Like many nascent artistic movements, generative AI art has been widely criticized. But some artists are nevertheless pushing the creative limits of these new tools. In this era of AI slop, the idea that generative AI tools like Midjourney and Runway could be used to make art can seem absurd: What possible artistic value is there to be found in the likes of Shrimp Jesus and Ballerina Cappuccina? But amid all the muck, there are people using AI tools with real consideration and intent. Some of them are finding notable success as AI artists: They are gaining huge online followings, selling their work at auction, and even having it exhibited in galleries and museums. "Sometimes you need a camera, sometimes AI, and sometimes paint or pencil or any other medium," says Jacob Adler, a musician and composer who won the top prize at the generative video company Runway's third annual AI Film Festival for his work Total Pixel Space "It's just one tool that is added to the creator's toolbox."

ByteDance's Other AI Chatbot Is Quietly Gaining Traction Around the World ByteDance is paying for ads and partnering with influencers to promote its AI chatbot app Cici in countries like the UK, Mexico, and Indonesia. ByteDance, the parent company of TikTok, has built what is currently the most popular AI chatbot in China: Doubao . Launched in 2023, the app has risen to the top of the country's generative AI market, reaching more than 157 million monthly active users by August, according to Chinese analytics firm QuestMobile. But what's less known is that Doubao also has an overseas counterpart: Cici. It was released around the same time and features a nearly identical female cartoon avatar as its app icon, except Cici's has longer hair than Doubao's.

As the adoption of Generative AI in real-world services grow explosively, energy has emerged as a critical bottleneck resource. However, energy remains a metric that is often overlooked, under-explored, or poorly understood in the context of building ML systems. We present the ML$.$ENERGY Benchmark, a benchmark suite and tool for measuring inference energy consumption under realistic service environments, and the corresponding ML$.$ENERGY Leaderboard, which have served as a valuable resource for those hoping to understand and optimize the energy consumption of their generative AI services. In this paper, we explain four key design principles for benchmarking ML energy we have acquired over time, and then describe how they are implemented in the ML$.$ENERGY Benchmark. We then highlight results from the early 2025 iteration of the benchmark, including energy measurements of 40 widely used model architectures across 6 different tasks, case studies of how ML design choices impact energy consumption, and how automated optimization recommendations can lead to significant (sometimes more than 40%) energy savings without changing what is being computed by the model. The ML$.$ENERGY Benchmark is open-source and can be easily extended to various customized models and application scenarios.

While recent studies have examined the leaning impact of large language model (LLM) in educational contexts, the affective dynamics of LLM-mediated tutoring remain insufficiently understood. This work introduces the first ensemble-LLM framework for large-scale affect sensing in tutoring dialogues, advancing the conversation on responsible pathways for integrating generative AI into education by attending to learners' evolving affective states. To achieve this, we analyzed two semesters' worth of 16,986 conversational turns exchanged between PyTutor, an LLM-powered AI tutor, and 261 undergraduate learners across three U.S. institutions. To investigate learners' emotional experiences, we generate zero-shot affect annotations from three frontier LLMs (Gemini, GPT-4o, Claude), including scalar ratings of valence, arousal, and learning-helpfulness, along with free-text emotion labels. These estimates are fused through rank-weighted intra-model pooling and plurality consensus across models to produce robust emotion profiles. Our analysis shows that during interaction with the AI tutor, students typically report mildly positive affect and moderate arousal. Yet learning is not uniformly smooth: confusion and curiosity are frequent companions to problem solving, and frustration, while less common, still surfaces in ways that can derail progress. Emotional states are short-lived--positive moments last slightly longer than neutral or negative ones, but they are fragile and easily disrupted. Encouragingly, negative emotions often resolve quickly, sometimes rebounding directly into positive states. Neutral moments frequently act as turning points, more often steering students upward than downward, suggesting opportunities for tutors to intervene at precisely these junctures.

Data visualization is a fundamental tool in genomics research, enabling the exploration, interpretation, and communication of complex genomic features. While machine learning models show promise for transforming data into insightful visualizations, current models lack the training foundation for domain-specific tasks. In an effort to provide a foundational resource for genomics-focused model training, we present a framework for generating a dataset that pairs abstract, low-level questions about genomics data with corresponding visualizations. Building on prior work with statistical plots, our approach adapts to the complexity of genomics data and the specialized representations used to depict them. We further incorporate multiple linked queries and visualizations, along with justifications for design choices, figure captions, and image alt-texts for each item in the dataset. We use genomics data retrieved from three distinct genomics data repositories (4DN, ENCODE, Chromoscope) to produce GQVis: a dataset consisting of 1.14 million single-query data points, 628k query pairs, and 589k query chains. The GQVis dataset and generation code are available at https://huggingface.co/datasets/HIDIVE/GQVis and https://github.com/hms-dbmi/GQVis-Generation.

This paper discusses the potential for integrating Generative Artificial Intelligence (GenAI) into professional heritage practice with the aim of enhancing the accessibility of public-facing guidance documents. We developed HAZEL, a GenAI chatbot fine-tuned to assist with revising written guidance relating to heritage conservation and interpretation. Using quantitative assessments, we compare HAZEL's performance to that of ChatGPT (GPT-4) in a series of tasks related to the guidance writing process. The results of this comparison indicate a slightly better performance of HAZEL over ChatGPT, suggesting that the GenAI chatbot is more effective once the underlying large language model (LLM) has been fine-tuned. However, we also note significant limitations, particularly in areas requiring cultural sensitivity and more advanced technical expertise. These findings suggest that, while GenAI cannot replace human heritage professionals in technical authoring tasks, its potential to automate and expedite certain aspects of guidance writing could offer valuable benefits to heritage organisations, especially in resource-constrained contexts.

As Generative Artificial Intelligence is adopted across the financial services industry, a significant barrier to adoption and usage is measuring model performance. Historical machine learning metrics can oftentimes fail to generalize to GenAI workloads and are often supplemented using Subject Matter Expert (SME) Evaluation. Even in this combination, many projects fail to account for various unique risks present in choosing specific metrics. Additionally, many widespread benchmarks created by foundational research labs and educational institutions fail to generalize to industrial use. This paper explains these challenges and provides a Risk Assessment Framework to allow for better application of SME and machine learning Metrics

As the global reach of online higher education continues to grow, universities are increasingly accommodating students from diverse cultural backgrounds (Tereshko et al., 2024). This can present a number of challenges including linguistic barriers (Ullah et al., 2021), cultural differences in learning style (Omidvar & Tan, 2012), cultural sensitivity in course design (Nguyen, 2022) and perceived isolation when students feel their perspectives or experiences are not reflected or valued in the learning environment (Hansen-Brown et al., 2022). Ensuring active engagement and reasonable learning outcomes in such a environments requires distance educational systems that are not only adaptive but also culturally resonant (Dalle et al., 2024). Both embodied and virtual AI-Agents have great potential in this regard as they can facilitate personalized learning and adapt their interactions and content delivery to align with students' cultural context. In addition, Generative AI (GAI), such as, Large Language Models (LLMs) can amplify the potential for these culturally aware AI agents to address educational challenges due to their advanced capacity for understanding and generating contextually relevant content (Wang et al., 2024). This chapter reviews existing research and suggests the usage of culturally aware AI-Agents, powered by GAI, to foster engagement and improve learning outcomes in culturally diverse online higher education environments.

Designing protein binders targeting specific sites, which requires to generate realistic and functional interaction patterns, is a fundamental challenge in drug discovery. Current structure-based generative models are limited in generating nterfaces with sufficient rationality and interpretability. In this paper, we propose Retrieval-Augmented Diffusion for Aligned interface (RADiAnce), a new framework that leverages known interfaces to guide the design of novel binders. By unifying retrieval and generation in a shared contrastive latent space, our model efficiently identifies relevant interfaces for a given binding site and seamlessly integrates them through a conditional latent diffusion generator, enabling cross-domain interface transfer. Extensive exeriments show that RADiAnce significantly outperforms baseline models across multiple metrics, including binding affinity and recovery of geometries and interactions. Additional experimental results validate cross-domain generalization, demonstrating that retrieving interfaces from diverse domains, such as peptides, antibodies, and protein fragments, enhances the generation performance of binders for other domains. Our work establishes a new paradigm for protein binder design that successfully bridges retrieval-based knowledge and generative AI, opening new possibilities for drug discovery.

This study examines the impact of Socratic Mind, a Generative Artificial Intelligence (GenAI) powered formative assessment tool that employs Socratic questioning to support student learning in a large, fully online undergraduate-level computing course. Employing a quasi-experimental, mixed-methods design, we investigated participants' engagement patterns, the influence of user experience on engagement, and impacts on both perceived and actual learning outcomes. Data were collected from the system logs, surveys on user experience and perceived engagement and learning gains, student reflections, and course performance data. Results indicated that participants consistently reported high levels of affective, behavioral, and cognitive engagement, and these were strongly linked to positive user experiences and perceived learning outcomes. Quantitative analysis further revealed that students who engaged with the GenAI tool experienced significant gains in their quiz scores compared to those who did not, particularly benefiting students with lower baseline achievement. Additionally, thematic analysis of qualitative feedback revealed substantial perceived improvements in higher-order thinking skills, including problem solving, critical thinking, and self-reflection. Our findings highlight the promise of AI-mediated dialogue in fostering deeper engagement and higher-order cognitive skills. As higher education institutions expand GenAI integration in curriculum, this dialogic, GenAI powered assessment tool can offer a scalable strategy to promote students' meaningful learning outcomes.