In recent times, discussions on social media platforms have increasingly come under scrutiny due to the proliferation of science denial and fake news. Traditional solutions, such as regulatory actions, have been implemented to mitigate the spread of misinformation; however, these measures alone are not sufficient. To complement these efforts, educational approaches are becoming essential in empowering users to critically engage with misinformation. Conversation training, through serious games or personalized methods, has emerged as a promising strategy to help users handle science denial and toxic conversation tactics. This paper suggests an interdisciplinary seminar to explore the suitability of Large Language Models (LLMs) acting as a persona of a science denier to support people in identifying misinformation and improving resilience against toxic interactions. In the seminar, groups of four to five students will develop an AI-based chatbot that enables realistic interactions with science-denial argumentation structures. The task involves planning the setting, integrating a Large Language Model to facilitate natural dialogues, implementing the chatbot using the RASA framework, and evaluating the outcomes in a user study. It is crucial that users understand what they need to do during the interaction, how to conclude it, and how the relevant information is conveyed. The seminar does not aim to develop chatbots for practicing debunking but serves to teach AI technologies and test the feasibility of this idea for future applications. The chatbot seminar is conducted as a hybrid, parallel master's module at the participating educational institutions.

High-performance computing (HPC) and parallel computing increasingly rely on global collaboration among diverse teams, yet traditional computing curricula inadequately prepare students for cross-cultural teamwork essential in modern computational research environments. This paper presents Empa, an AI-powered virtual mentor that integrates intercultural collaboration training into undergraduate computing education. Built using large language models and deployed through a progressive web application, Empa guides students through structured activities covering cultural dimensions, communication styles, and conflict resolution that are critical for effective multicultural teamwork. Our system addresses the growing need for culturally competent HPC professionals by helping computing students develop skills to collaborate effectively in international research teams, contribute to global computational projects, and navigate the cultural complexities inherent in distributed computing environments. Pilot preparation for deployment in computing courses demonstrates the feasibility of AI-mediated intercultural training and provides insights into scalable approaches for developing intercultural collaboration skills essential for HPC workforce development.

Modern artificial intelligence systems depend heavily on large datasets for both training and transferring knowledge between models. Knowledge distillation, transfer learning, and dataset distillation have made such transfers more efficient, yet they remain fundamentally data-driven: a teacher must produce examples, logits, or gradients for a student to learn. In this work, we introduce Model-to-Model Knowledge Transmission (M2KT), a novel paradigm for data-free conceptual transfer between neural networks. M2KT enables models to exchange knowledge packets that encapsulate structured concept embeddings, abstraction graphs, reasoning traces, and provenance metadata. Unlike classical distillation, M2KT operates primarily in concept space rather than example space, and it does not require labeled datasets or teacher-generated outputs during transfer. We formalize the notion of concept manifolds, introduce an inter-model alignment mapping between teacher and student latent spaces, and derive a composite loss that enforces geometric, structural, and reasoning consistency together with explicit safety constraints. We further present algorithmic procedures for teacher-side packet generation and student-side ingestion and verification. Experiments on symbolic reasoning with large language models show that M2KT can achieve approximately 85 to 90 percent of teacher performance while reducing data usage by over 98 percent compared to standard knowledge distillation. This work establishes a theoretical and practical foundation for data-free AI-to-AI knowledge transfer and self-improving model ecosystems.

Personalizing digital applications for health behavior change is a promising route to making them more engaging and effective. This especially holds for approaches that adapt to users and their specific states (e.g., motivation, knowledge, wants) over time. However, developing such approaches requires making many design choices, whose effectiveness is difficult to predict from literature and costly to evaluate in practice. In this work, we explore whether large language models (LLMs) can be used out-of-the-box to generate samples of user interactions that provide useful information for training reinforcement learning models for digital behavior change settings. Using real user data from four large behavior change studies as comparison, we show that LLM-generated samples can be useful in the absence of real data. Comparisons to the samples provided by human raters further show that LLM-generated samples reach the performance of human raters. Additional analyses of different prompting strategies including shorter and longer prompt variants, chain-of-thought prompting, and few-shot prompting show that the relative effectiveness of different strategies depends on both the study and the LLM with also relatively large differences between prompt paraphrases alone. We provide recommendations for how LLM-generated samples can be useful in practice.

Embedded Sensing Group ESG Institute of Computer Science in V orarlberg ICV, University of St. Gallen HSG, Switzerland E-mail: leonardo.rossi@student.unisg.ch, Abstract--Triathlon training, which involves high-volume swimming, cycling, and running, places athletes at substantial risk for overuse injuries due to repetitive physiological stress. Current injury prediction approaches primarily rely on training load metrics, often neglecting critical factors such as sleep quality, stress, and individual lifestyle patterns that significantly influence recovery and injury susceptibility. We introduce a novel synthetic data generation framework tailored explicitly for triathlon. This framework generates physiologically plausible athlete profiles, simulates individualized training programs that incorporate periodization and load-management principles, and integrates daily-life factors such as sleep quality, stress levels, and recovery states. We evaluated machine learning models (LASSO, Random Forest, and XGBoost) showing high predictive performance (AUC up to 0.86), identifying sleep disturbances, heart rate variability, and stress as critical early indicators of injury risk. This wearable-driven approach not only enhances injury prediction accuracy but also provides a practical solution to overcoming real-world data limitations, offering a pathway toward a holistic, context-aware athlete monitoring. Triathlon is a demanding multi-sport discipline that combines swimming, cycling, and running.

Reinforcement Learning is a mature technology, often suggested as a potential route towards Artificial General Intelligence, with the ambitious goal of replicating the wide range of abilities found in natural and artificial intelligence, including the complexities of human cognition. While RL had shown successes in relatively constrained environments, such as the classic Atari games and specific continuous control problems, recent years have seen efforts to expand its applicability. This work investigates the potential of RL in demonstrating intelligent behaviour and its progress in addressing more complex and less structured problem domains. We present an investigation into the capacity of modern RL frameworks in addressing a seemingly straightforward 3D Same-Different visuospatial task. While initial applications of state-of-the-art methods, including PPO, behavioural cloning and imitation learning, revealed challenges in directly learning optimal strategies, the successful implementation of curriculum learning offers a promising avenue. Effective learning was achieved by strategically designing the lesson plan based on the findings of a real-world human experiment.

With the rapid development of deep learning, large language models have shown strong capabilities in complex reasoning tasks such as mathematical equation solving. However, their substantial computational and storage costs hinder practical deployment. This paper proposes a lightweight optimization method that integrates dynamic attention head pruning with knowledge distillation. The approach dynamically evaluates the importance of each attention head in the multi-head attention mechanism using a combination of weight norms and entropy, and prunes redundant heads in real time to reduce computational overhead. To mitigate performance degradation, knowledge distillation transfers information from the original model to the pruned student, enabling the smaller model to preserve reasoning ability. Experiments conducted on both Math23k and ASDiv-A verify the effectiveness of the proposed method. For example, on Math23k with a 30% pruning ratio, parameters are reduced by 18.7%, inference speed is improved by 27.5%, FLOPs are reduced by 19.3%, and accuracy drops only 0.7% (from 84.4% to 83.7%). These results demonstrate that the method achieves substantial efficiency gains while maintaining strong reasoning performance, providing a practical solution for efficient deployment of large language models in mathematical reasoning tasks.

Systems analysis students increasingly use Generative AI, yet current pedagogy lacks systematic approaches for teaching responsible AI orchestration that fosters critical thinking whilst meeting educational outcomes. Students risk accepting AI suggestions blindly or uncritically without assessing alignment with user needs or contextual appropriateness. SAGE (Structured AI-Guided Education) addresses this gap by embedding GenAI into curriculum design, training students when to accept, modify, or reject AI contributions. Implementation with 18 student groups across four Australian universities revealed how orchestration skills develop. Most groups (84\%) moved beyond passive acceptance, showing selective judgment, yet none proactively identified gaps overlooked by both human and AI analysis, indicating a competency ceiling. Students strong at explaining decisions also performed well at integrating sources, and those with deep domain understanding consistently considered accessibility considerations. Accessibility awareness proved fragile. When writing requirements, 85\% of groups explicitly considered elderly users and cultural needs. Notably, 55\% of groups struggled identifying when AI misclassified system boundaries (what belongs inside versus outside the system), 45\% missed data management errors (how information is stored and updated), and 55\% overlooked missing exception handling. Three implications emerge for educators: (i) require students to document why they accepted, modified, or rejected each AI suggestion, making reasoning explicit; (ii) embed accessibility prompts at each development stage because awareness collapses without continuous scaffolding; and (iii) have students create their own specifications before using AI, then compare versions, and anchor to research or standards to identify gaps.

Both humans and machine learning models learn from experience, particularly in safety- and reliability-critical domains. While psychology seeks to understand human cognition, the field of Explainable AI (XAI) develops methods to interpret machine learning models. This study bridges these domains by applying computational tools from XAI to analyze human learning. We modeled human behavior during a complex real-world task -- tuning a particle accelerator -- by constructing graphs of operator subtasks. Applying techniques such as community detection and hierarchical clustering to archival operator data, we reveal how operators decompose the problem into simpler components and how these problem-solving structures evolve with expertise. Our findings illuminate how humans develop efficient strategies in the absence of globally optimal solutions, and demonstrate the utility of XAI-based methods for quantitatively studying human cognition.

Large language models (LLMs) are prone to hallucinations and sensitive to prompt perturbations, often resulting in inconsistent or unreliable generated text. Different methods have been proposed to mitigate such hallucinations and fragility, one of which is to measure the consistency of LLM responses -- the model's confidence in the response or likelihood of generating a similar response when resampled. In previous work, measuring LLM response consistency often relied on calculating the probability of a response appearing within a pool of resampled responses, analyzing internal states, or evaluating logits of responses. However, it was not clear how well these approaches approximated users' perceptions of consistency of LLM responses. To find out, we performed a user study ($n=2,976$) demonstrating that current methods for measuring LLM response consistency typically do not align well with humans' perceptions of LLM consistency. We propose a logit-based ensemble method for estimating LLM consistency and show that our method matches the performance of the best-performing existing metric in estimating human ratings of LLM consistency. Our results suggest that methods for estimating LLM consistency without human evaluation are sufficiently imperfect to warrant broader use of evaluation with human input; this would avoid misjudging the adequacy of models because of the imperfections of automated consistency metrics.