--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.

Competency Questions (CQs) are pivotal in knowledge engineering, guiding the design, validation, and testing of ontologies. A number of diverse formulation approaches have been proposed in the literature, ranging from completely manual to Large Language Model (LLM) driven ones. However, attempts to characterise the outputs of these approaches and their systematic comparison are scarce. This paper presents an empirical comparative evaluation of three distinct CQ formulation approaches: manual formulation by ontology engineers, instantiation of CQ patterns, and generation using state of the art LLMs. We generate CQs using each approach from a set of requirements for cultural heritage, and assess them across different dimensions: degree of acceptability, ambiguity, relevance, readability and complexity. Our contribution is twofold: (i) the first multi-annotator dataset of CQs generated from the same source using different methods; and (ii) a systematic comparison of the characteristics of the CQs resulting from each approach. Our study shows that different CQ generation approaches have different characteristics and that LLMs can be used as a way to initially elicit CQs, however these are sensitive to the model used to generate CQs and they generally require a further refinement step before they can be used to model requirements.

The enhancement of mathematical capabilities in large language models (LLMs) fosters new developments in mathematics education within primary and secondary schools, particularly as they relate to intelligent tutoring systems. However, LLMs require substantial computational resources, resulting in significant costs in educational contexts. To mitigate this drawback, this paper investigates the feasibility of compressing LLMs for solving math word problems (MWPs). We compress the embedded vectors encoded by BERT and distill a considerably smaller student model. Our findings indicate that the student model can maintain nearly 90% of the performance of the teacher model while utilizing only 1/12 of its parameters. In addition to achieving high accuracy, the model exhibits strong generalizability, as the compressed vectors perform well across all tasks related to MWPs, and the distillation process is not task-specific. The success of this distillation demonstrates that the underlying principles are generic and not limited to a specific task. We further explore the reasons behind the compressibility of embedded vectors, revealing that part-of-speech information, rather than entity recognition, is crucial for MWPs, which may significantly contribute to their compressibility. The improvements in efficiency and cost reduction provide substantial value for intelligent tutoring systems and significantly advance the field of intelligent education.