With growing concerns over image authenticity and digital safety, the field of AI-generated image (AIGI) detection has progressed rapidly. Y et, most AIGI detectors still struggle under real-world degradations, particularly motion blur, which frequently occurs in handheld photography, fast motion, and compressed video. Such blur distorts fine textures and suppresses high-frequency artifacts, causing severe performance drops in real-world settings. W e address this limitation with a blur-robust AIGI detection framework based on teacher-student knowledge distillation. A high-capacity teacher (DINOv3), trained on clean (i.e., sharp) images, provides stable and semantically rich representations that serve as a reference for learning. By freezing the teacher to maintain its generalization ability, we distill its feature and logit responses from sharp images to a student trained on blurred counterparts, enabling the student to produce consistent representations under motion degradation. Extensive experiments benchmarks show that our method achieves state-of-the-art performance under both motion-blurred and clean conditions, demonstrating improved generalization and real-world applicability. Source codes will be released at: Project Page.

Large Language Models (LLMs) are increasingly explored for educational tasks such as grading, yet their alignment with human evaluation in real classrooms remains underexamined. In this study, we investigate the feasibility of using an LLM (GPT-4o) to evaluate short-answer quizzes and project reports in an undergraduate Computational Linguistics course. We collect responses from approximately 50 students across five quizzes and receive project reports from 14 teams. LLM-generated scores are compared against human evaluations conducted independently by the course teaching assistants (TAs). Our results show that GPT-4o achieves strong correlation with human graders (up to 0.98) and exact score agreement in 55\% of quiz cases. For project reports, it also shows strong overall alignment with human grading, while exhibiting some variability in scoring technical, open-ended responses. We release all code and sample data to support further research on LLMs in educational assessment. This work highlights both the potential and limitations of LLM-based grading systems and contributes to advancing automated grading in real-world academic settings.

IntelliProof structures an essay as an argumentation graph, where claims are represented as nodes, supporting evidence is attached as node properties, and edges encode supporting or attacking relations. Unlike existing automated essay scoring systems, IntelliProof emphasizes the user experience: each relation is initially classified and scored by an LLM, then visualized for enhanced understanding. The system provides justifications for classifications and produces quantitative measures for essay coherence. It enables rapid exploration of argumentative quality while retaining human oversight. In addition, IntelliProof provides a set of tools for a better understanding of an argumentative essay and its corresponding graph in natural language, bridging the gap between the structural semantics of argumentative essays and the user's understanding of a given text.

Modern LLMs are trained to "think" primarily via explicit text generation, such as chain-of-thought (CoT), which defers reasoning to post-training and under-leverages pre-training data. We present and open-source Ouro, named after the recursive Ouroboros, a family of pre-trained Looped Language Models (LoopLM) that instead build reasoning into the pre-training phase through (i) iterative computation in latent space, (ii) an entropy-regularized objective for learned depth allocation, and (iii) scaling to 7.7T tokens. Ouro 1.4B and 2.6B models enjoy superior performance that match the results of up to 12B SOTA LLMs across a wide range of benchmarks. Through controlled experiments, we show this advantage stems not from increased knowledge capacity, but from superior knowledge manipulation capabilities. We also show that LoopLM yields reasoning traces more aligned with final outputs than explicit CoT. We hope our results show the potential of LoopLM as a novel scaling direction in the reasoning era. Our model is available here: http://ouro-llm.github.io.

Knowledge Base Question Answering (KBQA) aims to answer natural-language questions over a structured Knowledge Base (KB). Recent work improves KBQA by adopting an agentic reasoning paradigm, in which Large Language Models (LLMs) iteratively decompose a question, generate its corresponding logical queries, and interact with the KB to derive the answer. However, these methods typically fine-tune LLMs on reasoning trajectories synthesized via process supervision, which offers weak incentives for exploration and thus fails to strengthen the agentic reasoning ability. In this paper, we propose KnowCoder-A1, an LLM that can autonomously perform agentic reasoning on KBs to obtain answers. To incentivize autonomous exploration, KnowCoder-A1 trains the LLM under outcome-only supervision via a multi-stage curriculum reinforcement learning with an easy-to-hard curriculum. To establish foundational agentic capabilities, KnowCoder-A1 first fine-tunes the LLM on a small set of high-quality trajectories obtained through outcome-based rejection sampling. Then, to alleviate the reward sparsity inherent in outcome-only supervision, it applies multi-stage curriculum RL with reward schedules that progress from easy to hard. Trained with outcome-only supervision, KnowCoder-A1 exhibits powerful reasoning behaviors and consistently outperforms prior approaches across three mainstream datasets. Notably, on the zero-shot subset of GrailQA, KnowCoder-A1 achieves up to an 11.1% relative improvement while using only one-twelfth of the training data, demonstrating strong agentic reasoning capabilities.

Reliable behavior control is central to deploying Large Language Models (LLMs) on the web. Activation steering offers a tuning-free route to align attributes (e.g., truthfulness) that ensure trustworthy generation. Prevailing approaches rely on coarse heuristics and lack a principled account of where to steer and how strongly to intervene. To this end, we propose P osition-wise I njection with eX act E stimated L evels (PIXEL), a position-wise activation steering framework that, in contrast to prior work, learns a property-aligned subspace from dual views (tail-averaged and end-token) and selects intervention strength via a constrained geometric objective with a closed-form solution, thereby adapting to token-level sensitivity without global hyperparameter tuning. PIXEL further performs sample-level orthogonal residual calibration to refine the global attribute direction and employs a lightweight position-scanning routine to identify receptive injection sites. We additionally provide representation-level guarantees for the minimal-intervention rule, supporting reliable alignment. Across diverse models and evaluation paradigms, PIXEL consistently improves attribute alignment while preserving model general capabilities, offering a practical and principled method for LLMs' controllable generation. To meet this need, a growing body of work has focused on post-training control mechanisms, which aim to adjust model behavior without retraining the entire model.

Real-time voice interfaces using multimodal Generative AI (GenAI) can potentially address the accessibility needs of novice programmers with disabilities (e.g., related to vision). Yet, little is known about how novices interact with GenAI tools and their feedback quality in the form of audio output. This paper analyzes audio dialogues from nine 9th-grade students using a voice-enabled tutor (powered by OpenAI's Realtime API) in an authentic classroom setting while learning Python. We examined the students' voice prompts and AI's responses (1210 messages) by using qualitative coding. We also gathered students' perceptions via the Partner Modeling Questionnaire. The GenAI Voice Tutor primarily offered feedback on mistakes and next steps, but its correctness was limited (71.4% correct out of 416 feedback outputs). Quality issues were observed, particularly when the AI attempted to utter programming code elements. Students used the GenAI voice tutor primarily for debugging. They perceived it as competent, only somewhat human-like, and flexible. The present study is the first to explore the interaction dynamics of real-time voice GenAI tutors and novice programmers, informing future educational tool design and potentially addressing accessibility needs of diverse learners.

Unsupervised video segmentation is a challenging computer vision task, especially due to the lack of supervisory signals coupled with the complexity of visual scenes. To overcome this challenge, state-of-the-art models based on slot attention often have to rely on large and computationally expensive neural architectures. To this end, we propose a simple knowledge distillation framework that effectively transfers object-centric representations to a lightweight student. The proposed framework, called SlotMatch, aligns corresponding teacher and student slots via the cosine similarity, requiring no additional distillation objectives or auxiliary supervision. The simplicity of SlotMatch is confirmed via theoretical and empirical evidence, both indicating that integrating additional losses is redundant. We conduct experiments on three datasets to compare the state-of-the-art teacher model, SlotContrast, with our distilled student. The results show that our student based on SlotMatch matches and even outperforms its teacher, while using 3.6x less parameters and running up to 2.7x faster. Moreover, our student surpasses all other state-of-the-art unsupervised video segmentation models.

Achieving human-like dexterous robotic manipulation remains a central goal and a pivotal challenge in robotics. The development of Artificial Intelligence (AI) has allowed rapid progress in robotic manipulation. This survey summarizes the evolution of robotic manipulation from mechanical programming to embodied intelligence, alongside the transition from simple grippers to multi-fingered dexterous hands, outlining key characteristics and main challenges. Focusing on the current stage of embodied dexterous manipulation, we highlight recent advances in two critical areas: dexterous manipulation data collection (via simulation, human demonstrations, and teleoperation) and skill-learning frameworks (imitation and reinforcement learning). Then, based on the overview of the existing data collection paradigm and learning framework, three key challenges restricting the development of dexterous robotic manipulation are summarized and discussed.

Many machine learning tasks can benefit from external knowledge. Large knowledge graphs store such knowledge, and embedding methods can be used to distill it into ready-to-use vector representations for downstream applications. For this purpose, current models have however two limitations: they are primarily optimized for link prediction, via local contrastive learning, and their application to the largest graphs requires significant engineering effort due to GPU memory limits. To address these, we introduce SEPAL: a Scalable Embedding Propagation ALgorithm for large knowledge graphs designed to produce high-quality embeddings for downstream tasks at scale. The key idea of SEPAL is to ensure global embedding consistency by optimizing embeddings only on a small core of entities, and then propagating them to the rest of the graph with message passing. We evaluate SEPAL on 7 large-scale knowledge graphs and 46 downstream machine learning tasks. Our results show that SEPAL significantly outperforms previous methods on downstream tasks. In addition, SEPAL scales up its base embedding model, enabling fitting huge knowledge graphs on commodity hardware.