Consumer agency in the digital age is increasingly constrained by systemic barriers and algorithmic manipulation, raising concerns about the authenticity of consumption choices. Nowadays, financial decisions are shaped by external pressures like obligatory consumption, algorithmic persuasion, and unstable work schedules that erode financial autonomy. Obligatory consumption (like hidden fees) is intensified by digital ecosystems. Algorithmic tactics like personalized recommendations lead to impulsive purchases. Unstable work schedules also undermine financial planning. Thus, it is important to study how these factors impact consumption agency. To do so, we examine formal models grounded in discounted consumption with constraints that bound agency. We construct analytical scenarios in which consumers face obligatory payments, algorithm-influenced impulsive expenses, or unpredictable income due to temporal instability. Using this framework, we demonstrate that even rational, utility-maximizing agents can experience early financial ruin when agency is limited across structural, behavioral, or temporal dimensions and how diminished autonomy impacts long-term financial well-being. Our central argument is that consumer agency must be treated as a value (not a given) requiring active cultivation, especially in digital ecosystems. The connection between our formal modeling and this argument allows us to indicate that limitations on agency (whether structural, behavioral, or temporal) can be rigorously linked to measurable risks like financial instability. This connection is also a basis for normative claims about consumption as a value, by anchoring them in a formally grounded analysis of consumer behavior. As solutions, we study systemic interventions and consumer education to support value deliberation and informed choices. We formally demonstrate how these measures strengthen agency.

In this early study, we observe an Easy-Options Bias (EOB) issue in some multiple-choice Visual Question Answering (VQA) benchmarks such as MMStar, RealWorldQA, SEED-Bench, Next-QA, STAR benchmark and Video-MME. This bias allows vision-language models (VLMs) to select the correct answer using only the vision (V) and options (O) as inputs, without the need for the question (Q). Through grounding experiments, we attribute the bias to an imbalance in visual relevance: the correct answer typically aligns more closely with the visual contents than the negative options in feature space, creating a shortcut for VLMs to infer the answer via simply vision-option similarity matching. To fix this, we introduce GroundAttack, a toolkit that automatically generates hard negative options as visually plausible as the correct answer. We apply it to the NExT-QA and MMStar datasets, creating new EOB-free annotations. On these EOB-free annotations, current VLMs approach to random accuracies under (V+O) settings, and drop to non-saturated accuracies under (V+Q+O) settings, providing a more realistic evaluation of VLMs' QA ability. Codes and new annotations will be released soon.

This paper studies an application of a recurrent neural network to clustering method for the S-P chart: a binary data set used widely in education. As the number of students increases, the S-P chart becomes hard to handle. In order to classify the large chart into smaller charts, we present a simple clustering method based on the network dynamics. In the method, the network has multiple fixed points and basins of attraction give clusters corresponding to small S-P charts. In order to evaluate the clustering performance, we present an important feature quantity: average caution index that characterizes singularity of students answer oatterns. Performing fundamental experiments, effectiveness of the method is confirmed.

Recent advances in large language models (LLMs) and multi-agent systems have demonstrated remarkable capabilities in complex problem-solving tasks such as deep research, vibe coding, and mathematical reasoning. However, most existing multi-agent systems are built upon manual prompt/workflow engineering with sophisticated agent frameworks, making them computationally inefficient, less capable, and can not benefit from data-centric learning. In this work, we introduce Chain-of-Agents (CoA), a novel paradigm of LLM reasoning that enables native end-to-end complex problem-solving in the same way as a multi-agent system (i.e., multi-turn problem solving with multiple tools and multiple agents) within one model. In chain-of-agents problem-solving, the model dynamically activates different tool agents and role-playing agents to simulate multi-agent collaboration in an end-to-end fashion. To elicit end-to-end chain-of-agents problem-solving abilities in LLMs, we introduce a multi-agent distillation framework to distill state-of-the-art multi-agent systems into chain-of-agents trajectories for agentic supervised fine-tuning. We then use agentic reinforcement learning on verifiable agentic tasks to further improve the models' capabilities on chain-of-agents problem solving. We call the resulting models Agent Foundation Models (AFMs). Our empirical studies demonstrate that AFM establishes new state-of-the-art performance across diverse benchmarks in both web agent and code agent settings. We make the entire research, including the model weights, code for training and evaluation, and the training data, fully open-sourced, which offers a solid starting point for future research on agent models and agentic RL.

-- In this paper we report on first insights from interviews with teachers and students on using social robots in computer science class in sixth grade. Our focus is on learning about requirements and potential applications. We are particularly interested in getting both perspectives, the teachers' and the learners' view on how robots could be used and what features they should or should not have. Results show that teachers as well as students are very open to robots in the classroom. However, requirements are partially quite heterogeneous among the groups. This leads to complex design challenges which we discuss at the end of this paper . I. INTRODUCTION Robots have diverse applications across domains such as healthcare, industry, and education.

Gaussian Splatting has rapidly emerged as a transformative technique for real-time 3D scene representation, offering a highly efficient and expressive alternative to Neural Radiance Fields (NeRF). Its ability to render complex scenes with high fidelity has enabled progress across domains such as scene reconstruction, robotics, and interactive content creation. More recently, the integration of Large Language Models (LLMs) and language embeddings into Gaussian Splatting pipelines has opened new possibilities for text-conditioned generation, editing, and semantic scene understanding. Despite these advances, a comprehensive overview of this emerging intersection has been lacking. This survey presents a structured review of current research efforts that combine language guidance with 3D Gaussian Splatting, detailing theoretical foundations, integration strategies, and real-world use cases. We highlight key limitations such as computational bottlenecks, generalizability, and the scarcity of semantically annotated 3D Gaussian data and outline open challenges and future directions for advancing language-guided 3D scene understanding using Gaussian Splatting.

This document presents a preliminary compilation of general-purpose AI (GPAI) evaluation practices that may promote internal validity, external validity and reproducibility. It includes suggestions for human uplift studies and benchmark evaluations, as well as cross-cutting suggestions that may apply to many different evaluation types. Suggestions are organised across four stages in the evaluation life cycle: design, implementation, execution and documentation. Drawing from established practices in machine learning, statistics, psychology, economics, biology and other fields recognised to have important lessons for AI evaluation, these suggestions seek to contribute to the conversation on the nascent and evolving field of the science of GPAI evaluations. The intended audience of this document includes providers of GPAI models presenting systemic risk (GPAISR), for whom the EU AI Act lays out specific evaluation requirements; third-party evaluators; policymakers assessing the rigour of evaluations; and academic researchers developing or conducting GPAI evaluations.

-- EEG-based emotion recognition plays an important role in developing adaptive brain-computer communication systems, yet faces two fundamental challenges in practical implementations: (1) effective integration of non-stationary spatial-temporal neural patterns, (2) robust adaptation to dynamic emotional intensity variations in real-world scenarios. This paper proposes STT -CL, a novel framework integrating spatial-temporal transformers with curriculum learning. Our method introduces two core components: a spatial encoder that models inter-channel relationships and a temporal encoder that captures multi-scale dependencies through windowed attention mechanisms, enabling simultaneous extraction of spatial correlations and temporal dynamics from EEG signals. Complementing this architecture, an intensity-aware curriculum learning strategy progressively guides training from high-intensity to low-intensity emotional states through dynamic sample scheduling based on a dual difficulty assessment. Comprehensive experiments on three benchmark datasets demonstrate state-of-the-art performance across various emotional intensity levels, with ablation studies confirming the necessity of both architectural components and the curriculum learning mechanism. Emotion recognition constitutes a fundamental component of brain-inspired human-computer interaction systems [1].

Data scientists often formulate predictive modeling tasks involving fuzzy, hard-to-define concepts, such as the "authenticity" of student writing or the "healthcare need" of a patient. Yet the process by which data scientists translate fuzzy concepts into a concrete, proxy target variable remains poorly understood. We interview fifteen data scientists in education (N=8) and healthcare (N=7) to understand how they construct target variables for predictive modeling tasks. Our findings suggest that data scientists construct target variables through a bricolage process, in which they use creative and pragmatic approaches to make do with the limited data at hand. Data scientists attempt to satisfy five major criteria for a target variable through bricolage: validity, simplicity, predictability, portability, and resource requirements. To achieve this, data scientists adaptively apply problem (re)formulation strategies, such as swapping out one candidate target variable for another when the first fails to meet certain criteria (e.g., predictability), or composing multiple outcomes into a single target variable to capture a more holistic set of modeling objectives. Based on our findings, we present opportunities for future HCI, CSCW, and ML research to better support the art and science of target variable construction.

This study investigates the integration of individual human traits into an empathetically adaptive educational robot tutor system designed to improve student engagement and learning outcomes with corresponding Engagement Vector measurement. While prior research in the field of Human-Robot Interaction (HRI) has examined the integration of the traits, such as emotional intelligence, memory-driven personalization, and non-verbal communication, by themselves, they have thus-far neglected to consider their synchronized integration into a cohesive, operational education framework. To address this gap, we customize a Multi-Modal Large Language Model (LLaMa 3.2 from Meta) deployed with modules for human-like traits (emotion, memory and gestures) into an AI-Agent framework. This constitutes to the robot's intelligent core mimicing the human emotional system, memory architecture and gesture control to allow the robot to behave more empathetically while recognizing and responding appropriately to the student's emotional state. It can also recall the student's past learning record and adapt its style of interaction accordingly. This allows the robot tutor to react to the student in a more sympathetic manner by delivering personalized verbal feedback synchronized with relevant gestures. Our study investigates the extent of this effect through the introduction of Engagement Vector Model which can be a surveyor's pole for judging the quality of HRI experience. Quantitative and qualitative results demonstrate that such an empathetic responsive approach significantly improves student engagement and learning outcomes compared with a baseline humanoid robot without these human-like traits. This indicates that robot tutors with empathetic capabilities can create a more supportive, interactive learning experience that ultimately leads to better outcomes for the student.