This study explores how college students interact with generative AI (ChatGPT-4) during educational quizzes, focusing on reliance and predictors of AI adoption. Conducted at the early stages of ChatGPT implementation, when students had limited familiarity with the tool, this field study analyzed 315 student-AI conversations during a brief, quiz-based scenario across various STEM courses. A novel four-stage reliance taxonomy was introduced to capture students' reliance patterns, distinguishing AI competence, relevance, adoption, and students' final answer correctness. Three findings emerged. First, students exhibited overall low reliance on AI and many of them could not effectively use AI for learning. Second, negative reliance patterns often persisted across interactions, highlighting students' difficulty in effectively shifting strategies after unsuccessful initial experiences. Third, certain behavioral metrics strongly predicted AI reliance, highlighting potential behavioral mechanisms to explain AI adoption. The study's findings underline critical implications for ethical AI integration in education and the broader field. It emphasizes the need for enhanced onboarding processes to improve student's familiarity and effective use of AI tools. Furthermore, AI interfaces should be designed with reliance-calibration mechanisms to enhance appropriate reliance. Ultimately, this research advances understanding of AI reliance dynamics, providing foundational insights for ethically sound and cognitively enriching AI practices.

Knowledge Distillation (KD) has emerged as an effective model compression technique in deep learning, enabling the transfer of knowledge from a large teacher model to a compact student model. While KD has demonstrated significant success, it is not yet fully understood which factors contribute to improving the student's performance. In this paper, we reveal a strong correlation between the teacher's calibration error and the student's accuracy. Therefore, we claim that the calibration of the teacher model is an important factor for effective KD. Furthermore, we demonstrate that the performance of KD can be improved by simply employing a calibration method that reduces the teacher's calibration error. Our algorithm is versatile, demonstrating effectiveness across various tasks from classification to detection. Moreover, it can be easily integrated with existing state-of-the-art methods, consistently achieving superior performance.

This study explores automatic generation (AIG) using language models to create multiple choice questions (MCQs) for morphological assessment, aiming to reduce the cost and inconsistency of manual test development. The study used a two-fold approach. First, we compared a fine-tuned medium model (Gemma, 2B) with a larger untuned one (GPT-3.5, 175B). Second, we evaluated seven structured prompting strategies, including zero-shot, few-shot, chain-of-thought, role-based, sequential, and combinations. Generated items were assessed using automated metrics and expert scoring across five dimensions. We also used GPT-4.1, trained on expert-rated samples, to simulate human scoring at scale. Results show that structured prompting, especially strategies combining chain-of-thought and sequential design, significantly improved Gemma's outputs. Gemma generally produced more construct-aligned and instructionally appropriate items than GPT-3.5's zero-shot responses, with prompt design playing a key role in mid-size model performance. This study demonstrates that structured prompting and efficient fine-tuning can enhance midsized models for AIG under limited data conditions. We highlight the value of combining automated metrics, expert judgment, and large-model simulation to ensure alignment with assessment goals. The proposed workflow offers a practical and scalable way to develop and validate language assessment items for K-12.

The rise of Generative AI (GenAI) is reshaping how workers contribute to shared projects. While workers can use GenAI to boost productivity or reduce effort, managers may use it to replace some workers entirely. We present a theoretical framework to analyze how GenAI affects collaboration in such settings. In our model, the manager selects a team to work on a shared task, with GenAI substituting for unselected workers. Each worker selects how much effort to exert, and incurs a cost that increases with the level of effort. We show that GenAI can lead workers to exert no effort, even if GenAI is almost ineffective. We further show that the manager's optimization problem is NP-complete, and provide an efficient algorithm for the special class of (almost-) linear instances. Our analysis shows that even workers with low individual value may play a critical role in sustaining overall output, and excluding such workers can trigger a cascade. Finally, we conduct extensive simulations to illustrate our theoretical findings.

Weaponized drones are being tested inside US schools, flying through hallways with the ability to neutralize active shooters in seconds. Equipped with non-lethal pepper spray, powder pellets, and live video feeds, the drones launch from secure charging stations, six per school, when gunfire is detected. Developed by Campus Guardian Angel, the system has already completed trials in Texas and was recently demonstrated in three Florida schools. Permanent installations are scheduled this fall, with full deployment expected by January. The rollout has divided parents, some welcoming the extra layer of protection, while others call it a dystopian nightmare and'an accident waiting to happen.'

In this interview series, we're meeting some of the AAAI/SIGAI Doctoral Consortium participants to find out more about their research. In this latest interview, Benyamin Tabarsi tells us about his research at the intersection of generative AI and computing education. We find out more about what he's investigated so far during his PhD, what is particularly interesting about this research area, and what inspired him to undertake a PhD in the field. I'm a computer science student at North Carolina (NC) State University, and my research focuses on computing education and generative AI. I've always been passionate about finding ways to make learning easier for students and teaching more efficient for instructors, especially in computer science.

Academic choice is crucial in U.S. undergraduate education, allowing students significant freedom in course selection. However, navigating the complex academic environment is challenging due to limited information, guidance, and an overwhelming number of choices, compounded by time restrictions and the high demand for popular courses. Although career counselors exist, their numbers are insufficient, and course recommendation systems, though personalized, often lack insight into student perceptions and explanations to assess course relevance. In this paper, a deep learning-based concept extraction model is developed to efficiently extract relevant concepts from course descriptions to improve the recommendation process. Using this model, the study examines the effects of skill-based explanations within a serendipitous recommendation framework, tested through the AskOski system at the University of California, Berkeley. The findings indicate that these explanations not only increase user interest, particularly in courses with high unexpectedness, but also bolster decision-making confidence. This underscores the importance of integrating skill-related data and explanations into educational recommendation systems.

Graph Neural Networks (GNNs) have shown remarkable performance in the healthcare domain. However, what remained challenging is quantifying the predictive uncertainty of GNNs, which is an important aspect of trustworthiness in clinical settings. While Bayesian and ensemble methods can be used to quantify uncertainty, they are computationally expensive. Additionally, the disagreement metric used by ensemble methods to compute uncertainty cannot capture the diversity of models in an ensemble network. In this paper, we propose a novel method, based on knowledge distillation, to quantify GNNs' uncertainty more efficiently and with higher precision. We apply self-distillation, where the same network serves as both the teacher and student models, thereby avoiding the need to train several networks independently. To ensure the impact of self-distillation, we develop an uncertainty metric that captures the diverse nature of the network by assigning different weights to each GNN classifier. We experimentally evaluate the precision, performance, and ability of our approach in distinguishing out-of-distribution data on two graph datasets: MIMIC-IV and Enzymes. The evaluation results demonstrate that the proposed method can effectively capture the predictive uncertainty of the model while having performance similar to that of the MC Dropout and ensemble methods.

AMOLF, Science Park 104, 1098 XG Amsterdam, The Netherlands (Dated: August 28, 2025) We show that the out-of-equilibrium driving protocol of score-based generative models (SGMs) can be learned via local learning rules. The gradient with respect to the parameters of the driving protocol is computed directly from force measurements or from observed system dynamics. As a demonstration, we implement an SGM in a network of driven, nonlinear, overdamped oscillators coupled to a thermal bath. We first apply it to the problem of sampling from a mixture of two Gaussians in 2D. Finally, we train a 12 12 oscillator network on the MNIST dataset to generate images of handwritten digits "0" and "1".

Privacy-preserving distributed machine learning (ML) and aerial connected vehicle (ACV)-assisted edge computing have drawn significant attention lately. Since the onboard sensors of ACVs can capture new data as they move along their trajectories, the continual arrival of such 'newly' sensed data leads to online learning and demands carefully crafting the trajectories. Besides, as typical ACVs are inherently resource-constrained, computation- and communication-efficient ML solutions are needed. Therefore, we propose a computation- and communication-efficient online aerial federated learning (2CEOAFL) algorithm to take the benefits of continual sensed data and limited onboard resources of the ACVs. In particular, considering independently owned ACVs act as selfish data collectors, we first model their trajectories according to their respective time-varying data distributions. We then propose a 2CEOAFL algorithm that allows the flying ACVs to (a) prune the received dense ML model to make it shallow, (b) train the pruned model, and (c) probabilistically quantize and offload their trained accumulated gradients to the central server (CS). Our extensive simulation results show that the proposed 2CEOAFL algorithm delivers comparable performances to its non-pruned and nonquantized, hence, computation- and communication-inefficient counterparts.