Accurate prediction of student performance is essential for enabling timely academic interventions. However, most machine learning models used in educational settings are static and lack the ability to adapt when new data such as post-intervention outcomes become available. To address this limitation, we propose a Feedback-Driven Decision Support System (DSS) with a closed-loop architecture that enables continuous model refinement. The system employs a LightGBM-based regressor with incremental retraining, allowing educators to input updated student performance data, which automatically triggers model updates. This adaptive mechanism enhances prediction accuracy by learning from real-world academic progress over time. The platform features a Flask-based web interface to support real-time interaction and integrates SHAP (SHapley Additive exPlanations) for model interpretability, ensuring transparency and trustworthiness in predictions. Experimental results demonstrate a 10.7% reduction in RMSE after retraining, with consistent upward adjustments in predicted scores for students who received interventions. By transforming static predictive models into self-improving systems, our approach advances educational analytics toward human-centered, data-driven, and responsive artificial intelligence. The framework is designed for seamless integration into Learning Management Systems (LMS) and institutional dashboards, facilitating practical deployment in real educational environments.

Repurposing large vision-language models (LVLMs) as computer use agents (CUAs) has led to substantial breakthroughs, primarily driven by human-labeled data. However, these models often struggle with novel and specialized software, particularly in scenarios lacking human annotations. To address this challenge, we propose SEAgent, an agentic self-evolving framework enabling CUAs to autonomously evolve through interactions with unfamiliar software. Specifically, SEAgent empowers computer-use agents to autonomously master novel software environments via experiential learning, where agents explore new software, learn through iterative trial-and-error, and progressively tackle auto-generated tasks organized from simple to complex. To achieve this goal, we design a World State Model for step-wise trajectory assessment, along with a Curriculum Generator that generates increasingly diverse and challenging tasks. The agent's policy is updated through experiential learning, comprised of adversarial imitation of failure actions and Group Relative Policy Optimization (GRPO) on successful ones. Furthermore, we introduce a specialist-to-generalist training strategy that integrates individual experiential insights from specialist agents, facilitating the development of a stronger generalist CUA capable of continuous autonomous evolution. This unified agent ultimately achieves performance surpassing ensembles of individual specialist agents on their specialized software. We validate the effectiveness of SEAgent across five novel software environments within OS-World. Our approach achieves a significant improvement of 23.2% in success rate, from 11.3% to 34.5%, over a competitive open-source CUA, i.e., UI-TARS.

Citizens' assemblies are an increasingly influential form of deliberative democracy, where randomly selected people discuss policy questions. The legitimacy of these assemblies hinges on their representation of the broader population, but participant dropout often leads to an unbalanced composition. In practice, dropouts are replaced by preselected alternates, but existing methods do not address how to choose these alternates. To address this gap, we introduce an optimization framework for alternate selection. Our algorithmic approach, which leverages learning-theoretic machinery, estimates dropout probabilities using historical data and selects alternates to minimize expected misrepresentation. Our theoretical bounds provide guarantees on sample complexity (with implications for computational efficiency) and on loss due to dropout probability mis-estimation. Empirical evaluation using real-world data demonstrates that, compared to the status quo, our method significantly improves representation while requiring fewer alternates.

Despite recent progress in Language Models (LMs) for software engineering, collecting training data remains a significant pain point. Existing datasets are small, with at most 1,000s of training instances from 11 or fewer GitHub repositories. The procedures to curate such datasets are often complex, necessitating hundreds of hours of human labor; companion execution environments also take up several terabytes of storage, severely limiting their scalability and usability. To address this pain point, we introduce SWE-smith, a novel pipeline for generating software engineering training data at scale. Given any Python codebase, SWE-smith constructs a corresponding execution environment, then automatically synthesizes 100s to 1,000s of task instances that break existing test(s) in the codebase. Using SWE-smith, we create a dataset of 50k instances sourced from 128 GitHub repositories, an order of magnitude larger than all previous works. We train SWE-agent-LM-32B, achieving 40.2% Pass@1 resolve rate on the SWE-bench Verified benchmark, state of the art among open source models. We open source SWE-smith (collection procedure, task instances, trajectories, models) to lower the barrier of entry for research in LM systems for automated software engineering. All assets available at https://swesmith.com.

This paper demonstrates the feasibility of democratizing AI-driven global weather forecasting models among university research groups by leveraging Graphics Processing Units (GPUs) and freely available AI models, such as NVIDIA's FourCastNetv2. FourCastNetv2 is an NVIDIA's advanced neural network for weather prediction and is trained on a 73-channel subset of the European Centre for Medium-Range Weather Forecasts (ECMWF) Reanalysis v5 (ERA5) dataset at single levels and different pressure levels. Although the training specifications for FourCastNetv2 are not released to the public, the training documentation of the model's first generation, FourCastNet, is available to all users. The training had 64 A100 GPUs and took 16 hours to complete. Although NVIDIA's models offer significant reductions in both time and cost compared to traditional Numerical Weather Prediction (NWP), reproducing published forecasting results presents ongoing challenges for resource-constrained university research groups with limited GPU availability. We demonstrate both (i) leveraging FourCastNetv2 to create predictions through the designated application programming interface (API) and (ii) utilizing NVIDIA hardware to train the original FourCastNet model. Further, this paper demonstrates the capabilities and limitations of NVIDIA A100's for resource-limited research groups in universities. We also explore data management, training efficiency, and model validation, highlighting the advantages and challenges of using limited high-performance computing resources. Consequently, this paper and its corresponding GitHub materials may serve as an initial guide for other university research groups and courses related to machine learning, climate science, and data science to develop research and education programs on AI weather forecasting, and hence help democratize the AI NWP in the digital economy.

As generative AI models, particularly large language models (LLMs), transform educational feedback practices in higher education (HE) contexts, understanding students' perceptions of different sources of feedback becomes crucial for their effective implementation and adoption. This study addresses a critical gap by comparing undergraduate students' trust in LLM, human, and human-AI co-produced feedback in their authentic HE context. More specifically, through a within-subject experimental design involving 91 participants, we investigated factors that predict students' ability to distinguish between feedback types, their perceptions of feedback quality, and potential biases related to the source of feedback. Findings revealed that when the source was blinded, students generally preferred AI and co-produced feedback over human feedback regarding perceived usefulness and objectivity. However, they presented a strong bias against AI when the source of feedback was disclosed. In addition, only AI feedback suffered a decline in perceived genuineness when feedback sources were revealed, while co-produced feedback maintained its positive perception. Educational AI experience improved students' ability to identify LLM-generated feedback and increased their trust in all types of feedback. More years of students' experience using AI for general purposes were associated with lower perceived usefulness and credibility of feedback. These insights offer substantial evidence of the importance of source credibility and the need to enhance both feedback literacy and AI literacy to mitigate bias in student perceptions for AI-generated feedback to be adopted and impact education.

Large Language Models (LLMs) are increasingly employed as AI tutors due to their scalability and potential for personalized instruction. However, off-the-shelf LLMs often underperform in educational settings: they frequently reveal answers too readily, fail to adapt their responses to student uncertainty, and remain vulnerable to emotionally manipulative prompts. To address these challenges, we introduce CoDAE, a framework that adapts LLMs for educational use through Chain-of-Thought (CoT) data augmentation. We collect real-world dialogues between students and a ChatGPT-based tutor and enrich them using CoT prompting to promote step-by-step reasoning and pedagogically aligned guidance. Furthermore, we design targeted dialogue cases to explicitly mitigate three key limitations: over-compliance, low response adaptivity, and threat vulnerability. We fine-tune four open-source LLMs on different variants of the augmented datasets and evaluate them in simulated educational scenarios using both automatic metrics and LLM-as-a-judge assessments. Our results show that models fine-tuned with CoDAE deliver more pedagogically appropriate guidance, better support reasoning processes, and effectively resist premature answer disclosure.

Knowledge tracing, where a machine models the knowledge of a student as they interact with coursework, is an established and significantly unsolved problem in computer supported education.In this paper we explore the benefit of using recurrent neural networks to model student learning.This family of models have important advantages over current state of the art methods in that they do not require the explicit encoding of human domain knowledge,and have a far more flexible functional form which can capture substantially more complex student interactions.We show that these neural networks outperform the current state of the art in prediction on real student data,while allowing straightforward interpretation and discovery of structure in the curriculum.These results suggest a promising new line of research for knowledge tracing.

Both learning and inference tasks on Bayesian networks are NP-hard in general. Bounded tree-width Bayesian networks have recently received a lot of attention as a way to circumvent this complexity issue; however, while inference on bounded tree-width networks is tractable, the learning problem remains NP-hard even for tree-width~2. In this paper, we propose bounded vertex cover number Bayesian networks as an alternative to bounded tree-width networks. In particular, we show that both inference and learning can be done in polynomial time for any fixed vertex cover number bound $k$, in contrast to the general and bounded tree-width cases; on the other hand, we also show that learning problem is W[1]-hard in parameter $k$. Furthermore, we give an alternative way to learn bounded vertex cover number Bayesian networks using integer linear programming (ILP), and show this is feasible in practice.

We propose a general framework for studying adaptive regret bounds in the online learning setting, subsuming model selection and data-dependent bounds. Given a data-or model-dependent bound we ask, "Does there exist some algorithm achieving this bound?" We show that modifications to recently introduced sequential complexity measures can be used to answer this question by providing sufficient conditions under which adaptive rates can be achieved. In particular each adaptive rate induces a set of so-called offset complexity measures, and obtaining small upper bounds on these quantities is sufficient to demonstrate achievability. A cornerstone of our analysis technique is the use of one-sided tail inequalities to bound suprema of offset random processes.Our framework recovers and improves a wide variety of adaptive bounds including quantile bounds, second order data-dependent bounds, and small loss bounds. In addition we derive a new type of adaptive bound for online linear optimization based on the spectral norm, as well as a new online PAC-Bayes theorem.