This study explores how virtual environments and artificial intelligence can enhance university students' learning experiences, with particular attention to the digital preferences of Generation Z. An experiment was conducted at the Faculty of Pedagogy, Humanities, and Social Sciences at University of Gyor, where Walter's Cube technology and a trained AI mediator were integrated into the instruction of ten philosophical topics. The curriculum was aligned with the official syllabus and enriched with visual content, quotations, and explanatory texts related to iconic figures in philosophy. A total of 77 first-year undergraduate students from full-time humanities and social sciences programs participated in the study. Following their end-of-semester offline written examination, students voluntarily completed a paper-based, anonymous ten-question test and provided feedback on the method's effectiveness. No sensitive personal data were collected, and the research was conducted with formal approval from the Faculty Dean. Descriptive statistics and inferential tests were applied to evaluate the impact of the virtual environment and AI mediation on learning outcomes. Results indicate that 80 percent of participants achieved good or excellent final exam grades, and the majority rated the virtual material as highly effective. Qualitative feedback emphasized increased motivation and deeper engagement, attributed to the immersive 3D presentation and interactive AI support. This research contributes to the advancement of digital pedagogy and suggests new directions for applying virtual and AI-based methods in higher education, particularly in disciplines where abstract reasoning and conceptual understanding are central.

Weinberger and Saul [2009]), adversarial training of quantum generative models [Dallaire-Demers and Killoran, 2018, Chakrabarti et al., 2019], and facility location optimization [Brimberg, 1995, Xue and Ye, 1997] may seem unrelated at first glance. Yet, all of them can be formulated as two-player zero-sum games where each player optimizes over a structured, convex strategy space. These strategy spaces take a diversity of forms--probability simplices, trace-one positive semidefinite (PSD) matrices, and Euclidean balls--reflecting different algebraic or geometric constraints. While this shared structure suggests the potential for unified solution methods, existing algorithms remain highly fragmented, often tailored to specific geometries in special structured problems. For instance, distance metric learning can be solved using the Frank-Wolfe algorithm [Ying and Li, 2012] or Nesterov's smoothing algorithm [Nesterov, 2007]; quantum zero-sum games can be tackled using the Matrix Multiplicative Weights Update algorithm [Jain and Watrous, 2009, Jain et al., 2022]; the celebrated Fermat-Weber facility location problem can be solved using interior point methods [Xue and Ye, 1997]. This fragmented landscape of algorithms and analyses calls for the design of broadly applicable algorithms for equilibrium learning in structured games.

Interactive online learning environments, represented by Massive AI-empowered Courses (MAIC), leverage LLM-driven multi-agent systems to transform passive MOOCs into dynamic, text-based platforms, enhancing interactivity through LLMs. This paper conducts an empirical study on a specific MAIC course to explore three research questions about dropouts in these interactive online courses: (1) What factors might lead to dropouts? (2) Can we predict dropouts? (3) Can we reduce dropouts? We analyze interaction logs to define dropouts and identify contributing factors. Our findings reveal strong links between dropout behaviors and textual interaction patterns. We then propose a course-progress-adaptive dropout prediction framework (CPADP) to predict dropouts with at most 95.4% accuracy. Based on this, we design a personalized email recall agent to re-engage at-risk students. Applied in the deployed MAIC system with over 3,000 students, the feasibility and effectiveness of our approach have been validated on students with diverse backgrounds.

This paper develops a novel COllaborative-Online-Learning (COOL)-enabled motion control framework for multi-robot systems to avoid collision amid randomly moving obstacles whose motion distributions are partially observable through decentralized data streams. To address the notable challenge of data acquisition due to occlusion, a COOL approach based on the Dirichlet process mixture model is proposed to efficiently extract motion distribution information by exchanging among robots selected learning structures. By leveraging the fine-grained local-moment information learned through COOL, a data-stream-driven ambiguity set for obstacle motion is constructed. We then introduce a novel ambiguity set propagation method, which theoretically admits the derivation of the ambiguity sets for obstacle positions over the entire prediction horizon by utilizing obstacle current positions and the ambiguity set for obstacle motion. Additionally, we develop a compression scheme with its safety guarantee to automatically adjust the complexity and granularity of the ambiguity set by aggregating basic ambiguity sets that are close in a measure space, thereby striking an attractive trade-off between control performance and computation time. Then the probabilistic collision-free trajectories are generated through distributionally robust optimization problems. The distributionally robust obstacle avoidance constraints based on the compressed ambiguity set are equivalently reformulated by deriving separating hyperplanes through tractable semi-definite programming. Finally, we establish the probabilistic collision avoidance guarantee and the long-term tracking performance guarantee for the proposed framework. The numerical simulations are used to demonstrate the efficacy and superiority of the proposed approach compared with state-of-the-art methods.

Traditional video-based learning remains passive, offering limited opportunities for users to engage dynamically with content. While current AI-powered tools offer transcription and summarization, they lack real-time, region-specific interaction capabilities. This paper introduces Untwist, an AI-driven system that enables interactive video learning by allowing users to ask questions about the entire video or specific regions using a bounding box, receiving context-aware, multimodal responses. By integrating GPT APIs with Computer Vision techniques, Untwist extracts, processes, and structures video content to enhance comprehension. Our approach addresses GPT-4o spatial weakness by leveraging annotated frames instead of raw coordinate data, significantly improving accuracy in localizing and interpreting video content. This paper describes the system architecture, including video pre-processing and real-time interaction, and outlines how Untwist can transform passive video consumption into an interactive, AI-driven learning experience with the potential to enhance engagement and comprehension.

Every year, most educational institutions seek and receive an enormous volume of text feedback from students on courses, teaching, and overall experience. Yet, turning this raw feedback into useful insights is far from straightforward. It has been a long-standing challenge to adopt automatic opinion mining solutions for such education review text data due to the content complexity and low-granularity reporting requirements. Aspect-based Sentiment Analysis (ABSA) offers a promising solution with its rich, sub-sentence-level opinion mining capabilities. However, existing ABSA research and resources are very heavily focused on the commercial domain. In education, they are scarce and hard to develop due to limited public datasets and strict data protection. A high-quality, annotated dataset is urgently needed to advance research in this under-resourced area. In this work, we present EduRABSA (Education Review ABSA), the first public, annotated ABSA education review dataset that covers three review subject types (course, teaching staff, university) in the English language and all main ABSA tasks, including the under-explored implicit aspect and implicit opinion extraction. We also share ASQE-DPT (Data Processing Tool), an offline, lightweight, installation-free manual data annotation tool that generates labelled datasets for comprehensive ABSA tasks from a single-task annotation. Together, these resources contribute to the ABSA community and education domain by removing the dataset barrier, supporting research transparency and reproducibility, and enabling the creation and sharing of further resources. The dataset, annotation tool, and scripts and statistics for dataset processing and sampling are available at https://github.com/yhua219/edurabsa_dataset_and_annotation_tool.

We study an online learning problem with long-term budget constraints in the adversarial setting. In this problem, at each round $t$, the learner selects an action from a convex decision set, after which the adversary reveals a cost function $f_t$ and a resource consumption function $g_t$. The cost and consumption functions are assumed to be $α$-approximately convex - a broad class that generalizes convexity and encompasses many common non-convex optimization problems, including DR-submodular maximization, Online Vertex Cover, and Regularized Phase Retrieval. The goal is to design an online algorithm that minimizes cumulative cost over a horizon of length $T$ while approximately satisfying a long-term budget constraint of $B_T$. We propose an efficient first-order online algorithm that guarantees $O(\sqrt{T})$ $α$-regret against the optimal fixed feasible benchmark while consuming at most $O(B_T \log T)+ \tilde{O}(\sqrt{T})$ resources in both full-information and bandit feedback settings. In the bandit feedback setting, our approach yields an efficient solution for the $\texttt{Adversarial Bandits with Knapsacks}$ problem with improved guarantees. We also prove matching lower bounds, demonstrating the tightness of our results. Finally, we characterize the class of $α$-approximately convex functions and show that our results apply to a broad family of problems.

The framework of feedback graphs is a generalization of sequential decision-making with bandit or full information feedback. In this work, we study an extension where the directed feedback graph is stochastic, following a distribution similar to the classical Erdős-Rényi model. Specifically, in each round every edge in the graph is either realized or not with a distinct probability for each edge.

In this paper, we propose a new measure for detecting overlap in multivariate Gaussian clusters. The aim of online learning from data streams is to create clustering, classification, or regression models that can adapt over time based on the conceptual drift of streaming data. In the case of clustering, this can result in a large number of clusters that may overlap and should be merged. Commonly used distribution dissimilarity measures are not adequate for determining overlapping clusters in the context of online learning from streaming data due to their inability to account for all shapes of clusters and their high computational demands. Our proposed dissimilarity measure is specifically designed to detect overlap rather than dissimilarity and can be computed faster compared to existing measures. Our method is several times faster than compared methods and is capable of detecting overlapping clusters while avoiding the merging of orthogonal clusters.

Humans regularly navigate an overwhelming amount of information via text media, whether reading articles, browsing social media, or interacting with chatbots. Confusion naturally arises when new information conflicts with or exceeds a reader's comprehension or prior knowledge, posing a challenge for learning. In this study, we present a multimodal investigation of reading-induced confusion using EEG and eye tracking. We collected neural and gaze data from 11 adult participants as they read short paragraphs sampled from diverse, real-world sources. By isolating the N400 event-related potential (ERP), a well-established neural marker of semantic incongruence, and integrating behavioral markers from eye tracking, we provide a detailed analysis of the neural and behavioral correlates of confusion during naturalistic reading. Using machine learning, we show that multimodal (EEG + eye tracking) models improve classification accuracy by 4-22% over unimodal baselines, reaching an average weighted participant accuracy of 77.3% and a best accuracy of 89.6%. Our results highlight the dominance of the brain's temporal regions in these neural signatures of confusion, suggesting avenues for wearable, low-electrode brain-computer interfaces (BCI) for real-time monitoring. These findings lay the foundation for developing adaptive systems that dynamically detect and respond to user confusion, with potential applications in personalized learning, human-computer interaction, and accessibility.