With the rapid development of large language models (LLMs), the applications of LLMs have grown substantially. In the education domain, LLMs demonstrate significant potential, particularly in automatic text generation, which enables the creation of intelligent and adaptive learning content. This paper proposes a new LLMs framework, which is named as Reading Comprehension Exercise Generation (RCEG). It can generate high-quality and personalized English reading comprehension exercises automatically. Firstly, RCEG uses fine-tuned LLMs to generate content candidates. Then, it uses a discriminator to select the best candidate. Finally, the quality of the generated content has been improved greatly. To evaluate the performance of RCEG, a dedicated dataset for English reading comprehension is constructed to perform the experiments, and comprehensive evaluation metrics are used to analyze the experimental results. These metrics include content diversity, factual accuracy, linguistic toxicity, and pedagogical alignment. Experimental results show that RCEG significantly improves the relevance and cognitive appropriateness of the generated exercises.

The adaptation of teaching slides to instructors' situated teaching needs, including pedagogical styles and their students' context, is a critical yet time-consuming task for educators. Through a series of educator interviews, we first identify and systematically categorize the key friction points that impede this adaptation process. Grounded in these findings, we introduce a novel multi-agent framework designed to automate slide adaptation based on high-level instructor specifications. An evaluation involving 16 modification requests across 8 real-world courses validates our approach. The framework's output consistently achieved high scores in intent alignment, content coherence and factual accuracy, and performed on par with baseline methods regarding visual clarity, while also demonstrating appropriate timeliness and a high operational agreement with human experts, achieving an F1 score of 0.89. This work heralds a new paradigm where AI agents handle the logistical burdens of instructional design, liberating educators to focus on the creative and strategic aspects of teaching.

With the success of flow matching in visual generation, sampling efficiency remains a critical bottleneck for its practical application. Among flow models' accelerating methods, ReFlow has been somehow overlooked although it has theoretical consistency with flow matching. This is primarily due to its suboptimal performance in practical scenarios compared to consistency distillation and score distillation. In this work, we investigate this issue within the ReFlow framework and propose FlowSteer, a method unlocks the potential of ReFlow-based distillation by guiding the student along teacher's authentic generation trajectories. We first identify that Piecewised ReFlow's performance is hampered by a critical distribution mismatch during the training and propose Online Trajectory Alignment(OTA) to resolve it. Then, we introduce a adversarial distillation objective applied directly on the ODE trajectory, improving the student's adherence to the teacher's generation trajectory. Furthermore, we find and fix a previously undiscovered flaw in the widely-used FlowMatchEulerDiscreteScheduler that largely degrades few-step inference quality. Our experiment result on SD3 demonstrates our method's efficacy.

Department of Electrical Engineering Indian Institute of T echnology Bombay 21D070002 aakash.gore@iitb.ac.in Abstract--Knowledge distillation has emerged as a powerful technique for model compression, enabling the transfer of knowledge from large teacher networks to compact student models. However, traditional knowledge distillation methods treat all teacher predictions equally, regardless of the teacher's confidence in those predictions. This paper proposes an uncertainty-aware dual-student knowledge distillation framework that leverages teacher prediction uncertainty to selectively guide student learning. We introduce a peer-learning mechanism where two heterogeneous student architectures, specifically ResNet-18 and MobileNetV2, learn collaboratively from both the teacher network and each other . Experimental results on ImageNet-100 demonstrate that our approach achieves superior performance compared to baseline knowledge distillation methods, with ResNet-18 achieving 83.84% top-1 accuracy and MobileNetV2 achieving 81.46% top-1 accuracy, representing improvements of 2.04% and 0.92% respectively over traditional single-student distillation approaches. Deep neural networks have achieved remarkable success across various computer vision tasks, but their deployment on resource-constrained devices remains challenging due to high computational and memory requirements. This technique has become increasingly important as the demand for deploying sophisticated machine learning models on edge devices, mobile platforms, and embedded systems continues to grow. Traditional knowledge distillation approaches use a weighted combination of hard labels derived from ground truth annotations and soft labels generated by teacher predictions to train student networks.

Figuring out which objects or concepts words refer to is a central language learning challenge for young children. Most models of this process posit that children learn early object labels from co-occurrences of words and their referents that occur when someone around them talks about an object in the immediate physical environment. But how aligned in time are children's visual and linguistic experiences during everyday learning? To date, answers to this question have been limited by the need for labor-intensive manual annotations of vision-language co-occurrences. Here, we evaluate the use of contrastive language-image pretraining (CLIP) models to automatically characterize vision-language alignment in egocentric videos taken from the infant perspective in home environments. After validating CLIP alignment scores using human alignment judgments, we apply this metric to a large corpus of infant-perspective videos. We show that idealized aligned moments for learning (e.g., "look at the ball" with a ball present in the child's view) are relatively rare in children's everyday experiences compared to modern machine learning datasets, and highlight variability in alignment both within and across children. These findings suggest that infrequent alignment is a constraint for models describing early word learning and offer a new method for investigating children's multimodal environment.

Educational illustrations play a central role in communicating abstract concepts, yet current multimodal large language models (MLLMs) remain limited in producing pedagogically coherent and semantically consistent educational visuals. We introduce MAGMA-Edu, a self-reflective multi-agent framework that unifies textual reasoning and diagrammatic synthesis for structured educational problem generation. Unlike existing methods that treat text and image generation independently, MAGMA-Edu employs a two-stage co-evolutionary pipeline: (1) a generation-verification-reflection loop that iteratively refines question statements and solutions for mathematical accuracy, and (2) a code-based intermediate representation that enforces geometric fidelity and semantic alignment during image rendering. Both stages are guided by internal self-reflection modules that evaluate and revise outputs until domain-specific pedagogical constraints are met. Extensive experiments on multimodal educational benchmarks demonstrate the superiority of MAGMA-Edu over state-of-the-art MLLMs. Compared to GPT-4o, MAGMA-Edu improves the average textual metric from 57.01 to 92.31 (+35.3 pp) and boosts image-text consistency (ITC) from 13.20 to 85.24 (+72 pp). Across all model backbones, MAGMA-Edu achieves the highest scores (Avg-Text 96.20, ITC 99.12), establishing a new state of the art for multimodal educational content generation and demonstrating the effectiveness of self-reflective multi-agent collaboration in pedagogically aligned vision-language reasoning.

Interdisciplinary scientific breakthroughs mostly emerge unexpectedly, and forecasting the formation of novel research fields remains a major challenge. We introduce FOS (F uture O f S cience), a comprehensive time-aware graph-based benchmark that reconstructs annual co-occurrence graphs of 65,027 research sub-fields (spanning 19 general domains) over the period 1827-2024. In these graphs, edges denote the co-occurrence of two fields in a single publication and are timestamped with the corresponding publication year. Nodes are enriched with semantic embeddings, and edges are characterized by temporal and topological descriptors. We formulate the prediction of new field-pair linkages as a temporal link-prediction task, emphasizing the "first-time" connections that signify pioneering interdisciplinary directions. Through extensive experiments, we evaluate a suite of state-of-the-art temporal graph architectures under multiple negative-sampling regimes and show that (i) embedding long-form textual descriptions of fields significantly boosts prediction accuracy, and (ii) distinct model classes excel under different evaluation settings. Case analyses show that top-ranked link predictions on FOS align with field pairings that emerge in subsequent years of academic publications. We publicly release FOS, along with its temporal data splits and evaluation code, to establish a reproducible benchmark for advancing research in predicting scientific frontiers.

We present OpenGloss, a synthetic encyclopedic dictionary and semantic knowledge graph for English that integrates lexicographic definitions, encyclopedic context, etymological histories, and semantic relationships in a unified resource. OpenGloss contains 537K senses across 150K lexemes, on par with WordNet 3.1 and Open English WordNet, while providing more than four times as many sense definitions. These lexemes include 9.1M semantic edges, 1M usage examples, 3M collocations, and 60M words of encyclopedic content. Generated through a multi-agent procedural generation pipeline with schema-validated LLM outputs and automated quality assurance, the entire resource was produced in under one week for under $1,000. This demonstrates that structured generation can create comprehensive lexical resources at cost and time scales impractical for manual curation, enabling rapid iteration as foundation models improve. The resource addresses gaps in pedagogical applications by providing integrated content -- definitions, examples, collocations, encyclopedias, etymology -- that supports both vocabulary learning and natural language processing tasks. As a synthetically generated resource, OpenGloss reflects both the capabilities and limitations of current foundation models. The dataset is publicly available on Hugging Face under CC-BY 4.0, enabling researchers and educators to build upon and adapt this resource.

This study informs the design of future multi-agent pathfinding (MAPF) and multi-robot motion planning (MRMP) algorithms by guiding choices based on constraint classification for constraint-based search algorithms. We categorize constraints as conservative or aggressive and provide insights into their search behavior, focusing specifically on vanilla Conflict-Based Search (CBS) and Conflict-Based Search with Priorities (CBSw/P). Under a hybrid grid-roadmap representation with varying resolution, we observe that aggressive (priority constraint) formulations tend to solve more instances as agent count or resolution increases, whereas conservative (motion constraint) formulations yield stronger solution quality when both succeed. Findings are synthesized in a decision flowchart, aiding users in selecting suitable constraints. Recommendations extend to Multi-Robot Motion Planning (MRMP), emphasizing the importance of considering topological features alongside problem, solution, and representation features. A comprehensive exploration of the study, including raw data and map performance, is available in our public GitHub Repository: https://GitHub.com/hannahjmlee/constraint-mapf-analysis

Large Language Models (LLMs) have demonstrated impressive capabilities in natural language and code generation, and are increasingly deployed as automatic judges of model outputs and learning activities. Yet, their behavior on structured tasks such as predicting the difficulty of competitive programming problems remains under-explored. We conduct a systematic comparison of GPT-4o, used purely as a natural-language difficulty assessor, against an interpretable Light-GBM ensemble trained on explicit numeric and textual features. On a dataset of 1,825 LeetCode problems labeled Easy, Medium, or Hard, LightGBM attains 86% accuracy, whereas GPT-4o reaches only 37.75%. Detailed analyses, including confusion matrices and SHAP-based interpretability, show that numeric constraints -- such as input size limits and acceptance rates -- play a crucial role in separating Hard problems from easier ones. By contrast, GPT-4o often overlooks these cues and exhibits a strong bias toward simpler categories. We further probe GPT-4o through a synthetic Hard-problem generation protocol. Surprisingly, GPT-4o labels almost all of its own synthetic Hard problems as Medium, contradicting its tendency to downgrade real Hard problems to Easy. Our findings connect to recent work on LLMs-as-judges and automatic difficulty estimation in programming and education, and highlight concrete failure modes that must be addressed before LLM-based judges can be considered trustworthy in competitive programming, educational platforms, or reinforcement-learning pipelines.