testing. Here, we ask whether assigning personas to models improves performance on difficult objective multiple - choice questions. We study both domain - specific expert personas and low - knowledge personas, evaluating six models on GPQA Diamond (Rein et al. 2024) and MMLU - Pro (Wang et al. 2024), graduate - level questions spanning science, engineering, and law. We tested three approaches: In-Domain Experts: Assigning the model an expert persona ("you are a physics expert") matched to the problem type (physics problems) had no significant impact on performance (with the exception of the Gemini 2.0 Flash model). Off-Domain Experts (Domain-Mismatched): Assigning the model an expert persona ("you are a physics expert") not matched to the problem type (law problems) resulted in marginal differences. Low-Knowledge Personas: We assigned the model negative capability personas (layperson, young child, toddler), which were generally harmful to benchmark accuracy. Across both benchmarks, persona prompts generally did not improve accuracy relative to a no-persona baseline. Expert personas showed no consistent benefit across models, with few exceptions.

Conventional Data Processing Workflow Conventional MD analysis, which has been used in previous data evaluation [2, 32, 33] and can serve labeling and validation purposes for ML model construction and preparation, employs a multi-tiered data distillation process to derive robust trends, see Figure 1. In the left column of this figure, we show representative examples of computational tomographs through the 3D MD model, with the atoms colored by (a) grain orientation in electron backscatter diffraction (EBSD) standard, (b) lattice type, grain boundaries, and defects, (c) advection (drift) velocity to visualize shearing, and (d) local stresses. As a first step in the data distillation process, these 3D data that are stored for each atom are averaged across the lateral system dimensions, revealing depth-resolved, time-dependent quantities of interest, as visualized in the heat map at the top of the middle column (e). Further elimination of the sample depth and time dimensions leads to time-resolved global quantities (f) and contact pressure dependent trends (g), which can be fitted with characteristic pressures that mark the transition between deformation patterns (h). As an outlook to the utility of such highly distilled data, we propose their incorporation into Ashby-style charts, as schematically shown in Figure 1 (i), which link material properties with tribological properties. This conventional approach 2 accommodates the complexities of polycrystalline materials under tribological loading conditions and is guided by the underlying physics, resulting in this time-consuming procedure. Thus, substituting this approach with a well-trained ML model is highly relevant. The conventional approach can serve as the ground truth for training this ML model or to refine and validate said model based on newly generated MD data.

Chemical reaction mechanisms provide crucial insight into synthesizability, yet current Computer-Assisted Synthesis Planning (CASP) systems lack mechanistic grounding. We introduce a computational framework for teaching language models to predict chemical reaction mechanisms through arrow pushing formalism, a century-old notation that tracks electron flow while respecting conservation laws. We developed MechSMILES, a compact textual format encoding molecular structure and electron flow, and trained language models on four mechanism prediction tasks of increasing complexity using mechanistic reaction datasets, such as mech-USPTO-31k and FlowER. Our models achieve more than 95\% top-3 accuracy on elementary step prediction and scores that surpass 73\% on mech-USPTO-31k, and 93\% on FlowER dataset for the retrieval of complete reaction mechanisms on our hardest task. This mechanistic understanding enables three key applications. First, our models serve as post-hoc validators for CASP systems, filtering chemically implausible transformations. Second, they enable holistic atom-to-atom mapping that tracks all atoms, including hydrogens. Third, they extract catalyst-aware reaction templates that distinguish recycled catalysts from spectator species. By grounding predictions in physically meaningful electron moves that ensure conservation of mass and charge, this work provides a pathway toward more explainable and chemically valid computational synthesis planning, while providing an architecture-agnostic framework for the benchmarking of mechanism prediction.

The significant gap between rising demands for clinical training and the scarcity of expert instruction poses a major challenge to medical education. With powerful capabilities in personalized guidance, Large Language Models (LLMs) offer a promising solution to bridge this gap. However, current research focuses mainly on one-on-one knowledge instruction, overlooking collaborative reasoning, a key skill for students developed in teamwork like ward rounds. To this end, we develop ClinEdu, a multi-agent pedagogical simulator with personality-driven patients and diverse student cohorts, enabling controlled testing of complex pedagogical processes and scalable generation of teaching data. Based on ClinEdu, we construct ClinTeach, a large Socratic teaching dialogue dataset that captures the complexities of group instruction. We then train MedTutor-R1, the first multimodal Socratic tutor designed for one-to-many instruction in clinical medical education. MedTutor-R1 is first instruction-tuned on our ClinTeach dataset and then optimized with reinforcement learning, using rewards derived from a three-axis rubric, covering structural fidelity, analytical quality, and clinical safety, to refine its adaptive Socratic strategies. For authentic in-situ assessment, we use simulation-based interactive evaluation that redeploys the tutor back into ClinEdu. Experimental results demonstrate that our MedTutor-R1 outperforms the base model by over 20% in average pedagogical score and is comparable to o3, while also exhibiting high adaptability in handling a varying number of students. This promising performance underscores the effectiveness of our pedagogical simulator, ClinEdu.

End-user development,where non-programmers create or adapt their own digital tools, can play a key role in driving digital transformation within organizations. Currently, low-code/no-code platforms are widely used to enable end-user development through visual programming, minimizing the need for manual coding. Recent advancements in generative AI, particularly large language model-based assistants and "copilots", open new possibilities, as they may enable end users to generate and refine programming code and build apps directly from natural language prompts. This approach, here referred to as AI-assisted end-user coding, promises greater flexibility, broader applicability, faster development, improved reusability, and reduced vendor lock-in compared to the established visual LCNC platforms. This paper investigates whether AI-assisted end-user coding is a feasible paradigm for end-user development, which may complement or even replace the LCNC model in the future. To explore this, we conducted a case study in which non-programmers were asked to develop a basic web app through interaction with AI assistants.The majority of study participants successfully completed the task in reasonable time and also expressed support for AI-assisted end-user coding as a viable approach for end-user development. The paper presents the study design, analyzes the outcomes, and discusses potential implications for practice, future research, and academic teaching.

Uncertainty Quantification (UQ) presents a pivotal challenge in the field of Artificial Intelligence (AI), profoundly impacting decision-making, risk assessment and model reliability. In this paper, we introduce Credal and Interval Deep Evidential Classifications (CDEC and IDEC, respectively) as novel approaches to address UQ in classification tasks. CDEC and IDEC leverage a credal set (closed and convex set of probabilities) and an interval of evidential predictive distributions, respectively, allowing us to avoid overfitting to the training data and to systematically assess both epistemic (reducible) and aleatoric (irreducible) uncertainties. When those surpass acceptable thresholds, CDEC and IDEC have the capability to abstain from classification and flag an excess of epistemic or aleatoric uncertainty, as relevant. Conversely, within acceptable uncertainty bounds, CDEC and IDEC provide a collection of labels with robust probabilistic guarantees. CDEC and IDEC are trained using standard backpropagation and a loss function that draws from the theory of evidence. They overcome the shortcomings of previous efforts, and extend the current evidential deep learning literature. Through extensive experiments on MNIST, CIFAR-10 and CIFAR-100, together with their natural OoD shifts (F-MNIST/K-MNIST, SVHN/Intel, TinyImageNet), we show that CDEC and IDEC achieve competitive predictive accuracy, state-of-the-art OoD detection under epistemic and total uncertainty, and tight, well-calibrated prediction regions that expand reliably under distribution shift. An ablation over ensemble size further demonstrates that CDEC attains stable uncertainty estimates with only a small ensemble.

Multimodal sentiment analysis (MSA) integrates various modalities, such as text, image, and audio, to provide a more comprehensive understanding of sentiment. However, effective MSA is challenged by alignment and fusion issues. Alignment requires synchronizing both temporal and semantic information across modalities, while fusion involves integrating these aligned features into a unified representation. Existing methods often address alignment or fusion in isolation, leading to limitations in performance and efficiency. To tackle these issues, we propose a novel framework called Dual-stream Alignment with Hierarchical Bottleneck Fusion (DashFusion). Firstly, dual-stream alignment module synchronizes multimodal features through temporal and semantic alignment. Temporal alignment employs cross-modal attention to establish frame-level correspondences among multimodal sequences. Semantic alignment ensures consistency across the feature space through contrastive learning. Secondly, supervised contrastive learning leverages label information to refine the modality features. Finally, hierarchical bottleneck fusion progressively integrates multimodal information through compressed bottleneck tokens, which achieves a balance between performance and computational efficiency. We evaluate DashFusion on three datasets: CMU-MOSI, CMU-MOSEI, and CH-SIMS. Experimental results demonstrate that DashFusion achieves state-of-the-art performance across various metrics, and ablation studies confirm the effectiveness of our alignment and fusion techniques. The codes for our experiments are available at https://github.com/ultramarineX/DashFusion.

Artificial intelligence (AI) is transforming education and the workforce, but access to AI learning opportunities in Africa remains uneven. With rapid demographic shifts and growing labour market pressures, AI has become a strategic development priority, making the demand for relevant skills more urgent. This study investigates how universities and industries engage in shaping AI education and workforce preparation, drawing on survey responses from five African countries (Ghana, Namibia, Rwanda, Kenya and Zambia). The findings show broad recognition of AI importance but limited evidence of consistent engagement, practical training, or equitable access to resources. Most respondents who rated the AI component of their curriculum as very relevant reported being well prepared for jobs, but financial barriers, poor infrastructure, and weak communication limit participation, especially among students and underrepresented groups. Respondents highlighted internships, industry partnerships, and targeted support mechanisms as critical enablers, alongside the need for inclusive governance frameworks. The results showed both the growing awareness of AI's potential and the structural gaps that hinder its translation into workforce capacity. Strengthening university-industry collaboration and addressing barriers of access, funding, and policy are central to ensuring that AI contributes to equitable and sustainable development across the continent.

Large Language Models (LLMs) are typically aligned for safety during the post-training phase; however, they may still generate inappropriate outputs that could potentially pose risks to users. This challenge underscores the need for robust safeguards that operate across both model inputs and outputs. In this work, we introduce Roblox Guard 1.0, a state-of-the-art instruction fine-tuned LLM designed to enhance the safety of LLM systems through comprehensive input-output moderation, using a pipeline of LLMs to enhance moderation capability. Built on the Llama-3.1-8B-Instruct backbone, our model is instruction fine-tuned to generalize across previously unseen safety taxonomies and demonstrates strong performance on out-of-domain safety benchmarks. The instruction fine-tuning process uses a mix of synthetic and open-source safety datasets, augmented with chain-of-thought (CoT) rationales and input inversion to enhance contextual understanding and decision making. To support systematic evaluation, we also release RobloxGuard-Eval, a new benchmark featuring an extensible safety taxonomy to assess the effectiveness of LLM guardrails and moderation frameworks.

The rapid emergence of generative AI tools is transforming the way software is developed. Consequently, software engineering education must adapt to ensure that students not only learn traditional development methods but also understand how to meaningfully and responsibly use these new technologies. In particular, project-based courses offer an effective environment to explore and evaluate the integration of AI assistance into real-world development practices. This paper presents our approach and a user study conducted within a university programming project in which students collaboratively developed computer games. The study investigates how participants used generative AI tools throughout different phases of the software development process, identifies the types of tasks where such tools were most effective, and analyzes the challenges students encountered. Building on these insights, we further examine a repository-aware, locally deployed large language model (LLM) assistant designed to provide project-contextualized support. The system employs Retrieval-Augmented Generation (RAG) to ground responses in relevant documentation and source code, enabling qualitative analysis of model behavior, parameter sensitivity, and common failure modes. The findings deepen our understanding of context-aware AI support in educational software projects and inform future integration of AI-based assistance into software engineering curricula.