Although the amount of available spoken content is steadily increasing, extracting information and knowledge from speech recordings remains challenging. Beyond enhancing traditional information retrieval methods such as speech search and keyword spotting, novel approaches for navigating and searching spoken content need to be explored and developed. In this paper, we propose a novel navigational method for speech archives that leverages recent advances in language and multimodal generative models. We demonstrate our approach with a Web application that organizes data into a structured format using interactive mind maps and image generation tools. The system is implemented using the TED-LIUM~3 dataset, which comprises over 2,000 speech transcripts and audio files of TED Talks. Initial user tests using a System Usability Scale (SUS) questionnaire indicate the application's potential to simplify the exploration of large speech collections.

Data-free knowledge distillation (DFKD) transfers knowledge from a teacher to a student without access the real in-distribution (ID) data. Its common solution is to use a generator to synthesize fake data and use them as a substitute for real ID data. However, existing works typically assume teachers are trustworthy, leaving the robustness and security of DFKD from untrusted teachers largely unexplored. In this work, we conduct the first investigation into distilling non-transferable learning (NTL) teachers using DFKD, where the transferability from an ID domain to an out-of-distribution (OOD) domain is prohibited. We find that NTL teachers fool DFKD through divert the generator's attention from the useful ID knowledge to the misleading OOD knowledge. This hinders ID knowledge transfer but prioritizes OOD knowledge transfer. To mitigate this issue, we propose Adversarial Trap Escaping (ATEsc) to benefit DFKD by identifying and filtering out OOD-like synthetic samples. Specifically, inspired by the evidence that NTL teachers show stronger adversarial robustness on OOD samples than ID samples, we split synthetic samples into two groups according to their robustness. The fragile group is treated as ID-like data and used for normal knowledge distillation, while the robust group is seen as OOD-like data and utilized for forgetting OOD knowledge. Extensive experiments demonstrate the effectiveness of ATEsc for improving DFKD against NTL teachers. Code is released at https://github.com/tmllab/2025_ICML_ATEsc.

--As large language models (LLMs) become more common in educational tools and programming environments, questions arise about how these systems should interact with users. This study investigates how different interaction styles with ChatGPT -4o (passive, proactive, and collaborative) affect user performance on simple programming tasks. I conducted a within-subjects experiment where fifteen high school students participated, completing three problems under three distinct versions of the model. Each version was designed to represent a specific style of AI support: responding only when asked, offering suggestions automatically, or engaging the user in back-and-forth dialogue.Quantitative analysis revealed that the collaborative interaction style significantly improved task completion time compared to the passive and proactive conditions. Participants also reported higher satisfaction and perceived helpfulness when working with the collaborative version. These findings suggest that the way an LLM communicates, how it guides, prompts, and responds, can meaningfully impact learning and performance.This research highlights the importance of designing LLMs that go beyond functional correctness to support more interactive, adaptive, and user-centered experiences, especially for novice programmers. Large language models (LLMs) are rapidly changing how people learn to code.

Nowadays, single Large Language Model (LLM) struggles with critical issues such as hallucination and inadequate reasoning abilities. To mitigate these issues, Multi-Agent Debate (MAD) has emerged as an effective strategy, where LLM agents engage in in-depth debates with others on tasks. However, existing MAD methods face two major issues: (a) too lengthy input contexts, which causes LLM agents to get lost in plenty of input information and experiences performance drop; and (b) the overconfidence dilemma, where self-assured LLM agents dominate the debate, leading to low debating effectiveness. To address these limitations, we propose a novel MAD method called "CortexDebate". Inspired by the human brain's tendency to establish a sparse and dynamically optimized network among cortical areas governed by white matter, CortexDebate constructs a sparse debating graph among LLM agents, where each LLM agent only debates with the ones that are helpful to it. To optimize the graph, we propose a module named McKinsey-based Debate Matter (MDM), which acts as an artificial analog to white matter. By integrating the McKinsey Trust Formula, a well-established measure of trustworthiness from sociology, MDM enables credible evaluations that guide graph optimization. The effectiveness of our CortexDebate has been well demonstrated by extensive experimental results across eight datasets from four task types.

Although LLMs have made significant progress in various languages, there are still concerns about their effectiveness with low-resource agglutinative languages compared to languages such as English. In this study, we focused on Korean, a language known for its complex sentence endings, and evaluated LLMs on this challenging aspect. We introduce the Korean Sentence Endings (KoSEnd) dataset, which includes 3,000 sentences, each annotated for the naturalness of 15 sentence ending forms. These were collected from diverse sources to cover a range of contexts. We evaluated 11 LLMs to assess their understanding of Korean sentence endings, analyzing them based on parameter count and prediction consistency. Notably, we found that informing models about the possibility of missing sentence endings improved performance, highlighting the impact of explicitly considering certain linguistic features.

Although dynamic convolutions are ideal for this task, they mainly focus on spatial modeling and fail to capture the temporal dynamics and contextual dependencies. T o address this, we propose DESign, a novel framework that incorporates Dynamic Context-A ware Convolution (DCAC) and Subnet Regularization Connectionist T emporal Classification (SR-CTC). DCAC dynamically captures the inter-frame motion cues that constitute signs and uniquely adapts convolutional weights in a fine-grained manner based on contextual information, enabling the model to better generalize across diverse signing behaviors and boost recognition accuracy. Furthermore, we observe that existing methods still rely on only a limited number of frames for parameter updates during training, indicating that CTC learning overfits to a dominant path. T o address this, SR-CTC regularizes training by applying supervision to subnetworks, encouraging the model to explore diverse CTC alignment paths and effectively preventing overfitting. A classifier-sharing strategy in SR-CTC further strengthens multi-scale consistency. Notably, SR-CTC introduces no inference overhead and can be seamlessly integrated into existing CSLR models to boost performance. Extensive ablations and visualizations further validate the effectiveness of the proposed methods. Results on mainstream CSLR datasets (i.e., PHOENIX14, PHOENIX14-T, CSL-Daily) demonstrate that DESign achieves state-of-the-art performance.

We formulate learning guided Automated Theorem Proving as Partial Label Learning, building the first bridge across these fields of research and providing a theoretical framework for dealing with alternative proofs during learning. We use the plCoP theorem prover to demonstrate that methods from the Partial Label Learning literature tend to increase the performance of learning assisted theorem provers.

Multimodal Large Language Models (MLLMs) have achieved remarkable progress in multimodal reasoning. However, they often excessively rely on textual information during the later stages of inference, neglecting the crucial integration of visual input. Current methods typically address this by explicitly injecting visual information to guide the reasoning process. In this work, through an analysis of MLLM attention patterns, we made an intriguing observation: with appropriate guidance, MLLMs can spontaneously re-focus their attention on visual inputs during the later stages of reasoning, even without explicit visual information injection. This spontaneous shift in focus suggests that MLLMs are intrinsically capable of performing visual fusion reasoning. Building on this insight, we introduce Look-Back, an implicit approach designed to guide MLLMs to ``look back" at visual information in a self-directed manner during reasoning. Look-Back empowers the model to autonomously determine when, where, and how to re-focus on visual inputs, eliminating the need for explicit model-structure constraints or additional input. We demonstrate that Look-Back significantly enhances the model's reasoning and perception capabilities, as evidenced by extensive empirical evaluations on multiple multimodal benchmarks.

Generative AI systems have rapidly advanced, with multimodal input capabilities enabling reasoning beyond text-based tasks. In education, these advancements could influence assessment design and question answering, presenting both opportunities and challenges. To investigate these effects, we introduce a high-quality dataset of 201 university-level STEM questions, manually annotated with features such as image type, role, problem complexity, and question format. Our study analyzes how these features affect generative AI performance compared to students. We evaluate four model families with five prompting strategies, comparing results to the average of 546 student responses per question. Although the best model correctly answers on average 58.5 % of the questions using majority vote aggregation, human participants consistently outperform AI on questions involving visual components. Interestingly, human performance remains stable across question features but varies by subject, whereas AI performance is susceptible to both subject matter and question features. Finally, we provide actionable insights for educators, demonstrating how question design can enhance academic integrity by leveraging features that challenge current AI systems without increasing the cognitive burden for students.

The rapid integration of artificial intelligence (AI) in education requires teachers to develop AI competencies while preparing students for a society influenced by AI. This study evaluates the impact of an online teacher training program on German in-service teachers' AI literacy, usage behaviors, and attitudes toward AI. A pre-post design study was conducted with teachers (N1 = 291 for AI literacy, N2 = 436 for attitude assessment) participating in the course. The program combined synchronous and asynchronous learning formats, including webinars, self-paced modules, and practical projects. The participants exhibited notable improvements across all domains: AI literacy scores increased significantly, and all attitude items regarding AI usage and integration demonstrated significant positive changes. Teachers reported increased confidence in AI integration. Structured teacher training programs effectively enhance AI literacy and foster positive attitudes toward AI in education.