We study online learning with oblivious losses and delays under a novel ``capacity constraint'' that limits how many past rounds can be tracked simultaneously for delayed feedback. Under ``clairvoyance'' (i.e., delay durations are revealed upfront each round) and/or ``preemptibility'' (i.e., we have ability to stop tracking previously chosen round feedback), we establish matching upper and lower bounds (up to logarithmic terms) on achievable regret, characterizing the ``optimal capacity'' needed to match the minimax rates of classical delayed online learning, which implicitly assume unlimited capacity. Our algorithms achieve minimax-optimal regret across all capacity levels, with performance gracefully degrading under suboptimal capacity. For $K$ actions and total delay $D$ over $T$ rounds, under clairvoyance and assuming capacity $C = \Omega(\log(T))$, we achieve regret $\widetilde{\Theta}(\sqrt{TK + DK/C + D\log(K)})$ for bandits and $\widetilde{\Theta}(\sqrt{(D+T)\log(K)})$ for full-information feedback. When replacing clairvoyance with preemptibility, we require a known maximum delay bound $d_{\max}$, adding $\smash{\widetilde{O}(d_{\max})}$ to the regret. For fixed delays $d$ (i.e., $D=Td$), the minimax regret is $\Theta\bigl(\sqrt{TK(1+d/C)+Td\log(K)}\bigr)$ and the optimal capacity is $\Theta(\min\{K/\log(K),d\}\bigr)$ in the bandit setting, while in the full-information setting, the minimax regret is $\Theta\bigl(\sqrt{T(d+1)\log(K)}\bigr)$ and the optimal capacity is $\Theta(1)$. For round-dependent and fixed delays, our upper bounds are achieved using novel scheduling policies, based on Pareto-distributed proxy delays and batching techniques. Crucially, our work unifies delayed bandits, label-efficient learning, and online scheduling frameworks, demonstrating that robust online learning under delayed feedback is possible with surprisingly modest tracking capacity.

The intrinsic nonlinearities of soft robots present significant control but simultaneously provide them with rich computational potential. Reservoir computing (RC) has shown effectiveness in online learning systems for controlling nonlinear systems such as soft actuators. Conventional RC can be extended into physical reservoir computing (PRC) by leveraging the nonlinear dynamics of soft actuators for computation. This paper introduces a PRC-based online learning framework to control the motion of a pneumatic soft bending actuator, utilizing another pneumatic soft actuator as the PRC model. Unlike conventional designs requiring two RC models, the proposed control system employs a more compact architecture with a single RC model. Additionally, the framework enables zero-shot online learning, addressing limitations of previous PRC-based control systems reliant on offline training. Simulations and experiments validated the performance of the proposed system. Experimental results indicate that the PRC model achieved superior control performance compared to a linear model, reducing the root-mean-square error (RMSE) by an average of over 37% in bending motion control tasks. The proposed PRC-based online learning control framework provides a novel approach for harnessing physical systems' inherent nonlinearities to enhance the control of soft actuators.

The rise of online programming education has necessitated more effective, personalized interactions, a gap that PythonPal aims to fill through its innovative learning system integrated with a chatbot. This research delves into PythonPal's potential to enhance the online learning experience, especially in contexts with high student-to-teacher ratios where there is a need for personalized feedback. PythonPal's design, featuring modules for conversation, tutorials, and exercises, was evaluated through student interactions and feedback. Key findings reveal PythonPal's proficiency in syntax error recognition and user query comprehension, with its intent classification model showing high accuracy. The system's performance in error feedback, though varied, demonstrates both strengths and areas for enhancement. Student feedback indicated satisfactory query understanding and feedback accuracy but also pointed out the need for faster responses and improved interaction quality. PythonPal's deployment promises to significantly enhance online programming education by providing immediate, personalized feedback and interactive learning experiences, fostering a deeper understanding of programming concepts among students. These benefits mark a step forward in addressing the challenges of distance learning, making programming education more accessible and effective.

This research studies the impact of AI and peer feedback on the academic writing development of Kazakhstani scholars using the CGScholar platform - a product of research into collaborative learning, big data, and artificial intelligence developed by educators and computer scientists at the University of Illinois at Urbana-Champaign (UIUC). The study aimed to find out how familiarity with AI tools and peer feedback processes impacts participants' openness to incorporating feedback into their academic writing. The study involved 36 scholars enrolled in a scientific internship focused on education at UIUC. A survey with 15 multiple-choice questions, a Likert scale, and open-ended questions was used to collect data. The survey was conducted via Google Forms in both English and Russian to ensure linguistic accessibility. Demographic information such as age, gender, and first language was collected to provide a detailed understanding of the data. The analysis revealed a moderate positive correlation between familiarity with AI tools and openness to making changes based on feedback, and a strong positive correlation between research writing experience and expectations of peer feedback, especially in the area of research methodology. These results show that participants are open-minded to AI-assisted feedback; however, they still highly appreciate peer input, especially regarding methodological guidance. This study demonstrates the potential benefits of integrating AI tools with traditional feedback mechanisms to improve research writing quality in academic settings.

These authors contributed equally to this work. Abstract Massive Open Online Courses (MOOCs) are emerging as a popular alternative to traditional education, offering learners the flexibility to access a wide range of courses from various disciplines, anytime and anywhere. To enhance learner engagement, it is crucial to recommend courses that align with their preferences and needs. Course Recommender Systems (RSs) can play an important role in this by modeling learners' preferences based on their previous interactions within the MOOC platform. Time-to-dropout and time-to-completion in MOOCs, like other time-to-event prediction tasks, can be effectively modeled using survival analysis (SA) methods. In this study, we apply SA methods to improve collaborative filtering recommendation performance by considering time-to-event in the context of MOOCs. The findings underscore the potential of integrating SA methods with RSs to enhance personalization in MOOCs. Keywords: recommendation systems, survival analysis, massive open online course, personalized learning, dropout 1 Introduction Massive Open Online Courses (MOOCs) platforms offer a diverse range of online courses to learners around the globe, promoting equitable education by breaking down barriers related to geography and time.

$\Phi$-equilibria -- and the associated notion of $\Phi$-regret -- are a powerful and flexible framework at the heart of online learning and game theory, whereby enriching the set of deviations $\Phi$ begets stronger notions of rationality. Recently, Daskalakis, Farina, Fishelson, Pipis, and Schneider (STOC '24) -- abbreviated as DFFPS -- settled the existence of efficient algorithms when $\Phi$ contains only linear maps under a general, $d$-dimensional convex constraint set $\mathcal{X}$. In this paper, we significantly extend their work by resolving the case where $\Phi$ is $k$-dimensional; degree-$\ell$ polynomials constitute a canonical such example with $k = d^{O(\ell)}$. In particular, positing only oracle access to $\mathcal{X}$, we obtain two main positive results: i) a $\text{poly}(n, d, k, \text{log}(1/\epsilon))$-time algorithm for computing $\epsilon$-approximate $\Phi$-equilibria in $n$-player multilinear games, and ii) an efficient online algorithm that incurs average $\Phi$-regret at most $\epsilon$ using $\text{poly}(d, k)/\epsilon^2$ rounds. We also show nearly matching lower bounds in the online learning setting, thereby obtaining for the first time a family of deviations that captures the learnability of $\Phi$-regret. From a technical standpoint, we extend the framework of DFFPS from linear maps to the more challenging case of maps with polynomial dimension. At the heart of our approach is a polynomial-time algorithm for computing an expected fixed point of any $\phi : \mathcal{X} \to \mathcal{X}$ based on the ellipsoid against hope (EAH) algorithm of Papadimitriou and Roughgarden (JACM '08). In particular, our algorithm for computing $\Phi$-equilibria is based on executing EAH in a nested fashion -- each step of EAH itself being implemented by invoking a separate call to EAH.

We develop an analysis of Thompson sampling for online learning under full feedback - also known as prediction with expert advice - where the learner's prior is defined over the space of an adversary's future actions, rather than the space of experts. We show regret decomposes into regret the learner expected a priori, plus a prior-robustness-type term we call excess regret. In the classical finite-expert setting, this recovers optimal rates. As an initial step towards practical online learning in settings with a potentially-uncountably-infinite number of experts, we show that Thompson sampling with a certain Gaussian process prior widely-used in the Bayesian optimization literature has a $\mathcal{O}(\beta\sqrt{T\log(1+\lambda)})$ rate against a $\beta$-bounded $\lambda$-Lipschitz adversary.

Intelligent tutors have proven to be effective in K-12 education, though their impact on adult learners -- especially as a supplementary resource -- remains underexplored. Understanding how adults voluntarily engage with educational technologies can inform the design of tools that support skill re-learning and enhancement. More critically, it helps determine whether tutoring systems, which are typically built for K-12 learners, can also support adult populations. This study examines the adoption, usage patterns, and effectiveness of a novel tutoring system, Apprentice Tutors, among adult learners at a state technical college. We analyze three types of data including, user demographics, grades, and tutor interactions, to assess whether voluntary tutor usage translates into measurable learning gains. Our findings reveal key temporal patterns in tutor engagement and provide evidence of learning within tutors, as determined through skill improvement in knowledge components across tutors. We also found evidence that this learning transferred outside the tutor, as observed through higher course assessment scores following tutor usage. These results suggest that intelligent tutors are a viable tool for adult learners, warranting further research into their long-term impact on this population.

-- The complex structure of musculoskeletal humanoids makes it difficult to model them, and the inter-body interference and high internal muscle force are unavoidable. Although various safety mechanisms have been developed to solve this problem, it is important not only to deal with the dangers when they occur but also to prevent them from happening. In this study, we propose a method to learn a network outputting danger probability corresponding to the muscle length online so that the robot can gradually prevent dangers from occurring. Applications of this network for control are also described. The method is applied to the musculoskeletal humanoid, Musashi, and its effectiveness is verified. I. INTRODUCTION The musculoskeletal humanoid [1]-[4] has various biomimetic advantages such as variable stiffness using redundant muscles, spherical joints without singular points, underactuated and flexible fingers, etc. At the same time, its complex musculoskeletal structure is difficult to model and various learning control methods have been developed [5]- [8].

Online learning is a model of machine learning where the learner is trained on sequential feedback. We investigate worst-case error for the online learning of real functions that have certain smoothness constraints. Suppose that $\mathcal{F}_q$ is the class of all absolutely continuous functions $f: [0, 1] \rightarrow \mathbb{R}$ such that $\|f'\|_q \le 1$, and $\operatorname{opt}_p(\mathcal{F}_q)$ is the best possible upper bound on the sum of the $p^{\text{th}}$ powers of absolute prediction errors for any number of trials guaranteed by any learner. We show that for any $\delta, \epsilon \in (0, 1)$, $\operatorname{opt}_{1+\delta} (\mathcal{F}_{1+\epsilon}) = O(\min(\delta, \epsilon)^{-1})$. Combined with the previous results of Kimber and Long (1995) and Geneson and Zhou (2023), we achieve a complete characterization of the values of $p, q \ge 1$ that result in $\operatorname{opt}_p(\mathcal{F}_q)$ being finite, a problem open for nearly 30 years. We study the learning scenarios of smooth functions that also belong to certain special families of functions, such as polynomials. We prove a conjecture by Geneson and Zhou (2023) that it is not any easier to learn a polynomial in $\mathcal{F}_q$ than it is to learn any general function in $\mathcal{F}_q$. We also define a noisy model for the online learning of smooth functions, where the learner may receive incorrect feedback up to $\eta \ge 1$ times, denoting the worst-case error bound as $\operatorname{opt}^{\text{nf}}_{p, \eta} (\mathcal{F}_q)$. We prove that $\operatorname{opt}^{\text{nf}}_{p, \eta} (\mathcal{F}_q)$ is finite if and only if $\operatorname{opt}_p(\mathcal{F}_q)$ is. Moreover, we prove for all $p, q \ge 2$ and $\eta \ge 1$ that $\operatorname{opt}^{\text{nf}}_{p, \eta} (\mathcal{F}_q) = \Theta (\eta)$.