College students often face academic challenges that hamper their productivity and well-being. Although self-help books and productivity apps are popular, they often fall short. Books provide generalized, non-interactive guidance, and apps are not inherently educational and can hinder the development of key organizational skills. Traditional productivity coaching offers personalized support, but is resource-intensive and difficult to scale. In this study, we present a proof-of-concept for a socially assistive robot (SAR) as an educational coach and a potential solution to the limitations of existing productivity tools and coaching approaches. The SAR delivers six different lessons on time management and task prioritization. Users interact via a chat interface, while the SAR responds through speech (with a toggle option). An integrated dashboard monitors progress, mood, engagement, confidence per lesson, and time spent per lesson. It also offers personalized productivity insights to foster reflection and self-awareness. We evaluated the system with 15 college students, achieving a System Usability Score of 79.2 and high ratings for overall experience and engagement. Our findings suggest that SAR-based productivity coaching can offer an effective and scalable solution to improve productivity among college students.

"), and what sub-goals to accomplish ("pick up the yellow ball"), offering We then describe an algorithmic framework for learning in CAMDPs via alternating advice grounding and distillation phases. "place the yellow ball in the green box and the blue key in the green box" or "open all doors in In multi-task RL, a learner's objective is produce a policy For instance, the agent in Fig 3 can leverage hints "go left" or "move towards the blue key" to guide In the grounding phase, agents learn how to interpret coaching.

We study a web-deployed, tool-augmented LLM health coach with real users. In a pilot with seven users (280 rated turns), offline policy evaluation (OPE) over factorized decision heads (Tool/Style) shows that a uniform heavy-tool policy raises average value on logs but harms specific subgroups, most notably low-health-literacy/high-self-efficacy users. A lightweight simulator with hidden archetypes further shows that adding a small early information-gain bonus reliably shortens trait identification and improves goal success and pass@3. Together, these early findings indicate an evaluation-first path to personalization: freeze the generator, learn subgroup-aware decision heads on typed rewards (objective tool outcomes and satisfaction), and always report per-archetype metrics to surface subgroup harms that averages obscure.

Curated datasets are essential for training and evaluating AI approaches, but are often lacking in domains where language and physical action are deeply intertwined. In particular, few datasets capture how people acquire embodied skills through verbal instruction over time. To address this gap, we introduce SimCoachCorpus: a unique dataset of race car simulator driving that allows for the investigation of rich interactive phenomena during guided and unguided motor skill acquisition. In this dataset, 29 humans were asked to drive in a simulator around a race track for approximately ninety minutes. Fifteen participants were given personalized one-on-one instruction from a professional performance driving coach, and 14 participants drove without coaching. \name\ includes embodied features such as vehicle state and inputs, map (track boundaries and raceline), and cone landmarks. These are synchronized with concurrent verbal coaching from a professional coach and additional feedback at the end of each lap. We further provide annotations of coaching categories for each concurrent feedback utterance, ratings on students' compliance with coaching advice, and self-reported cognitive load and emotional state of participants (gathered from surveys during the study). The dataset includes over 20,000 concurrent feedback utterances, over 400 terminal feedback utterances, and over 40 hours of vehicle driving data. Our naturalistic dataset can be used for investigating motor learning dynamics, exploring linguistic phenomena, and training computational models of teaching. We demonstrate applications of this dataset for in-context learning, imitation learning, and topic modeling. The dataset introduced in this work will be released publicly upon publication of the peer-reviewed version of this paper. Researchers interested in early access may register at https://tinyurl.com/SimCoachCorpusForm.

This paper introduces SePA (Search-enhanced Predictive AI Agent), a novel LLM health coaching system that integrates personalized machine learning and retrieval-augmented generation to deliver adaptive, evidence-based guidance. SePA combines: (1) Individualized models predicting daily stress, soreness, and injury risk from wearable sensor data (28 users, 1260 data points); and (2) A retrieval module that grounds LLM-generated feedback in expert-vetted web content to ensure contextual relevance and reliability. Our predictive models, evaluated with rolling-origin cross-validation and group k-fold cross-validation show that personalized models outperform generalized baselines. In a pilot expert study (n=4), SePA's retrieval-based advice was preferred over a non-retrieval baseline, yielding meaningful practical effect (Cliff's $δ$=0.3, p=0.05). We also quantify latency performance trade-offs between response quality and speed, offering a transparent blueprint for next-generation, trustworthy personal health informatics systems.

Background: Public speaking is a vital professional skill, yet it remains a source of significant anxiety for many individuals. Traditional training relies heavily on expert coaching, but recent advances in AI has led to novel types of commercial automated public speaking feedback tools. However, most research has focused on prototypes rather than commercial applications, and little is known about how public speaking experts perceive these tools. Objectives: This study aims to evaluate expert opinions on the efficacy and design of commercial AI-based public speaking training tools and to propose guidelines for their improvement. Methods: The research involved 16 semi-structured interviews and 2 focus groups with public speaking experts. Participants discussed their views on current commercial tools, their potential integration into traditional coaching, and suggestions for enhancing these systems. Results and Conclusions: Experts acknowledged the value of AI tools in handling repetitive, technical aspects of training, allowing coaches to focus on higher-level skills. However they found key issues in current tools, emphasising the need for personalised, understandable, carefully selected feedback and clear instructional design. Overall, they supported a hybrid model combining traditional coaching with AI-supported exercises.

Motor skill learning often requires experienced professionals who can provide personalized instruction. Unfortunately, the availability of high-quality training can be limited for specialized tasks, such as high performance racing. Several recent works have leveraged AI-assistance to improve instruction of tasks ranging from rehabilitation to surgical robot tele-operation. However, these works often make simplifying assumptions on the student learning process, and fail to model how a teacher's assistance interacts with different individuals' abilities when determining optimal teaching strategies. Inspired by the idea of scaffolding from educational psychology, we leverage shared autonomy, a framework for combining user inputs with robot autonomy, to aid with curriculum design. Our key insight is that the way a student's behavior improves in the presence of assistance from an autonomous agent can highlight which sub-skills might be most ``learnable'' for the student, or within their Zone of Proximal Development. We use this to design Z-COACH, a method for using shared autonomy to provide personalized instruction targeting interpretable task sub-skills. In a user study (n=50), where we teach high performance racing in a simulated environment of the Thunderhill Raceway Park with the CARLA Autonomous Driving simulator, we show that Z-COACH helps identify which skills each student should first practice, leading to an overall improvement in driving time, behavior, and smoothness. Our work shows that increasingly available semi-autonomous capabilities (e.g. in vehicles, robots) can not only assist human users, but also help *teach* them.

Coaches are vital for effective collaboration, but cost and resource constraints often limit their availability during real-world tasks. This limitation poses serious challenges in life-critical domains that rely on effective teamwork, such as healthcare and disaster response. To address this gap, we propose and realize an innovative application of AI: task-time team coaching. Specifically, we introduce Socratic, a novel AI system that complements human coaches by providing real-time guidance during task execution. Socratic monitors team behavior, detects misalignments in team members' shared understanding, and delivers automated interventions to improve team performance. We validated Socratic through two human subject experiments involving dyadic collaboration. The results demonstrate that the system significantly enhances team performance with minimal interventions. Participants also perceived Socratic as helpful and trustworthy, supporting its potential for adoption. Our findings also suggest promising directions both for AI research and its practical applications to enhance human teamwork.

Ultrasound is widely employed for clinical intervention and diagnosis, due to its advantages of offering non-invasive, radiation-free, and real-time imaging. However, the accessibility of this dexterous procedure is limited due to the substantial training and expertise required of operators. The robotic ultrasound (RUS) offers a viable solution to address this limitation; nonetheless, achieving human-level proficiency remains challenging. Learning from demonstrations (LfD) methods have been explored in RUS, which learns the policy prior from a dataset of offline demonstrations to encode the mental model of the expert sonographer. However, active engagement of experts, i.e. Coaching, during the training of RUS has not been explored thus far. Coaching is known for enhancing efficiency and performance in human training. This paper proposes a coaching framework for RUS to amplify its performance. The framework combines DRL (self-supervised practice) with sparse expert's feedback through coaching. The DRL employs an off-policy Soft Actor-Critic (SAC) network, with a reward based on image quality rating. The coaching by experts is modeled as a Partially Observable Markov Decision Process (POMDP), which updates the policy parameters based on the correction by the expert. The validation study on phantoms showed that coaching increases the learning rate by $25\%$ and the number of high-quality image acquisition by $74.5\%$.