Academic dishonesty is met with zero tolerance in higher education, yet plagiarism has become increasingly prevalent in the era of online teaching and learning. Automatic Question Generation (AQG) presents a potential solution to mitigate copying by creating unique questions for each student. Additionally, AQG can provide a vast array of practice questions. Our AQG focuses on generating logical equivalence questions for Discrete Mathematics, a foundational course for first-year computer science students. A literature review reveals that existing AQGs for this type of question generate all propositions that meet user-defined constraints, resulting in inefficiencies and a lack of uniform question difficulty. To address this, we propose a new approach that defines logical equivalence questions using a formal language, translates this language into two sets of generation rules, and develops a linear-time algorithm for question generation. We evaluated our AQG through two experiments. The first involved a group of students completing questions generated by our system. Statistical analysis shows that the accuracy of these questions is comparable to that of textbook questions. The second experiment assessed the number of steps required to solve our generated questions, textbook questions, and those generated by multiple large language models. The results indicated that the difficulty of our questions was similar to that of textbook questions, confirming the quality of our AQG.

Second-order methods are emerging as promising alternatives to standard first-order optimizers such as gradient descent and ADAM for training neural networks. Though the advantages of including curvature information in computing optimization steps have been celebrated in the scientific machine learning literature, the only second-order methods that have been studied are quasi-Newton, meaning that the Hessian matrix of the objective function is approximated. Though one would expect only to gain from using the true Hessian in place of its approximation, we show that neural network training reliably fails when relying on exact curvature information. The failure modes provide insight both into the geometry of nonlinear discretizations as well as the distribution of stationary points in the loss landscape, leading us to question the conventional wisdom that the loss landscape is replete with local minima.

For Large Language Models (LLMs) to be reliable, they must learn robust knowledge that can be generally applied in diverse settings -- often unlike those seen during training. Yet, extensive research has shown that LLM performance can be brittle, with models exhibiting excessive sensitivity to trivial input variations. In this work, we explore whether this brittleness is a direct result of unstable internal knowledge representations. To explore this question, we build on previous work showing that LLM representations encode statement truthfulness -- i.e., true, factual statements can be easily separated from false, inaccurate ones. Specifically, we test the robustness of learned knowledge by evaluating representation separability on samples that have undergone superficial transformations to drive them out-of-distribution (OOD), such as typos or reformulations. By applying semantically-preserving perturbations, we study how separability degrades as statements become more OOD, across four LLM families, five evaluation datasets, and three knowledge probing methods. Our results reveal that internal representations of statement truthfulness collapse as the samples' presentations become less similar to those seen during pre-training. While LLMs can often distinguish between true and false statements when they closely resemble the pre-training data, this ability is highly dependent on the statement's exact surface form. These findings offer a possible explanation for brittle benchmark performance: LLMs may learn shallow, non-robust knowledge representations that allow for only limited generalizability. Our work presents a fundamental challenge for the utility of truthfulness probes, and more broadly, calls for further research on improving the robustness of learned knowledge representations.

In the rapidly evolving educational landscape, the integration of technology has shifted from an enhancement to a cornerstone of educational strategy worldwide. This transition is propelled by advancements in digital technology, especially the emergence of artificial intelligence as a crucial tool in learning environments. This research project critically evaluates the impact of three distinct educational settings: traditional educational methods without technological integration, those enhanced by non-AI technology, and those utilising AI-driven technologies. This comparison aims to assess how each environment influences educational outcomes, engagement, pedagogical methods, and equity in access to learning resources, and how each contributes uniquely to the learning experience. The ultimate goal of this research is to synthesise the strengths of each model to create a more holistic educational approach. By integrating the personal interaction and tested pedagogical techniques of traditional classrooms, the enhanced accessibility and collaborative tools offered by non-AI technology, and the personalised, adaptive learning strategies enabled by AI-driven technologies, education systems can develop richer, more effective learning environments. This hybrid approach aims to leverage the best elements of each setting, thereby enhancing educational outcomes, engagement, and inclusiveness, while also addressing the distinct challenges and limitations inherent in each model. The intention is to create an educational framework deeply attentive to the diverse needs of students, ensuring equitable access to high-quality education for all.

BrainForm is a gamified Brain-Computer Interface (BCI) training system designed for scalable data collection using consumer hardware and a minimal setup. We investigated (1) how users develop BCI control skills across repeated sessions and (2) perceptual and performance effects of two visual stimulation textures. Game Experience Questionnaire (GEQ) scores for Flow, Positive Affect, Competence and Challenge were strongly positive, indicating sustained engagement. A within-subject study with multiple runs, two task complexities, and post-session questionnaires revealed no significant performance differences between textures but increased ocular irritation over time. Online metrics--Task Accuracy, Task Time, and Information Transfer Rate--improved across sessions, confirming learning effects for symbol spelling, even under pressure conditions. Our results highlight the potential of BrainForm as a scalable, user-friendly BCI research tool and offer guidance for sustained engagement and reduced training fatigue.

A considerable chasm has been looming for decades between theory and practice in zero-sum game solving through first-order methods. Although a convergence rate of $T^{-1}$ has long been established since Nemirovski's mirror-prox algorithm and Nesterov's excessive gap technique in the early 2000s, the most effective paradigm in practice is *counterfactual regret minimization*, which is based on *regret matching* and its modern variants. In particular, the state of the art across most benchmarks is *predictive* regret matching$^+$ (PRM$^+$), in conjunction with non-uniform averaging. Yet, such algorithms can exhibit slower $Ω(T^{-1/2})$ convergence even in self-play. In this paper, we close the gap between theory and practice. We propose a new scale-invariant and parameter-free variant of PRM$^+$, which we call IREG-PRM$^+$. We show that it achieves $T^{-1/2}$ best-iterate and $T^{-1}$ (i.e., optimal) average-iterate convergence guarantees, while also being on par with PRM$^+$ on benchmark games. From a technical standpoint, we draw an analogy between IREG-PRM$^+$ and optimistic gradient descent with *adaptive* learning rate. The basic flaw of PRM$^+$ is that the ($\ell_2$-)norm of the regret vector -- which can be thought of as the inverse of the learning rate -- can decrease. By contrast, we design IREG-PRM$^+$ so as to maintain the invariance that the norm of the regret vector is nondecreasing. This enables us to derive an RVU-type bound for IREG-PRM$^+$, the first such property that does not rely on introducing additional hyperparameters to enforce smoothness. Furthermore, we find that IREG-PRM$^+$ performs on par with an adaptive version of optimistic gradient descent that we introduce whose learning rate depends on the misprediction error, demystifying the effectiveness of the regret matching family *vis-a-vis* more standard optimization techniques.

As multimodal LLM-driven agents continue to advance in autonomy and generalization, evaluation based on static datasets can no longer adequately assess their true capabilities in dynamic environments and diverse tasks. Existing LLM-based synthetic data methods are largely designed for LLM training and evaluation, and thus cannot be directly applied to agent tasks that require tool use and interactive capabilities. While recent studies have explored automatic agent task generation with LLMs, most efforts remain limited to text or image analysis, without systematically modeling multi-step interactions in web environments. To address these challenges, we propose Graph2Eval, a knowledge graph-based framework that automatically generates both multimodal document comprehension tasks and web interaction tasks, enabling comprehensive evaluation of agents' reasoning, collaboration, and interactive capabilities. In our approach, knowledge graphs constructed from multi-source external data serve as the task space, where we translate semantic relations into structured multimodal tasks using subgraph sampling, task templates, and meta-paths. A multi-stage filtering pipeline based on node reachability, LLM scoring, and similarity analysis is applied to guarantee the quality and executability of the generated tasks. Furthermore, Graph2Eval supports end-to-end evaluation of multiple agent types (Single-Agent, Multi-Agent, Web Agent) and measures reasoning, collaboration, and interaction capabilities. We instantiate the framework with Graph2Eval-Bench, a curated dataset of 1,319 tasks spanning document comprehension and web interaction scenarios. Experiments show that Graph2Eval efficiently generates tasks that differentiate agent and model performance, revealing gaps in reasoning, collaboration, and web interaction across different settings and offering a new perspective for agent evaluation.

Reward modeling, crucial for aligning large language models (LLMs) with human preferences, is often bottlenecked by the high cost of preference data. Existing textual data synthesis methods are computationally expensive. We propose a novel framework LENS for synthesizing preference data directly in the LLM's latent embedding space. Our method employs a Variational Autoencoder (VAE) to learn a structured latent representation of response embeddings. By performing controlled perturbations in this latent space and decoding back to the embedding space, we efficiently generate diverse, semantically consistent synthetic preference pairs, bypassing costly text generation and annotation. We provide theoretical guarantees that our synthesized pairs approximately preserve original preference ordering and improve reward model generalization. Empirically, our latent-space synthesis significantly outperforms text-based augmentation on standard benchmarks, achieving superior results while being 18x faster in generation and using a 16,000x smaller model. Our work offers a scalable and effective alternative for enhancing reward modeling through efficient data augmentation. Code is publicly available at https://github.com/deeplearning-wisc/lens

While cognitive diagnosis (CD) effectively assesses students' knowledge mastery from structured test data, applying it to real-world teacher-student dialogues presents two fundamental challenges. Traditional CD models lack a suitable framework for handling dynamic, unstructured dialogues, and it's difficult to accurately extract diagnostic semantics from lengthy dialogues. To overcome these hurdles, we propose DiaCDM, an innovative model. We've adapted the initiation-response-evaluation (IRE) framework from educational theory to design a diagnostic framework tailored for dialogue. We also developed a unique graph-based encoding method that integrates teacher questions with relevant knowledge components to capture key information more precisely. To our knowledge, this is the first exploration of cognitive diagnosis in a dialogue setting. Experiments on three real-world dialogue datasets confirm that DiaCDM not only significantly improves diagnostic accuracy but also enhances the results' interpretability, providing teachers with a powerful tool for assessing students' cognitive states. The code is available at https://github.com/Mind-Lab-ECNU/DiaCDM/tree/main.

Large language models (LLMs) excel at complex reasoning but can still exhibit harmful behaviors. Current alignment strategies typically embed safety into model weights, making these controls implicit, static, and difficult to modify. This paper introduces Cognition-of-Thought (CooT), a novel decoding-time framework that equips LLMs with an explicit cognitive self-monitoring loop. CooT couples a standard text Generator with a cognitive Perceiver that continuously monitors the unfolding sequence. The Perceiver uses a structured, precedence-based hierarchy of principles (e.g., safety over obedience) to detect potential misalignments as they arise. When violations are flagged, CooT intervenes by rolling back the generation to the point of error and regenerating under injected guidance that combines universal social priors with context-specific warnings. CooT thus transforms alignment from a fixed property into an explicit, dynamic, and auditable process active during inference, allowing for flexible policy updates without retraining the model. Extensive experiments across multiple benchmarks and model families confirm that CooT consistently improves safety and social reasoning performance.