This chapter addresses the citizenship challenges related to AI in education, particularly concerning students, teachers, and other educational stakeholders in the context of AI integration. We first explore how to foster AI awareness and education, along with various strategies to promote a socio-critical approach to AI training, aiming to identify relevant and ethical uses to prioritise. In the second part, we discuss critical thinking and computational thinking skills that can be mobilised within certain AI-supported educational activities, depending on the degree of creative and transformative engagement those activities require.

Lucrative career prospects and creative opportunities often attract students to enroll in computer science majors and pursue advanced studies in the field. Consequently, there has been a significant surge in enrollment in computer science courses, resulting in large class sizes that can range from hundreds to even thousands of students. A common challenge in such large classrooms is the lack of engagement between students and both the instructor and the learning material. However, with advancements in technology and improvements in large language models (LLMs), there is a considerable opportunity to utilize LLM-based AI models, such as conversational artificial intelligence (CAI), to enhance student engagement with learning content in large classes. To explore the potential of CAI to support engagement, especially with learning content, we designed an activity in a software Engineering course (with a large class size) where students used CAI for an in-class activity. We conducted a within-subject investigation in a large classroom at a US university where we compared student engagement during an in-class activity that used CAI tool vs. one without CAI tool. The CAI tool we used was ChatGPT due to its widespread popularity and familiarity. Our results indicate that CAI (ChatGPT) has the potential to support engagement with learning content during in-class activities, especially in large class sizes. We further discuss the implications of our findings.

This work investigates the use of multimodal biometrics to detect distractions caused by smartphone use during tasks that require sustained attention, with a focus on computer-based online learning. Although the methods are applicable to various domains, such as autonomous driving, we concentrate on the challenges learners face in maintaining engagement amid internal (e.g., motivation), system-related (e.g., course design) and contextual (e.g., smartphone use) factors. Traditional learning platforms often lack detailed behavioral data, but Multimodal Learning Analytics (MMLA) and biosensors provide new insights into learner attention. We propose an AI-based approach that leverages physiological signals and head pose data to detect phone use. Our results show that single biometric signals, such as brain waves or heart rate, offer limited accuracy, while head pose alone achieves 87%. A multimodal model combining all signals reaches 91% accuracy, highlighting the benefits of integration. We conclude by discussing the implications and limitations of deploying these models for real-time support in online learning environments.

-- Throwing is a fundamental skill that enables robots to manipulate objects in ways that extend beyond the reach of their arms. We present a control framework that combines learning and model-based control for prehensile whole-body throwing with legged mobile manipulators. Our framework consists of three components: a nominal tracking policy for the end-effector, a high-frequency residual policy to enhance tracking accuracy, and an optimization-based module to improve end-effector acceleration control. The proposed controller achieved the average of 0.28 m landing error when throwing at targets located 6 m away. Furthermore, in a comparative study with university students, the system achieved a velocity tracking error of 0.398 m/s and a success rate of 56.8%, hitting small targets randomly placed at distances of 3-5 m while throwing at a specified speed of 6 m/s. In contrast, humans have a success rate of only 15.2%. This work provides an early demonstration of prehensile throwing with quantified accuracy on hardware, contributing to progress in dynamic whole-body manipulation. A video summarizing the proposed method and the hardware tests is available at https://youtu.be/3ysgbN6Ca8A. Legged robots capable of performing whole-body dynamic and high-precision manipulation tasks are essential for advancing applications such as delivery automation, disaster response, and dynamic object handling.

Existing end-to-end sign-language animation systems suffer from low naturalness, limited facial/body expressivity, and no user control. We propose a human-centered, real-time speech-to-sign animation framework that integrates (1) a streaming Conformer encoder with an autoregressive Transformer-MDN decoder for synchronized upper-body and facial motion generation, (2) a transparent, editable JSON intermediate representation empowering deaf users and experts to inspect and modify each sign segment, and (3) a human-in-the-loop optimization loop that refines the model based on user edits and ratings. Deployed on Unity3D, our system achieves a 13 ms average frame-inference time and a 103 ms end-to-end latency on an RTX 4070. Our key contributions include the design of a JSON-centric editing mechanism for fine-grained sign-level personalization and the first application of an MDN-based feedback loop for continuous model adaptation. This combination establishes a generalizable, explainable AI paradigm for user-adaptive, low-latency multimodal systems. In studies with 20 deaf signers and 5 professional interpreters, we observe a +13 point SUS improvement, 6.7 point reduction in cognitive load, and significant gains in naturalness and trust (p $<$ .001) over baselines. This work establishes a scalable, explainable AI paradigm for accessible sign-language technologies.

Generative AI is showing early evidence of productivity gains for software developers, but concerns persist regarding workforce disruption and deskilling. We describe our research with 21 developers at the cutting edge of using AI, summarizing 12 of their work goals we uncovered, together with 75 associated tasks and the skills & knowledge for each, illustrating how developers use AI at work. From all of these, we distilled our findings in the form of 5 insights. We found that the skills & knowledge to be a successful AI-enhanced developer are organized into four domains (using Generative AI effectively, core software engineering, adjacent engineering, and adjacent non-engineering) deployed at critical junctures throughout a 6-step task workflow. In order to "future proof" developers for this age of AI, on-the-job learning initiatives and computer science degree programs will need to target both "soft" skills and the technical skills & knowledge in all four domains to reskill, upskill and safeguard against deskilling.

--Developing scalable and generalizable reward engineering for reinforcement learning (RL) is crucial for creating general-purpose agents, especially in the challenging domain of robotic manipulation. While recent advances in reward engineering with Vision-Language Models (VLMs) have shown promise, their sparse reward nature significantly limits sample efficiency. This paper introduces T eViR, a novel method that leverages a pre-trained text-to-video diffusion model to generate dense rewards by comparing the predicted image sequence with current observations. Experimental results across 13 simulation and real-world robotic tasks demonstrate that T eViR outperforms traditional methods leveraging sparse rewards and other state-of-the-art (SOT A) methods, achieving better sample efficiency and performance without ground truth environmental rewards. T eViR's ability to efficiently guide agents in complex environments highlights its potential to advance reinforcement learning applications in robotic manipulation. EVELOPING general-purpose agents with reinforcement learning (RL) necessitates scalable and generalizable reward engineering to provide effective task specifications for downstream policy learning [1]. Reward engineering is crucial as it determines the policies agents can learn and ensures they align with intended objectives. However, the manual design of reward functions often present significant challenges [2]- [4], particularly in robotic manipulation tasks [5]-[8]. This challenge has emerged as a major bottleneck in developing general-purpose agents. Although inverse reinforcement learning (IRL) [9] learns rewards from pre-collected expert demonstration, these learned reward functions are unreliable for learning policies due to noise and misspecification errors [10], especially for robotic manipulation tasks since in-domain data is limited [11]. Additionally, the learned reward functions is not generally applicable across tasks.

Tutoring improves student achievement, but identifying and studying what tutoring actions are most associated with student learning at scale based on audio transcriptions is an open research problem. This present study investigates the feasibility and scalability of using generative AI to identify and evaluate specific tutor moves in real-life math tutoring. We analyze 50 randomly selected transcripts of college-student remote tutors assisting middle school students in mathematics. Using GPT-4, GPT-4o, GPT-4-turbo, Gemini-1.5-pro, and LearnLM, we assess tutors' application of two tutor skills: delivering effective praise and responding to student math errors. All models reliably detected relevant situations, for example, tutors providing praise to students (94-98% accuracy) and a student making a math error (82-88% accuracy) and effectively evaluated the tutors' adherence to tutoring best practices, aligning closely with human judgments (83-89% and 73-77%, respectively). We propose a cost-effective prompting strategy and discuss practical implications for using large language models to support scalable assessment in authentic settings. This work further contributes LLM prompts to support reproducibility and research in AI-supported learning.

In this work, we explore the musical interface potential of the MindCube, an interactive device designed to study emotions. Embedding diverse sensors and input devices, this interface resembles a fidget cube toy commonly used to help users relieve their stress and anxiety. As such, it is a particularly well-suited controller for musical systems that aim to help with emotion regulation. In this regard, we present two different mappings for the MindCube, with and without AI. With our generative AI mapping, we propose a way to infuse meaning within a latent space and techniques to navigate through it with an external controller. We discuss our results and propose directions for future work.

Many researchers are working to address the worldwide mental health crisis by developing therapeutic technologies that increase the accessibility of care, including leveraging large language model (LLM) capabilities in chatbots and socially assistive robots (SARs) used for therapeutic applications. Yet, the effects of these technologies over time remain unexplored. In this study, we use a factorial design to assess the impact of embodiment and time spent engaging in therapeutic exercises on participant disclosures. We assessed transcripts gathered from a two-week study in which 26 university student participants completed daily interactive Cognitive Behavioral Therapy (CBT) exercises in their residences using either an LLM-powered SAR or a disembodied chatbot. We evaluated the levels of active engagement and high intimacy of their disclosures (opinions, judgments, and emotions) during each session and over time. Our findings show significant interactions between time and embodiment for both outcome measures: participant engagement and intimacy increased over time in the physical robot condition, while both measures decreased in the chatbot condition.