--Federated learning is a paradigm of increasing relevance in real world applications, aimed at building a global model across a network of heterogeneous users without requiring the sharing of private data. We focus on model learning over decentralized architectures, where users collaborate directly to update the global model without relying on a central server . In this context, the current paper proposes a novel approach to collaboratively learn probabilistic generative classifiers with a parametric form. The framework is composed by a communication network over a set of local nodes, each of one having its own local data, and a local updating rule. The proposal involves sharing local statistics with neighboring nodes, where each node aggregates the neighbors' information and iteratively learns its own local classifier, which progressively converges to a global model. Extensive experiments demonstrate that the algorithm consistently converges to a globally competitive model across a wide range of network topologies, network sizes, local dataset sizes, and extreme non-i.i.d. In recent years, federated learning (FL) [1], [2] has gained increasing attention from both the research community [3], [4] and private companies [5], [6], as it enables the development of machine learning models across multiple users without requiring data centralization. This design inherently offers a fundamental layer of privacy while reducing the costs associated with massive data storage. FL traditionally achieves this by using a user-server architecture, where users train local models and share updates with a central server that aggregates them to build a global model [7], [8]. In contrast, decentralized FL [4], [9], [10] eliminates the need for a central server by enabling users to communicate directly and collaboratively train machine learning models.

Prompting foundation models (FMs) like large language models (LLMs) have enabled new AI-powered software features (e.g., text summarization) that previously were only possible by fine-tuning FMs. Now, developers are embedding prompts in software, known as prompt programs. The process of prompt programming requires the developer to make many changes to their prompt. Yet, the questions developers ask to update their prompt is unknown, despite the answers to these questions affecting how developers plan their changes. With the growing number of research and commercial prompt programming tools, it is unclear whether prompt programmers' needs are being adequately addressed. We address these challenges by developing a taxonomy of 25 tasks prompt programmers do and 51 questions they ask, measuring the importance of each task and question. We interview 16 prompt programmers, observe 8 developers make prompt changes, and survey 50 developers. We then compare the taxonomy with 48 research and commercial tools. We find that prompt programming is not well-supported: all tasks are done manually, and 16 of the 51 questions -- including a majority of the most important ones -- remain unanswered. Based on this, we outline important opportunities for prompt programming tools.

Building on prior research on Generative AI (GenAI) and related tools for programming education, we developed SCRIPT, a chatbot based on ChatGPT -4o-mini, to support novice learners. SCRIPT allows for open-ended interactions and structured guidance through predefined prompts. We evaluated the tool via an experiment with 136 students from an introductory programming course at a large German university and analyzed how students interacted with SCRIPT while solving programming tasks with a focus on their feedback preferences. The results reveal that students' feedback requests seem to follow a specific sequence. Moreover, the chatbot responses aligned well with students' requested feedback types (in 75%), and it adhered to the system prompt constraints. These insights inform the design of GenAI-based learning support systems and highlight challenges in balancing guidance and flexibility in AI-assisted tools.

People increasingly rely on Large Language Models (LLMs) for moral advice, which may influence humans' decisions. Yet, little is known about how closely LLMs align with human moral judgments. To address this, we introduce the Moral Dilemma Dataset, a benchmark of 1,618 real-world moral dilemmas paired with a distribution of human moral judgments consisting of a binary evaluation and a free-text rationale. We treat this problem as a pluralistic distributional alignment task, comparing the distributions of LLM and human judgments across dilemmas. We find that models reproduce human judgments only under high consensus; alignment deteriorates sharply when human disagreement increases. In parallel, using a 60-value taxonomy built from 3,783 value expressions extracted from rationales, we show that LLMs rely on a narrower set of moral values than humans. These findings reveal a pluralistic moral gap: a mismatch in both the distribution and diversity of values expressed. To close this gap, we introduce Dynamic Moral Profiling (DMP), a Dirichlet-based sampling method that conditions model outputs on human-derived value profiles. DMP improves alignment by 64.3% and enhances value diversity, offering a step toward more pluralistic and human-aligned moral guidance from LLMs.

Large Language Models (LLMs) have made remarkable strides in reasoning tasks, yet their performance often falters on novel and complex problems. Domain-specific continued pretraining (CPT) methods, such as those tailored for mathematical reasoning, have shown promise but lack transferability to broader reasoning tasks. In this work, we pioneer the use of Graph Problem Reasoning (GPR) to enhance the general reasoning capabilities of LLMs. GPR tasks, spanning pathfinding, network analysis, numerical computation, and topological reasoning, require sophisticated logical and relational reasoning, making them ideal for teaching diverse reasoning patterns. To achieve this, we introduce GraphPile, the first large-scale corpus specifically designed for CPT using GPR data. Spanning 10.9 billion tokens across 23 graph tasks, the dataset includes chain-of-thought, program-of-thought, trace of execution, and real-world graph data. Using GraphPile, we train GraphMind on popular base models Llama 3 and 3.1, as well as Gemma 2, achieving up to 4.9 percent higher accuracy in mathematical reasoning and up to 21.2 percent improvement in non-mathematical reasoning tasks such as logical and commonsense reasoning. By being the first to harness GPR for enhancing reasoning patterns and introducing the first dataset of its kind, our work bridges the gap between domain-specific pretraining and universal reasoning capabilities, advancing the adaptability and robustness of LLMs.

Probabilistic graphical modeling is a branch of machine learning that uses probability distributions to describe the world, make predictions, and support decision-making under uncertainty. Underlying this modeling framework is an elegant body of theory that bridges two mathematical traditions: probability and graph theory. This framework provides compact yet expressive representations of joint probability distributions, yielding powerful generative models for probabilistic reasoning. This tutorial provides a concise introduction to the formalisms, methods, and applications of this modeling framework. After a review of basic probability and graph theory, we explore three dominant themes: (1) the representation of multivariate distributions in the intuitive visual language of graphs, (2) algorithms for learning model parameters and graphical structures from data, and (3) algorithms for inference, both exact and approximate.

Due to environmental changes and sensor aging, sensor drift challenges the performance of electronic nose systems in gas classification during real-world deployment. Previous studies using the UCI Gas Sensor Array Drift Dataset reported promising drift compensation results but lacked robust statistical experimental validation and may overcompensate for sensor drift, losing class-related variance.To address these limitations and improve sensor drift compensation with statistical rigor, we first designed two domain adaptation tasks based on the same electronic nose dataset: using the first batch to predict the remaining batches, simulating a controlled laboratory setting; and predicting the next batch using all prior batches, simulating continuous training data updates for online training. We then systematically tested three methods: our proposed novel Knowledge Distillation (KD) method, the benchmark method Domain Regularized Component Analysis (DRCA), and a hybrid method KD-DRCA, across 30 random test set partitions on the UCI dataset. We showed that KD consistently outperformed both DRCA and KD-DRCA, achieving up to an 18% improvement in accuracy and 15% in F1-score, demonstrating KD's superior effectiveness in drift compensation. This is the first application of KD for electronic nose drift mitigation, significantly outperforming the previous state-of-the-art DRCA method and enhancing the reliability of sensor drift compensation in real-world environments.

Recent advances in large language models (LLMs) have improved reasoning in text and image domains, yet achieving robust video reasoning remains a significant challenge. Existing video benchmarks mainly assess shallow understanding and reasoning and allow models to exploit global context, failing to rigorously evaluate true causal and stepwise reasoning. We present CausalStep, a benchmark designed for explicit stepwise causal reasoning in videos. CausalStep segments videos into causally linked units and enforces a strict stepwise question-answer (QA) protocol, requiring sequential answers and preventing shortcut solutions. Each question includes carefully constructed distractors based on error type taxonomy to ensure diagnostic value. The benchmark features 100 videos across six categories and 1,852 multiple-choice QA pairs. We introduce seven diagnostic metrics for comprehensive evaluation, enabling precise diagnosis of causal reasoning capabilities. Experiments with leading proprietary and open-source models, as well as human baselines, reveal a significant gap between current models and human-level stepwise reasoning. CausalStep provides a rigorous benchmark to drive progress in robust and interpretable video reasoning.

Abstract: With the rapid advancement of generative artificial intelligence (AI), its potential applications in higher education have attracted significant attention. This study investigated how 148 students from diverse engineering disciplines and regions across China used generative AI, focusing on its impact on thei r learning experience and the opportunities and challenges it poses in engineering education. Based on the surveyed data, we explored four key areas: the frequency and application scenarios of AI use among engineering students, its impact on students' learning and performance, commonly encountered challenges in using generative AI, and future prospects for its adoption in engineering education. The results showed that more than half of the participants reported a positive impact of generative AI on their learning efficiency, initiative, and creativity, with nearly half believing it also enhanced their independent thinking. However, despite acknowledging improved study efficiency, many felt their actual academic performance remained largely unchanged and expressed concerns about the accuracy and domain-specific reliability of generative AI. Our findings provide a first-hand insight into the current benefits and challenges generative AI brings to students, particularly Chinese engineering students, while offering several recommendations--especially from the students' perspective--for effectively integrating generative AI into engineering education. Key words: artificial intelligence; pedagogy; learning; student; engineering 1. Introduction Generative artificial intelligence (AI), such as Chat GPT developed by OpenAI, has gained significant attention for its innovative capabilities. By leveraging deep learning, generative AI creates diverse content, including text, images, audio, and video, excelling in creative and interactive tasks [1]. In education, it offers immense potential for personalized learning, instant feedback, and assistance in tasks like data analysis, literature review, and report writing, thereby enhancing learning outcomes [2, 3, 4, 5]. It s ability to support complex problem-solving and research development through precise outputs and simple instructions makes it a transformative tool, particularly in engineering education [6, 7, 8]. Engineering education is founded on an integration of multiple disciplines such as engineering, science, technology, and mathematics [9, 1 0].

Language models for program synthesis are usually trained and evaluated on programming competition datasets (MBPP, APPS). However, these datasets are limited in size and quality, while these language models are extremely data hungry. Additionally, the language models have a misaligned program synthesis process compared to humans. While humans iteratively develop code with the help of a compiler, most program synthesis models currently produce code in one go. To solve these issues, we introduce a bootstrapping algorithm for program synthesis, that supports teaching models how to repair. We show that bootstrapping consistently outperforms regular fine-tuning. Compared to other work, our bootstrapped model performs on par with fine-tuned models that are 68\% larger. Notably, bootstrapping with repairing also improves non-repairing performance compared to regular bootstrapping during inference. However, on our models, repairing during inference is likely inferior to simply sampling the same number of solutions. Furthermore, we find that there are issues with the example test cases in the training portion of the APPS dataset that are valuable to the community, as many repairing and reinforcement learning methods rely on them.