We present MimiTalk, a dual-agent constitutional AI framework designed for scalable and ethical conversational data collection in social science research. The framework integrates a supervisor model for strategic oversight and a conversational model for question generation. We conducted three studies: Study 1 evaluated usability with 20 participants; Study 2 compared 121 AI interviews to 1,271 human interviews from the MediaSum dataset using NLP metrics and propensity score matching; Study 3 involved 10 interdisciplinary researchers conducting both human and AI interviews, followed by blind thematic analysis. Results across studies indicate that MimiTalk reduces interview anxiety, maintains conversational coherence, and outperforms human interviews in information richness, coherence, and stability. AI interviews elicit technical insights and candid views on sensitive topics, while human interviews better capture cultural and emotional nuances. These findings suggest that dual-agent constitutional AI supports effective human-AI collaboration, enabling replicable, scalable and quality-controlled qualitative research.

Computational Thinking (CT) is a foundational problem-solving skill, and gamified programming environments are a widely adopted approach to cultivating it. While large language models (LLMs) provide on-demand programming support, current applications rarely foster CT development. We present MazeMate, an LLM-powered chatbot embedded in a 3D Maze programming game, designed to deliver adaptive, context-sensitive scaffolds aligned with CT processes in maze solving and maze design. We report on the first classroom implementation with 247 undergraduates. Students rated MazeMate as moderately helpful, with higher perceived usefulness for maze solving than for maze design. Thematic analysis confirmed support for CT processes such as decomposition, abstraction, and algorithmic thinking, while also revealing limitations in supporting maze design, including mismatched suggestions and fabricated algorithmic solutions. These findings demonstrate the potential of LLM-based scaffolding to support CT and underscore directions for design refinement to enhance MazeMate usability in authentic classrooms.

Steering cooperative multi-agent reinforcement learning (MARL) towards desired outcomes is challenging, particularly when the global guidance from a human on the whole multi-agent system is impractical in a large-scale MARL. On the other hand, designing external mechanisms (e.g., intrinsic rewards and human feedback) to coordinate agents mostly relies on empirical studies, lacking a easy-to-use research tool. In this work, we employ multi-agent influence diagrams (MAIDs) as a graphical framework to address the above issues. First, we introduce the concept of MARL interaction paradigms (orthogonal to MARL learning paradigms), using MAIDs to analyze and visualize both unguided self-organization and global guidance mechanisms in MARL. Then, we design a new MARL interaction paradigm, referred to as the targeted intervention paradigm that is applied to only a single targeted agent, so the problem of global guidance can be mitigated. In implementation, we introduce a causal inference technique, referred to as Pre-Strategy Intervention (PSI), to realize the targeted intervention paradigm. Since MAIDs can be regarded as a special class of causal diagrams, a composite desired outcome that integrates the primary task goal and an additional desired outcome can be achieved by maximizing the corresponding causal effect through the PSI. Moreover, the bundled relevance graph analysis of MAIDs provides a tool to identify whether an MARL learning paradigm is workable under the design of an MARL interaction paradigm. In experiments, we demonstrate the effectiveness of our proposed targeted intervention, and verify the result of relevance graph analysis.

This study evaluates a 40-item mathematics placement examination administered to 198 students using a multi-method framework combining Classical Test Theory, machine learning, and unsupervised clustering. Classical Test Theory analysis reveals that 55\% of items achieve excellent discrimination ($D \geq 0.40$) while 30\% demonstrate poor discrimination ($D < 0.20$) requiring replacement. Question 6 (Graph Interpretation) emerges as the examination's most powerful discriminator, achieving perfect discrimination ($D = 1.000$), highest ANOVA F-statistic ($F = 4609.1$), and maximum Random Forest feature importance (0.206), accounting for 20.6\% of predictive power. Machine learning algorithms demonstrate exceptional performance, with Random Forest and Gradient Boosting achieving 97.5\% and 96.0\% cross-validation accuracy. K-means clustering identifies a natural binary competency structure with a boundary at 42.5\%, diverging from the institutional threshold of 55\% and suggesting potential overclassification into remedial categories. The two-cluster solution exhibits exceptional stability (bootstrap ARI = 0.855) with perfect lower-cluster purity. Convergent evidence across methods supports specific refinements: replace poorly discriminating items, implement a two-stage assessment, and integrate Random Forest predictions with transparency mechanisms. These findings demonstrate that multi-method integration provides a robust empirical foundation for evidence-based mathematics placement optimization.

In this paper we study how transforming regular reinforcement learning environments into goal-conditioned environments can let agents learn to solve tasks autonomously and reward-free. We show that an agent can learn to solve tasks by selecting its own goals in an environment-agnostic way, at training times comparable to externally guided reinforcement learning. Our method is independent of the underlying off-policy learning algorithm. Since our method is environment-agnostic, the agent does not value any goals higher than others, leading to instability in performance for individual goals. However, in our experiments, we show that the average goal success rate improves and stabilizes. An agent trained with this method can be instructed to seek any observations made in the environment, enabling generic training of agents prior to specific use cases.

Data quality and its effective selection are fundamental to improving the performance of machine translation models, serving as cornerstones for achieving robust and reliable translation systems. This paper presents a data selection methodology specifically designed for fine-tuning machine translation systems, which leverages the synergy between a learner model and a pre-trained reference model to enhance overall training effectiveness. By defining a learnability score, our approach systematically evaluates the utility of data points for training, ensuring that only the most relevant and impactful examples contribute to the fine-tuning process. Furthermore, our method employs a batch selection strategy which considers interdependencies among data points, optimizing the efficiency of the training process while maintaining a focus on data relevance. Experiments on English to Persian and several other language pairs using an mBART model fine-tuned on the CCMatrix dataset demonstrate that our method can achieve up to a fivefold improvement in data efficiency compared to an iid baseline. Experimental results indicate that our approach improves computational efficiency by 24 when utilizing cached embeddings, as it requires fewer training data points. Additionally, it enhances generalization, resulting in superior translation performance compared to random selection method.

Efficiently leveraging simulation to acquire advanced manipulation skills is both challenging and highly significant. We introduce \textit{ForeRobo}, a generative robotic agent that utilizes generative simulations to autonomously acquire manipulation skills driven by envisioned goal states. Instead of directly learning low-level policies, we advocate integrating generative paradigms with classical control. Our approach equips a robotic agent with a self-guided \textit{propose-generate-learn-actuate} cycle. The agent first proposes the skills to be acquired and constructs the corresponding simulation environments; it then configures objects into appropriate arrangements to generate skill-consistent goal states (\textit{ForeGen}). Subsequently, the virtually infinite data produced by ForeGen are used to train the proposed state generation model (\textit{ForeFormer}), which establishes point-wise correspondences by predicting the 3D goal position of every point in the current state, based on the scene state and task instructions. Finally, classical control algorithms are employed to drive the robot in real-world environments to execute actions based on the envisioned goal states. Compared with end-to-end policy learning methods, ForeFormer offers superior interpretability and execution efficiency. We train and benchmark ForeFormer across a variety of rigid-body and articulated-object manipulation tasks, and observe an average improvement of 56.32\% over the state-of-the-art state generation models, demonstrating strong generality across different manipulation patterns. Moreover, in real-world evaluations involving more than 20 robotic tasks, ForeRobo achieves zero-shot sim-to-real transfer and exhibits remarkable generalization capabilities, attaining an average success rate of 79.28\%.

Abstract--University students face immense challenges during their undergraduate lives, often being deprived of personalized on-demand guidance that mentors fail to provide at scale. Digital tools exist, but there is a serious lack of customized coaching for newcomers. This paper presents an AI-powered chatbot that will serve as a mentor for the students of BRAC University. The main component is a data ingestion pipeline that efficiently processes and updates information from diverse sources, such as CSV files and university webpages. The chatbot retrieves information through a hybrid approach, combining BM25 lexical ranking with ChromaDB semantic retrieval, and uses a Large Language Model, LLaMA-3.3-70B, to generate conversational responses. The generated text was found to be semantically highly relevant, with a BERTScore of 0.831 and a METEOR score of 0.809. The data pipeline was also very efficient, taking 106.82 seconds for updates, compared to 368.62 seconds for new data. This chatbot will be able to help students by responding to their queries, helping them to get a better understanding of university life, and assisting them to plan better routines for their semester in the open-credit university. Due to the dynamic academic environment, large number of students with fewer faculties and staffs, and difficult university program policies and procedures, challenges were present throughout the four years of university education. Open credit universities face challenges in obtaining accurate policy information, selecting appropriate courses, scheduling classes, and managing limited time with mentors due to mentor shortages. Technology has given students many resources, but on-demand and personal help is still lacking. This is especially risky for first-year students who sometimes struggle with the new environment and may need additional guidance. To fill this gap, we will provide a corpus-based chatbot that also serves as a student companion.

Generative AI tools such as ChatGPT now provide novice programmers with unprecedented access to instant, personalized support. While this holds clear promise, their influence on students' metacognitive processes remains underexplored. Existing work has largely focused on correctness and usability, with limited attention to whether and how students' use of AI assistants supports or bypasses key metacognitive processes. This study addresses that gap by analyzing student-AI interactions through a metacognitive lens in university-level programming courses. We examined more than 10,000 dialogue logs collected over three years, complemented by surveys of students and educators. Our analysis focused on how prompts and responses aligned with metacognitive phases and strategies. Synthesizing these findings across data sources, we distill design considerations for AI-powered coding assistants that aim to support rather than supplant metacognitive engagement. Our findings provide guidance for developing educational AI tools that strengthen students' learning processes in programming education.

Computer-use agents can operate computers and automate laborious tasks, but despite recent rapid progress, they still lag behind human users, especially when tasks require domain-specific procedural knowledge about particular applications, platforms, and multi-step workflows. Humans can bridge this gap by watching video tutorials: we search, skim, and selectively imitate short segments that match our current subgoal. In this paper, we study how to enable computer-use agents to learn from online videos at inference time effectively. We propose a framework that retrieves and filters tutorial videos, converts them into structured demonstration trajectories, and dynamically selects trajectories as in-context guidance during execution. Particularly, using a VLM, we infer UI actions, segment videos into short subsequences of actions, and assign each subsequence a textual objective. At inference time, a two-stage selection mechanism dynamically chooses a single trajectory to add in context at each step, focusing the agent on the most helpful local guidance for its next decision. Experiments on two widely used benchmarks show that our framework consistently outperforms strong base agents and variants that use only textual tutorials or transcripts. Analyses highlight the importance of trajectory segmentation and selection, action filtering, and visual information, suggesting that abundant online videos can be systematically distilled into actionable guidance that improves computer-use agents at inference time. Our code is available at https://github.com/UCSB-NLP-Chang/video_demo.