Chatbots will be able to teach children more than twice as fast as teachers can within the next decade, the so-called godfather of AI has predicted. Geoffrey Hinton, who won a Nobel Prize for his work on the technology, also claimed AI personal tutors would'be much more efficient and less boring'. Speaking at Gitex Europe, the British computer scientist said: 'It's not there yet, but it's coming, and so we'll get much better education at many levels.' AI personal tutors are already being trialled in UK schools, with the technology now able to talk directly to the student and adapt lesson plans to their knowledge level. The government has already funnelled millions of pounds into AI education initiatives – though it has claimed the technology will'absolutely not' replace teachers.

During the 33rd International Joint Conference on Artificial Intelligence (IJCAI), held in Jeju, I had the opportunity to meet with one of the keynote speakers, Gillian Hadfield. We spoke about her interdisciplinary research, career trajectory, path into AI alignment, law, and general thoughts on AI systems. Transcript: Note: the transcript has been lightly edited for clarity. This is an interview with Professor Gillian Hadfield who was a keynote speaker at IJCAI 2024. She gave a very insightful talk about normative infrastructures and how they can guide our search for AI alignment. Kumar Kshitij Patel (KKP): Could you talk a bit about your background and career trajectory? I want our readers to understand how much interdisciplinary work you've done over the years. Gillian Hadfield (GH): I did a PhD in economics and a law degree, a JD, at Stanford, originally motivated by wanting to think about the big questions about the world. So I read John Rawls' theory of justice when I was an undergraduate, and those are the big questions: how do we organize the world and just institutions, but I was very interested in using more formal methods and social scientific approaches. That's why I decided to do that joint degree. So, this is in the 1980s, and in the early days of starting to use a lot of game theory. I studied information theory, a student of Canaro and Paul Milgram at the economics department at Stanford. I did work on contract theory, bargaining theory, but I was still very interested in going to law school, not to practice law, but to learn about legal institutions and how those work. I was a member of this emerging area of law and economics early in my career, which of course, was interdisciplinary, using economics to think about law and legal institutions.

AI continues to expand its reach into our lives, and language learning is next on the list. This week brought big developments from both Google and Duolingo on that front. On Google's end, the search giant launched new Gemini-powered AI tools for users to learn foreign languages. Dubbed Little Language Lessons, the experimental feature offers three interactive lessons that "personalize language learning." For instance, "Tiny Lesson" can help you learn phrases for specific situations (such as losing your passport), while "Slang Hang" helps users learn local slang for less-stuffy conversation.

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Nearly two months after hundreds of prospective California lawyers complained that their bar exams were plagued with technical problems and irregularities, the state's legal licensing body has caused fresh outrage by admitting that some multiple-choice questions were developed with the aid of artificial intelligence. The State Bar of California said in a news release Monday that it will ask the California Supreme Court to adjust test scores for those who took its February bar exam. But it declined to acknowledge significant problems with its multiple-choice questions -- even as it revealed that a subset of questions were recycled from a first-year law student exam, while others were developed with the assistance of AI by ACS Ventures, the State Bar's independent psychometrician. "The debacle that was the February 2025 bar exam is worse than we imagined," said Mary Basick, assistant dean of academic skills at UC Irvine Law School. Having the questions drafted by non-lawyers using ...

By the time you read this article, there's a good chance it will have already been scanned by an artificially intelligent machine. If asked about the artist David Salle, large language models such as ChatGPT or Gemini may repurpose some of the words below to come up with their answer. The bigger the data set, the more convincing the response – and Salle has been written about exhaustively since he first rose to art world stardom in the 1980s. The question is whether AI can ever say anything new about the artist and his work, or if it's for ever condemned to generate more of the same. A similar question lingers beneath the surface of the paintings that Salle has been making since 2023, a new series of which he has just unveiled at Thaddaeus Ropac in London.

Fairness metrics are a core tool in the fair machine learning literature (FairML), used to determine that ML models are, in some sense, "fair." Real-world data, however, are typically plagued by various measurement biases and other violated assumptions, which can render fairness assessments meaningless. We adapt tools from causal sensitivity analysis to the FairML context, providing a general framework which (1) accommodates effectively any combination of fairness metric and bias that can be posed in the "oblivious setting"; (2) allows researchers to investigate combinations of biases, resulting in non-linear sensitivity; and (3) enables flexible encoding of domain-specific constraints and assumptions. Employing this framework, we analyze the sensitivity of the most common parity metrics under 3 varieties of classifier across 14 canonical fairness datasets. Our analysis reveals the striking fragility of fairness assessments to even minor dataset biases. We show that causal sensitivity analysis provides a powerful and necessary toolkit for gauging the informativeness of parity metric evaluations. Our repository is available here.

Unsupervised Environment Design (UED) formalizes the problem of autocurricula through interactive training between a teacher agent and a student agent. The teacher generates new training environments with high learning potential, curating an adaptive curriculum that strengthens the student's ability to handle unseen scenarios. Existing UED methods mainly rely on regret, a metric that measures the difference between the agent's optimal and actual performance, to guide curriculum design. Regret-driven methods generate curricula that progressively increase environment complexity for the student but overlook environment novelty-a critical element for enhancing an agent's generalizability. Measuring environment novelty is especially challenging due to the underspecified nature of environment parameters in UED, and existing approaches face significant limitations. To address this, this paper introduces the Coverage-based Evaluation of Novelty In Environment (CENIE) framework. CENIE proposes a scalable, domainagnostic, and curriculum-aware approach to quantifying environment novelty by leveraging the student's state-action space coverage from previous curriculum experiences. We then propose an implementation of CENIE that models this coverage and measures environment novelty using Gaussian Mixture Models.