This position paper examines the use of Large Language Models (LLMs) in social simulation, analyzing both their potential and their limitations from a computational social science perspective. The first part reviews recent findings on the ability of LLMs to replicate key aspects of human cognition, including Theory of Mind reasoning and social inference, while also highlighting significant limitations such as cognitive biases, lack of true understanding, and inconsistencies in behavior. The second part surveys emerging applications of LLMs in multi-agent simulation frameworks, focusing on system architectures, scale, and validation strategies. Notable projects such as Generative Agents (Smallville) and AgentSociety are discussed in terms of their design choices, empirical grounding, and methodological innovations. Particular attention is given to the challenges of behavioral fidelity, calibration, and reproducibility in large-scale LLM-driven simulations. The final section distinguishes between contexts where LLMs, like other black-box systems, offer direct value-such as interactive simulations and serious games-and those where their use is more problematic, notably in explanatory or predictive modeling. The paper concludes by advocating for hybrid approaches that integrate LLMs into traditional agent-based modeling platforms (GAMA, Netlogo, etc), enabling modelers to combine the expressive flexibility of language-based reasoning with the transparency and analytical rigor of classical rule-based systems.

There is a general consensus that body movements and postures provide important cues for idennullfying emonullonal states, parnullcularly when facial and vocal signals are unavailable [1]. Emonullonal Body Language (EBL) is rapidly emerging as a significant area of research within cogninullve and affecnullve neuroscience. According to De Gelder [10], numerous valuable insights into human emonullon and its neurobiological foundanullons have been derived from the study of facial expressions. Indeed certain emonullons are more effecnullvely conveyed through facial expressions, while others are benuller commun icated through body movements or a combinanullon of both. Gestures provide observable cues that can be instrumental in recognizing and interprenullng a user's emonullonal state, especially in the absence of verbal or facial signals.

Autonomous driving faces challenges in navigating complex real-world traffic, requiring safe handling of both common and critical scenarios. Reinforcement learning (RL), a prominent method in end-to-end driving, enables agents to learn through trial and error in simulation. However, RL training often relies on rule-based traffic scenarios, limiting generalization. Additionally, current scenario generation methods focus heavily on critical scenarios, neglecting a balance with routine driving behaviors. Curriculum learning, which progressively trains agents on increasingly complex tasks, is a promising approach to improving the robustness and coverage of RL driving policies. However, existing research mainly emphasizes manually designed curricula, focusing on scenery and actor placement rather than traffic behavior dynamics. This work introduces a novel student-teacher framework for automatic curriculum learning. The teacher, a graph-based multi-agent RL component, adaptively generates traffic behaviors across diverse difficulty levels. An adaptive mechanism adjusts task difficulty based on student performance, ensuring exposure to behaviors ranging from common to critical. The student, though exchangeable, is realized as a deep RL agent with partial observability, reflecting real-world perception constraints. Results demonstrate the teacher's ability to generate diverse traffic behaviors. The student, trained with automatic curricula, outperformed agents trained on rule-based traffic, achieving higher rewards and exhibiting balanced, assertive driving.

Prior research indicates that users prefer assistive technologies whose personalities align with their own. This has sparked interest in automatic personality perception (APP), which aims to predict an individual's perceived personality traits. Previous studies in APP have treated personalities as static traits, independent of context. However, perceived personalities can vary by context and situation as shown in psychological research. In this study, we investigate the relationship between conversational speech and perceived personality for participants engaged in two work situations (a neutral interview and a stressful client interaction). Our key findings are: 1) perceived personalities differ significantly across interactions, 2) loudness, sound level, and spectral flux features are indicative of perceived extraversion, agreeableness, conscientiousness, and openness in neutral interactions, while neuroticism correlates with these features in stressful contexts, 3) handcrafted acoustic features and non-verbal features outperform speaker embeddings in inference of perceived personality, and 4) stressful interactions are more predictive of neuroticism, aligning with existing psychological research.

Interpretation of topics is crucial for their downstream applications. State-of-the-art evaluation measures of topic quality such as coherence and word intrusion do not measure how much a topic facilitates the exploration of a corpus. To design evaluation measures grounded on a task, and a population of users, we do user studies to understand how users interpret topics. We propose constructs of topic quality and ask users to assess them in the context of a topic and provide rationale behind evaluations. We use reflexive thematic analysis to identify themes of topic interpretations from rationales. Users interpret topics based on availability and representativeness heuristics rather than probability. We propose a theory of topic interpretation based on the anchoring-and-adjustment heuristic: users anchor on salient words and make semantic adjustments to arrive at an interpretation. Topic interpretation can be viewed as making a judgment under uncertainty by an ecologically rational user, and hence cognitive biases aware user models and evaluation frameworks are needed.

--Large language models (LLMs) are revolutionizing the field of education by enabling personalized learning experiences tailored to individual student needs. For example, the curriculum reinforcement learning approach tailored for quantum architecture search effectively enhances computational efficiency in noisy environments by leveraging an optimized simulator [16]. The expectations and attitudes of students and teachers towards learning analytics are pivotal for effective implementation in higher education, as highlighted by recent assessments [22]. The framework's efficacy was confirmed through thorough Consequently, the personalized curriculum dynamically evolves to reflect each learner's progress, ensuring optimal The system continuously evaluates the learner's engagement Let us denote the student's performance metrics as We focus on leveraging the embeddings generated by the LLMs to classify learning materials and identify optimal pathways for students. Additionally, we assess model performance using metrics such as Learner Engagement Scores (LES) and Knowledge Retention Rates (KRR) across the implemented curriculum.

Efficiently navigating and understanding academic papers is crucial for scientific progress. Traditional linear formats like PDF and HTML can cause cognitive overload and obscure a paper's hierarchical structure, making it difficult to locate key information. While LLM-based chatbots offer summarization, they often lack nuanced understanding of specific sections, may produce unreliable information, and typically discard the document's navigational structure. Drawing insights from a formative study on academic reading practices, we introduce TreeReader, a novel language model-augmented paper reader. TreeReader decomposes papers into an interactive tree structure where each section is initially represented by an LLM-generated concise summary, with underlying details accessible on demand. This design allows users to quickly grasp core ideas, selectively explore sections of interest, and verify summaries against the source text. A user study was conducted to evaluate TreeReader's impact on reading efficiency and comprehension. TreeReader provides a more focused and efficient way to navigate and understand complex academic literature by bridging hierarchical summarization with interactive exploration.

AI-based Intelligent Tutoring Systems (ITS) have significant potential to transform teaching and learning. As efforts continue to design, develop, and integrate ITS into educational contexts, mixed results about their effectiveness have emerged. This paper provides a comprehensive review to understand how ITS operate in real educational settings and to identify the associated challenges in their application and evaluation. We use a systematic literature review method to analyze numerous qualified studies published from 2010 to 2025, examining domains such as pedagogical strategies, NLP, adaptive learning, student modeling, and domain-specific applications of ITS. The results reveal a complex landscape regarding the effectiveness of ITS, highlighting both advancements and persistent challenges. The study also identifies a need for greater scientific rigor in experimental design and data analysis. Based on these findings, suggestions for future research and practical implications are proposed.

Students across the world in STEM classes, especially in the Global South, fall behind their peers who are more fluent in English, despite being at par with them in terms of scientific prerequisites. While many of them are able to follow everyday English at ease, key terms in English stay challenging. In most cases, such students have had most of their course prerequisites in a lower resource language. Live speech translation to lower resource languages is a promising area of research, however, models for speech translation can be too expensive on a large scale and often struggle with technical content. In this paper, we describe CueBuddy, which aims to remediate these issues by providing real-time "lexical cues" through technical keyword spotting along real-time multilingual glossary lookup to help students stay up to speed with complex English jargon without disrupting their concentration on the lecture. We also describe the limitations and future extensions of our approach.

With the widespread adoption of Large Language Models (LLMs) such as GitHub Copilot and ChatGPT, developers increasingly rely on AI-assisted tools to support code generation. While LLMs can generate syntactically correct solutions for well-structured programming tasks, they often struggle with challenges that require iterative debugging, error handling, or adaptation to diverse problem structures. Existing approaches such as fine-tuning or self-repair strategies either require costly retraining or lack mechanisms to accumulate and reuse knowledge from previous attempts. To address these limitations, we propose MemoCoder, a multi-agent framework that enables collaborative problem solving and persistent learning from past fixes. At the core of MemoCoder is a Fixing Knowledge Set, which stores successful repairs and supports retrieval for future tasks. A central Mentor Agent supervises the repair process by identifying recurring error patterns and refining high-level fixing strategies, providing a novel supervisory role that guides the self-repair loop. We evaluate MemoCoder across three public benchmarks -- MBPP, HumanEval, and LiveCodeBench -- spanning a range of problem complexities. Experimental results show that MemoCoder consistently outperforms both zero-shot prompting and a Self-Repair strategy, with improvements ranging from 3.1% to 12.1% in Pass@10 and from 1.4% to 14.5% in Pass@50, demonstrating its effectiveness in iterative refinement and knowledge-guided code generation.