Trauma prevalence is vast globally. Evidence-based digital treatments can help, but most require human guidance. Human guides provide tailored instructions and responsiveness to internal cognitive states, but limit scalability. Can generative AI and neurotechnology provide a scalable alternative? Here we test ANTIDOTE, combining AI guidance and pupillometry to automatically deliver and monitor an evidence-based digital treatment, specifically the Imagery Competing Task Intervention (ICTI), to reduce intrusive memories after psychological trauma. One hundred healthy volunteers were exposed to videos of traumatic events and randomly assigned to an intervention or active control condition. As predicted, intervention participants reported significantly fewer intrusive memories over the following week. Post-hoc assessment against clinical rubrics confirmed the AI guide delivered the intervention successfully. Additionally, pupil size tracked intervention engagement and predicted symptom reduction, providing a candidate biomarker of intervention effectiveness. These findings open a path toward rigorous AI-guided digital interventions that can scale to trauma prevalence.

More than 1,000 construction workers die on the job each year in the US, making it the most dangerous industry for fatal slips, trips, and falls. A new AI tool called Safety AI could help to change that. It analyzes the progress made on a construction site each day, and flags conditions that violate Occupational Safety and Health Administration rules, with what its creator Philip Lorenzo claims is 95% accuracy. Lorenzo says Safety AI is the first one of multiple emerging AI construction safety tools to use generative AI to flag safety violations. But as the 95% success rate suggests, Safety AI is not a flawless and all-knowing intelligence.

To combat the shortcuts and risk-taking, Lorenzo is working on a tool for the San Francisco–based company DroneDeploy, which sells software that creates daily digital models of work progress from videos and images, known in the trade as "reality capture." The tool, called Safety AI, analyzes each day's reality capture imagery and flags conditions that violate Occupational Safety and Health Administration (OSHA) rules, with what he claims is 95% accuracy. That means that for any safety risk the software flags, there is 95% certainty that the flag is accurate and relates to a specific OSHA regulation. Launched in October 2024, it's now being deployed on hundreds of construction sites in the US, Lorenzo says, and versions specific to the building regulations in countries including Canada, the UK, South Korea, and Australia have also been deployed. Safety AI is one of multiple AI construction safety tools that have emerged in recent years, from Silicon Valley to Hong Kong to Jerusalem.

Despite the increasing use of large language models (LLMs) in education, concerns have emerged about their potential to reduce deep thinking and active learning. This study investigates the impact of generative artificial intelligence (AI) tools, specifically ChatGPT, on the cognitive engagement of students during academic writing tasks. The study employed an experimental design with participants randomly assigned to either an AI-assisted (ChatGPT) or a non-assisted (control) condition. Participants completed a structured argumentative writing task followed by a cognitive engagement scale (CES), the CES-AI, developed to assess mental effort, attention, deep processing, and strategic thinking. The results revealed significantly lower cognitive engagement scores in the ChatGPT group compared to the control group. These findings suggest that AI assistance may lead to cognitive offloading. The study contributes to the growing body of literature on the psychological implications of AI in education and raises important questions about the integration of such tools into academic practice. It calls for pedagogical strategies that promote active, reflective engagement with AI-generated content to avoid compromising self-regulated learning and deep cognitive involvement of students.

The aim of this paper is to review the use of GenAI in scientometrics, and to begin a debate on the broader implications for the field. First, we provide an introduction on GenAI's generative and probabilistic nature as rooted in distributional linguistics. And we relate this to the debate on the extent to which GenAI might be able to mimic human 'reasoning'. Second, we leverage this distinction for a critical engagement with recent experiments using GenAI in scientometrics, including topic labelling, the analysis of citation contexts, predictive applications, scholars' profiling, and research assessment. GenAI shows promise in tasks where language generation dominates, such as labelling, but faces limitations in tasks that require stable semantics, pragmatic reasoning, or structured domain knowledge. However, these results might become quickly outdated. Our recommendation is, therefore, to always strive to systematically compare the performance of different GenAI models for specific tasks. Third, we inquire whether, by generating large amounts of scientific language, GenAI might have a fundamental impact on our field by affecting textual characteristics used to measure science, such as authors, words, and references. We argue that careful empirical work and theoretical reflection will be essential to remain capable of interpreting the evolving patterns of knowledge production.

Generative AI systems have revolutionized human interaction by enabling natural language-based coding and problem solving. However, the inherent ambiguity of natural language often leads to imprecise instructions, forcing users to iteratively test, correct, and resubmit their prompts. We propose an iterative approach that systematically narrows down these ambiguities through a structured series of clarification questions and alternative solution proposals, illustrated with input/output examples as well. Once every uncertainty is resolved, a final, precise solution is generated. Evaluated on a diverse dataset spanning coding, data analysis, and creative writing, our method demonstrates superior accuracy, competitive resolution times, and higher user satisfaction compared to conventional one-shot solutions, which typically require multiple manual iterations to achieve a correct output.

Computer programming is undergoing a true transformation driven by powerful new tools for automatic source code generation based on large language models. This transformation is also manifesting in introductory programming courses at universities around the world, generating an in-depth debate about how programming content should be taught, learned, and assessed in the context of generative artificial intelligence. This article aims, on the one hand, to review the most relevant studies on this issue, highlighting the advantages and disadvantages identified in the specialized literature. On the other hand, it proposes enriching teaching and learning methodologies by focusing on code comprehension and execution rather than on mere coding or program functionality. In particular, it advocates for the use of visual representations of code and visual simulations of its execution as effective tools for teaching, learning, and assessing programming, thus fostering a deeper understanding among students. Finally, the opinions of students who took the object-oriented programming course are presented to provide preliminary context supporting the incorporation of visual simulations in Java (or other languages) as part of the training process.

As the basis of generative AI, an autoregressive model requires the generation of a new token depending on all the previously generated tokens, which brings high quality but also restricts the model to generate tokens one by one, forming a bottleneck limiting the generation speed. In this paper, we propose a new decoder architecture that efficiently generates text in parallel for context-aware generation tasks. Our proposed pipelined decoder initiates the generation of multiple subsequences simultaneously, and, at each time-step, it generates a new token for each subsequence to realize parallelism. Experiments on multiple text generation tasks, including question answering, text summarization, and keyphrase generation, show that our pipelined decoder significantly improves the generation speed without a significant loss of generation quality or additional memory consumption.

More than twenty-five years ago, first ideas were developed on how to design a system that can provide recommendations to groups of users instead of individual users. Since then, a rich variety of algorithmic proposals were published, e.g., on how to acquire individual preferences, how to aggregate them, and how to generate recommendations for groups of users. However, despite the rich literature on the topic, barely any examples of real-world group recommender systems can be found. This lets us question common assumptions in academic research, in particular regarding communication processes in a group and how recommendation-supported decisions are made. In this essay, we argue that these common assumptions and corresponding system designs often may not match the needs or expectations of users. We thus call for a reorientation in this research area, leveraging the capabilities of modern Generative AI assistants like ChatGPT. Specifically, as one promising future direction, we envision group recommender systems to be systems where human group members interact in a chat and an AI-based group recommendation agent assists the decision-making process in an agentic way. Ultimately, this shall lead to a more natural group decision-making environment and finally to wider adoption of group recommendation systems in practice.

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