This paper introduces Smooth-Distill, a novel self-distillation framework designed to simultaneously perform human activity recognition (HAR) and sensor placement detection using wearable sensor data. The proposed approach utilizes a unified CNN-based architecture, MTL-net, which processes accelerometer data and branches into two outputs for each respective task. Unlike conventional distillation methods that require separate teacher and student models, the proposed framework utilizes a smoothed, historical version of the model itself as the teacher, significantly reducing training computational overhead while maintaining performance benefits. To support this research, we developed a comprehensive accelerometer-based dataset capturing 12 distinct sleep postures across three different wearing positions, complementing two existing public datasets (MHealth and WISDM). Experimental results show that Smooth-Distill consistently outperforms alternative approaches across different evaluation scenarios, achieving notable improvements in both human activity recognition and device placement detection tasks. This method demonstrates enhanced stability in convergence patterns during training and exhibits reduced overfitting compared to traditional multitask learning baselines. This framework contributes to the practical implementation of knowledge distillation in human activity recognition systems, offering an effective solution for multitask learning with accelerometer data that balances accuracy and training efficiency. More broadly, it reduces the computational cost of model training, which is critical for scenarios requiring frequent model updates or training on resource-constrained platforms. The code and model are available at https://github.com/Kuan2vn/smooth\_distill.

Recent advancements in video large language models (Video LLMs) have significantly advanced the field of video question answering (VideoQA). While existing methods perform well on short videos, they often struggle with long-range reasoning in longer videos. To scale Video LLMs for longer video content, frame sub-sampling (selecting frames at regular intervals) is commonly used. However, this approach is suboptimal, often leading to the loss of crucial frames or the inclusion of redundant information from multiple similar frames. Missing key frames impairs the model's ability to answer questions accurately, while redundant frames lead the model to focus on irrelevant video segments and increase computational resource consumption. In this paper, we investigate the use of a general-purpose text-to-video moment retrieval model to guide the frame sampling process. We propose "moment sampling", a novel, model-agnostic approach that enables the model to select the most relevant frames according to the context of the question. Specifically, we employ a lightweight moment retrieval model to prioritize frame selection. By focusing on the frames most pertinent to the given question, our method enhances long-form VideoQA performance in Video LLMs. Through extensive experiments on four long-form VideoQA datasets, using four state-of-the-art Video LLMs, we demonstrate the effectiveness of the proposed approach.

--The remarkable success of transformers across various fields such as natural language processing and computer vision has paved the way for their applications in automatic modulation classification, a critical component in the communication systems of Internet of Things (IoT) devices. However, it has been observed that transformer-based classification of radio signals is susceptible to subtle yet sophisticated adversarial attacks. T o address this issue, we have developed a defensive strategy for transformer-based modulation classification systems to counter such adversarial attacks. In this paper, we propose a novel vision transformer (ViT) architecture by introducing a new concept known as adversarial indicator (AdvI) token to detect adversarial attacks. T o the best of our knowledge, this is the first work to propose an AdvI token in ViT to defend against adversarial attacks. Integrating an adversarial training method with a detection mechanism using AdvI token, we combine a training time defense and running time defense in a unified neural network model, which reduces architectural complexity of the system compared to detecting adversarial perturbations using separate models. We investigate into the operational principles of our method by examining the attention mechanism. We show the proposed AdvI token acts as a crucial element within the ViT, influencing attention weights and thereby highlighting regions or features in the input data that are potentially suspicious or anomalous. Through experimental results, we demonstrate that our approach surpasses several competitive methods in handling white-box attack scenarios, including those utilizing the fast gradient method, projected gradient descent attacks and basic iterative method. Lu Zhang is with School of Mathematics and Computer Science, Swansea university, Swansea, SA1 8EN, UK (e-mail: lu.zhang@swansea.ac.uk). Sangarapillai Lambotharan is with Institute for Digital Technologies, Loughborough University London, London, E20 3BS, UK (e-mail: s.lambotharan@lboro.ac.uk). Gan Zheng is with School of Engineering, University of Warwick, Coventry, CV4 7AL, UK (e-mail: gan.zheng@warwick.ac.uk). Guisheng Liao is with School of Electronic Engineering, Xidian University, Xi'an, 710071, People's Republic of China (e-mail: liaogs@xidian.edu.cn). Xuekang Liu is with the Department of Electrical and Electronic Engineering, Faculty of Engineering, Imperial College London, London, SW7 2AZ, U.K. (e-mail: xuekangliu@ieee.org).

A deep neural network (DNN) is said to be undistillable if, when used as a black-box input-output teacher, it cannot be distilled through knowledge distillation (KD). In this case, the distilled student (referred to as the knockoff student) does not outperform a student trained independently with label smoothing (LS student) in terms of prediction accuracy. To protect intellectual property of DNNs, it is desirable to build undistillable DNNs. To this end, it is first observed that an undistillable DNN may have the trait that each cluster of its output probability distributions in response to all sample instances with the same label should be highly concentrated to the extent that each cluster corresponding to each label should ideally collapse into one probability distribution. Based on this observation and by measuring the concentration of each cluster in terms of conditional mutual information (CMI), a new training method called CMI minimized (CMIM) method is proposed, which trains a DNN by jointly minimizing the conventional cross entropy (CE) loss and the CMI values of all temperature scaled clusters across the entire temperature spectrum. The resulting CMIM model is shown, by extensive experiments, to be undistillable by all tested KD methods existing in the literature. That is, the knockoff students distilled by these KD methods from the CMIM model underperform the respective LS students. In addition, the CMIM model is also shown to performs better than the model trained with the CE loss alone in terms of their own prediction accuracy.

This paper presents a new educational framework for integrating generative artificial intelligence (GenAI) platforms such as ChatGPT, Claude, and Gemini into laboratory activities aimed at developing critical thinking and digital literacy among undergraduate students. Recognizing the limitations and risks of uncritical reliance on large language models (LLMs), the proposed pedagogical model reframes GenAI as a research subject and cognitive tool. Students formulate discipline-specific prompts and evaluate GenAI-generated responses in text, image, and video modalities. A pilot implementation in a general astronomy course for non-science majors demonstrated high levels of engagement and critical reflection, with many students continuing the activity after class and presenting results at a research symposium. The results highlight the importance of structured AI interactions in education and suggest that GenAI can improve learning outcomes when combined with reflective assessment methods. The study proposes a replicable model for interdisciplinary AI-integrated lab work, adaptable to scientific disciplines. See the guide to learning activities based on Generative-Ai platforms: https://doi.org/10.5281/zenodo.15555802

This report synthesizes the outcomes of a recent interdisciplinary workshop that brought together leading experts in cognitive psychology, language learning, and artificial intelligence (AI)-based natural language processing (NLP). The workshop, funded by the National Science Foundation, aimed to address a critical knowledge gap in our understanding of the relationship between AI language models and human cognitive processes in text comprehension and composition. Through collaborative dialogue across cognitive, linguistic, and technological perspectives, workshop participants examined the underlying processes involved when humans produce and comprehend text, and how AI can both inform our understanding of these processes and augment human capabilities. The workshop revealed emerging patterns in the relationship between large language models (LLMs) and human cognition, with highlights on both the capabilities of LLMs and their limitations in fully replicating human-like language understanding and generation. Key findings include the potential of LLMs to offer insights into human language processing, the increasing alignment between LLM behavior and human language processing when models are fine-tuned with human feedback, and the opportunities and challenges presented by human-AI collaboration in language tasks. By synthesizing these findings, this report aims to guide future research, development, and implementation of LLMs in cognitive psychology, linguistics, and education. It emphasizes the importance of ethical considerations and responsible use of AI technologies while striving to enhance human capabilities in text comprehension and production through effective human-AI collaboration.

Benchmarks like Massive Multitask Language Understanding (MMLU) have played a pivotal role in evaluating AI's knowledge and abilities across diverse domains. However, existing benchmarks predominantly focus on content knowledge, leaving a critical gap in assessing models' understanding of pedagogy - the method and practice of teaching. This paper introduces The Pedagogy Benchmark, a novel dataset designed to evaluate large language models on their Cross-Domain Pedagogical Knowledge (CDPK) and Special Education Needs and Disability (SEND) pedagogical knowledge. These benchmarks are built on a carefully curated set of questions sourced from professional development exams for teachers, which cover a range of pedagogical subdomains such as teaching strategies and assessment methods. Here we outline the methodology and development of these benchmarks. We report results for 97 models, with accuracies spanning a range from 28% to 89% on the pedagogical knowledge questions. We consider the relationship between cost and accuracy and chart the progression of the Pareto value frontier over time. We provide online leaderboards at https://rebrand.ly/pedagogy which are updated with new models and allow interactive exploration and filtering based on various model properties, such as cost per token and open-vs-closed weights, as well as looking at performance in different subjects. LLMs and generative AI have tremendous potential to influence education and help to address the global learning crisis. Education-focused benchmarks are crucial to measure models' capacities to understand pedagogical concepts, respond appropriately to learners' needs, and support effective teaching practices across diverse contexts. They are needed for informing the responsible and evidence-based deployment of LLMs and LLM-based tools in educational settings, and for guiding both development and policy decisions.

This paper challenges the prevailing tendency to frame Large Language Models (LLMs) as cognitive systems, arguing instead for a semiotic perspective that situates these models within the broader dynamics of sign manipulation and meaning-making. Rather than assuming that LLMs understand language or simulate human thought, we propose that their primary function is to recombine, recontextualize, and circulate linguistic forms based on probabilistic associations. By shifting from a cognitivist to a semiotic framework, we avoid anthropomorphism and gain a more precise understanding of how LLMs participate in cultural processes, not by thinking, but by generating texts that invite interpretation. Through theoretical analysis and practical examples, the paper demonstrates how LLMs function as semiotic agents whose outputs can be treated as interpretive acts, open to contextual negotiation and critical reflection. We explore applications in literature, philosophy, education, and cultural production, emphasizing how LLMs can serve as tools for creativity, dialogue, and critical inquiry. The semiotic paradigm foregrounds the situated, contingent, and socially embedded nature of meaning, offering a more rigorous and ethically aware framework for studying and using LLMs. Ultimately, this approach reframes LLMs as technological participants in an ongoing ecology of signs. They do not possess minds, but they alter how we read, write, and make meaning, compelling us to reconsider the foundations of language, interpretation, and the role of artificial systems in the production of knowledge.

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Since the introduction of ChatGPT, large language models (LLMs) have demonstrated significant utility in various tasks, such as answering questions through retrieval-augmented generation. Context can be retrieved using a vectorized database, serving as a foundation for LLMs to generate responses. However, hallucinations in responses can undermine the reliability of LLMs in practical applications, and they are not easily detectable in the absence of ground truth, particularly in question-and-answer scenarios. This paper proposes a framework that integrates multiple small language models to verify responses generated by LLMs using the retrieved context from a vectorized database. By breaking down the responses into individual sentences and utilizing the probability of generating "Yes" tokens from the outputs of multiple models for a given set of questions, responses, and relevant context, hallucinations can be detected. The proposed framework is validated through experiments with real datasets comprising over 100 sets of questions, answers, and contexts, including responses with fully and partially correct sentences. The results demonstrate a 10\% improvement in F1 scores for detecting correct responses compared to hallucinations, indicating that multiple small language models can be effectively employed for answer verification, providing a scalable and efficient solution for both academic and practical applications.