Learning from demonstration methods usually leverage close to optimal demonstrations to accelerate training.

Knowledge Distillation is crucial for optimizing face recognition models for deployment in computationally limited settings, such as edge devices. Traditional KD methods, such as Raw L2 Feature Distillation or Feature Consistency loss, often fail to capture both fine-grained instance-level details and complex relational structures, leading to suboptimal performance. We propose a unified approach that integrates two novel loss functions, Instance-Level Embedding Distillation and Relation-Based Pairwise Similarity Distillation. Instance-Level Embedding Distillation focuses on aligning individual feature embeddings by leveraging a dynamic hard mining strategy, thereby enhancing learning from challenging examples. Relation-Based Pairwise Similarity Distillation captures relational information through pairwise similarity relationships, employing a memory bank mechanism and a sample mining strategy. This unified framework ensures both effective instance-level alignment and preservation of geometric relationships between samples, leading to a more comprehensive distillation process. Our unified framework outperforms state-of-the-art distillation methods across multiple benchmark face recognition datasets, as demonstrated by extensive experimental evaluations. Interestingly, when using strong teacher networks compared to the student, our unified KD enables the student to even surpass the teacher's accuracy.

Automated feedback generation has the potential to enhance students' learning progress by providing timely and targeted feedback. Moreover, it can assist teachers in optimizing their time, allowing them to focus on more strategic and personalized aspects of teaching. To generate high-quality, information-rich formative feedback, it is essential first to extract relevant indicators, as these serve as the foundation upon which the feedback is constructed. Teachers often employ feedback criteria grids composed of various indicators that they evaluate systematically. This study examines the initial phase of extracting such indicators from students' submissions of a language learning course using the large language model Llama 3.1. Accordingly, the alignment between indicators generated by the LLM and human ratings across various feedback criteria is investigated. The findings demonstrate statistically significant strong correlations, even in cases involving unanticipated combinations of indicators and criteria. The methodology employed in this paper offers a promising foundation for extracting indicators from students' submissions using LLMs. Such indicators can potentially be utilized to auto-generate explainable and transparent formative feedback in future research.

Many real-world data are sequentially collected over time and often exhibit skewed class distributions, resulting in imbalanced data streams. While existing approaches have explored several strategies, such as resampling and reweighting, for imbalanced data stream learning, our work distinguishes itself by addressing the imbalance problem through training modification, particularly focusing on gradient descent techniques. We introduce the harmonized gradient descent (HGD) algorithm, which aims to equalize the norms of gradients across different classes. By ensuring the gradient norm balance, HGD mitigates under-fitting for minor classes and achieves balanced online learning. Notably, HGD operates in a streamlined implementation process, requiring no data-buffer, extra parameters, or prior knowledge, making it applicable to any learning models utilizing gradient descent for optimization. Theoretical analysis, based on a few common and mild assumptions, shows that HGD achieves a satisfied sub-linear regret bound. The proposed algorithm are compared with the commonly used online imbalance learning methods under several imbalanced data stream scenarios. Extensive experimental evaluations demonstrate the efficiency and effectiveness of HGD in learning imbalanced data streams.

Large language models (LLMs) have demonstrated potential in reasoning tasks, but their performance on linguistics puzzles remains consistently poor. These puzzles, often derived from Linguistics Olympiad (LO) contests, provide a minimal contamination environment to assess LLMs' linguistic reasoning abilities across low-resource languages. This work analyses LLMs' performance on 629 problems across 41 low-resource languages by labelling each with linguistically informed features to unveil weaknesses. Our analyses show that LLMs struggle with puzzles involving higher morphological complexity and perform better on puzzles involving linguistic features that are also found in English. We also show that splitting words into morphemes as a pre-processing step improves solvability, indicating a need for more informed and language-specific tokenisers. These findings thus offer insights into some challenges in linguistic reasoning and modelling of low-resource languages.

Large Reasoning Models (LRMs) have demonstrated remarkable problem-solving abilities in mathematics, as evaluated by existing benchmarks exclusively on well-defined problems. However, such evaluation setup constitutes a critical gap, since a genuine intelligent agent should not only solve problems (as a math quiz solver), but also be able~to ask for information when the problems lack sufficient information, enabling proactivity in responding users' requests. To bridge such gap, we proposes a new dataset consisting of two types of incomplete problems with diverse contexts. Based on the dataset, our systematical evaluation of LRMs reveals their inability in proactively asking for information. In addition, we uncover the behaviors related to overthinking and hallucination of LRMs, and highlight the potential and challenges of supervised fine-tuning in learning such ability. We hope to provide new insights in developing LRMs with genuine intelligence, rather than just solving problems.

Distractors--incorrect but plausible answer choices in multiple-choice questions (MCQs)--play a critical role in educational assessment by diagnosing student misconceptions. Recent work has leveraged large language models (LLMs) to generate shared, group-level distractors by learning common error patterns across large student populations. However, such distractors often fail to capture the diverse reasoning errors of individual students, limiting their diagnostic effectiveness. To address this limitation, we introduce the task of personalized distractor generation, which aims to generate tailored distractors based on individual misconceptions inferred from each student's past question-answering (QA) records, ensuring every student receives options that effectively exposes their specific reasoning errors. While promising, this task is challenging because each student typically has only a few QA records, which often lack the student's underlying reasoning processes, making training-based group-level approaches infeasible. To overcome this, we propose a training-free two-stage framework. In the first stage, we construct a student-specific misconception prototype by applying Monte Carlo Tree Search (MCTS) to recover the student's reasoning trajectories from past incorrect answers. In the second stage, this prototype guides the simulation of the student's reasoning on new questions, enabling the generation of personalized distractors that align with the student's recurring misconceptions. Experiments show that our approach achieves the best performance in generating plausible, personalized distractors for 140 students, and also effectively generalizes to group-level settings, highlighting its robustness and adaptability.

A Human-in-the-Loop (HITL) approach leverages generative AI to enhance personalized learning by directly integrating student feedback into AI-generated solutions. Students critique and modify AI responses using predefined feedback tags, fostering deeper engagement and understanding. This empowers students to actively shape their learning, with AI serving as an adaptive partner. The system uses a tagging technique and prompt engineering to personalize content, informing a Retrieval-Augmented Generation (RAG) system to retrieve relevant educational material and adjust explanations in real time. This builds on existing research in adaptive learning, demonstrating how student-driven feedback loops can modify AI-generated responses for improved student retention and engagement, particularly in STEM education. Preliminary findings from a study with STEM students indicate improved learning outcomes and confidence compared to traditional AI tools. This work highlights AI's potential to create dynamic, feedback-driven, and personalized learning environments through iterative refinement.

Entrepreneurship requires navigating open-ended, ill-defined problems: identifying risks, challenging assumptions, and making strategic decisions under deep uncertainty. Novice founders often struggle with these metacognitive demands, while mentors face limited time and visibility to provide tailored support. We present a human-AI coaching system that combines a domain-specific cognitive model of entrepreneurial risk with a large language model (LLM) to proactively scaffold both novice and mentor thinking. The system proactively poses diagnostic questions that challenge novices' thinking and helps both novices and mentors plan for more focused and emotionally attuned meetings. Critically, mentors can inspect and modify the underlying cognitive model, shaping the logic of the system to reflect their evolving needs. Through an exploratory field deployment, we found that using the system supported novice metacognition, helped mentors plan emotionally attuned strategies, and improved meeting depth, intentionality, and focus--while also surfaced key tensions around trust, misdiagnosis, and expectations of AI. We contribute design principles for proactive AI systems that scaffold metacognition and human-human collaboration in complex, ill-defined domains, offering implications for similar domains like healthcare, education, and knowledge work.