We introduce the Thresholding Monte Carlo Tree Search problem, in which, given a tree $\mathcal{T}$ and a threshold $θ$, a player must answer whether the root node value of $\mathcal{T}$ is at least $θ$ or not. In the given tree, `MAX' or `MIN' is labeled on each internal node, and the value of a `MAX'-labeled (`MIN'-labeled) internal node is the maximum (minimum) of its child values. The value of a leaf node is the mean reward of an unknown distribution, from which the player can sample rewards. For this problem, we develop a $δ$-correct sequential sampling algorithm based on the Track-and-Stop strategy that has asymptotically optimal sample complexity. We show that a ratio-based modification of the D-Tracking arm-pulling strategy leads to a substantial improvement in empirical sample complexity, as well as reducing the per-round computational cost from linear to logarithmic in the number of arms.

Generative AI (GAI) tools have seen rapid adoption in educational settings, yet their role in fostering critical thinking remains underexplored. While previous studies have examined GAI as a tutor for specific lessons or as a tool for completing assignments, few have addressed how students critically evaluate the accuracy and appropriateness of GAI-generated responses. This pilot study investigates students' ability to apply structured critical thinking when assessing Generative AI outputs in introductory Computational and Data Science courses. Given that GAI tools often produce contextually flawed or factually incorrect answers, we designed learning activities that require students to analyze, critique, and revise AI-generated solutions. Our findings offer initial insights into students' ability to engage critically with GAI content and lay the groundwork for more comprehensive studies in future semesters.

As AI rapidly advances, the security risks posed by AI are becoming increasingly severe, especially in critical scenarios, including those posing existential risks. If AI becomes uncontrollable, manipulated, or actively evades safety mechanisms, it could trigger systemic disasters. Existing AI safety approaches-such as model enhancement, value alignment, and human intervention-suffer from fundamental, in-principle limitations when facing AI with extreme motivations and unlimited intelligence, and cannot guarantee security. To address this challenge, we propose a Governable AI (GAI) framework that shifts from traditional internal constraints to externally enforced structural compliance based on cryptographic mechanisms that are computationally infeasible to break, even for future AI, under the defined threat model and well-established cryptographic assumptions.The GAI framework is composed of a simple yet reliable, fully deterministic, powerful, flexible, and general-purpose rule enforcement module (REM); governance rules; and a governable secure super-platform (GSSP) that offers end-to-end protection against compromise or subversion by AI. The decoupling of the governance rules and the technical platform further enables a feasible and generalizable technical pathway for the safety governance of AI. REM enforces the bottom line defined by governance rules, while GSSP ensures non-bypassability, tamper-resistance, and unforgeability to eliminate all identified attack vectors. This paper also presents a rigorous formal proof of the security properties of this mechanism and demonstrates its effectiveness through a prototype implementation evaluated in representative high-stakes scenarios.

Generative Artificial Intelligence (GAI) has rapidly emerged as a transformative force in aquaculture, enabling intelligent synthesis of multimodal data, including text, images, audio, and simulation outputs for smarter, more adaptive decision-making. As the aquaculture industry shifts toward data-driven, automation and digital integration operations under the Aquaculture 4.0 paradigm, GAI models offer novel opportunities across environmental monitoring, robotics, disease diagnostics, infrastructure planning, reporting, and market analysis. This review presents the first comprehensive synthesis of GAI applications in aquaculture, encompassing foundational architectures (e.g., diffusion models, transformers, and retrieval augmented generation), experimental systems, pilot deployments, and real-world use cases. We highlight GAI's growing role in enabling underwater perception, digital twin modeling, and autonomous planning for remotely operated vehicle (ROV) missions. We also provide an updated application taxonomy that spans sensing, control, optimization, communication, and regulatory compliance. Beyond technical capabilities, we analyze key limitations, including limited data availability, real-time performance constraints, trust and explainability, environmental costs, and regulatory uncertainty. This review positions GAI not merely as a tool but as a critical enabler of smart, resilient, and environmentally aligned aquaculture systems.

This paper introduces a multimethod framework for studying spatial and social dynamics in real-world group-agent interactions with socially interactive agents. Drawing on proxemics and bonding theories, the method combines subjective self-reports and objective spatial tracking. Applied in two field studies in a museum ( N = 187) with a robot and a virtual agent, the paper addresses the challenges in aligning human perception and behavior. We focus on presenting an open source, scalable, and field-tested toolkit for future studies.

The fashion industry is an extremely profitable market that generates trillions of dollars in revenue by producing and distributing apparel, footwear, and accessories. This systematic literature review (SLR) seeks to systematically review and analyze the research landscape about the Generative Artificial Intelligence (GAI) and metaverse in the fashion industry. Thus, investigating the impact of integrating both technologies to enhance the fashion industry. This systematic review uses the Reporting Items for Systematic reviews and Meta-Analyses (PRISMA) methodology, including three essential phases: identification, evaluation, and reporting. In the identification phase, the target search problems are determined by selecting appropriate keywords and alternative synonyms. After that 578 documents from 2014 to the end of 2023 are retrieved. The evaluation phase applies three screening steps to assess papers and choose 118 eligible papers for full-text reading. Finally, the reporting phase thoroughly examines and synthesizes the 118 eligible papers to identify key themes associated with GAI and Metaverse in the fashion industry. Based on Strengths, Weaknesses, Opportunities, and Threats (SWOT) analyses performed for both GAI and metaverse for the fashion industry, it is concluded that the integration of GAI and the metaverse holds the capacity to profoundly revolutionize the fashion sector, presenting chances for improved manufacturing, design, sales, and client experiences. Accordingly, the research proposes a new framework to integrate GAI and metaverse to enhance the fashion industry. The framework presents different use cases to promote the fashion industry using the integration. Future research points for achieving a successful integration are demonstrated.

The use of generative AI (GAI) among university students is rapidly increasing, yet empirical research on students' GAI use and the factors influencing it remains limited. To address this gap, we surveyed 363 undergraduate and graduate students in the United States, examining their GAI usage and how it relates to demographic variables and personality traits based on the Big Five model (i.e., extraversion, agreeableness, conscientiousness, and emotional stability, and intellect/imagination). Our findings reveal: (a) Students in higher academic years are more inclined to use GAI and prefer it over traditional resources. (b) Non-native English speakers use and adopt GAI more readily than native speakers. (c) Compared to White, Asian students report higher GAI usage, perceive greater academic benefits, and express a stronger preference for it. Similarly, Black students report a more positive impact of GAI on their academic performance. Personality traits also play a significant role in shaping perceptions and usage of GAI. After controlling demographic factors, we found that personality still significantly predicts GAI use and attitudes: (a) Students with higher conscientiousness use GAI less. (b) Students who are higher in agreeableness perceive a less positive impact of GAI on academic performance and express more ethical concerns about using it for academic work. (c) Students with higher emotional stability report a more positive impact of GAI on learning and fewer concerns about its academic use. (d) Students with higher extraversion show a stronger preference for GAI over traditional resources. (e) Students with higher intellect/imagination tend to prefer traditional resources. These insights highlight the need for universities to provide personalized guidance to ensure students use GAI effectively, ethically, and equitably in their academic pursuits.

In an era increasingly shaped by decentralized knowledge ecosystems and pervasive AI technologies, fostering sustainable learner agency has become a critical educational imperative. This paper introduces a novel conceptual framework integrating Generative Artificial Intelligence (GAI) and Learning Analytics (LA) to cultivate Self - Directed Growth -- a dynamic competency enabling learner s to iteratively drive their own developmental pathways across diverse contexts. Building upon critical gaps in current Self - Directed Learning (SDL) and AI - mediated educational research, the proposed Aspire to Potentials for Learners (A2PL) model reconcept ualizes the interplay of learner aspirations, complex thinking, and summative self - assessment within GAI - supported environments. Methodological implications for future intervention designs and data analytics are discussed, positioning Self - Directed Growth as a pivotal axis for designing equitable, adaptive, and sustainable learning systems in the digital era. 1. Introduction The educational realm faces two increasingly prominent challenges that threaten to reshape the landscape of learning and development . Firstly, the traditional teacher - dominated, institution - centered environment is being eclipsed by a decentralized, ever - evolving, and technologically advanced online landscape. In this new paradigm, knowledge and skills are not poised and delivered by a single expositor, but are constantly renewed, reproduced, and reiterated through sharing and co - creation, rendering existing models of education insufficient. And the overreliance on EdTech tools, as well as information search and synthesis tools, such as Generative Artificial Intelligence (GAI), among students poses a significant challenge in the contemporary educational landscape, while there is a concerning lack of research examining whether these tools genuinely foster the development of learner agency. The integration of AI into educational practices offers a transformative opportunity to enhance learning outcomes and promote equity. According to the United Nations Educational, Scientific and Cultural Organization (UNESCO), AI has the potential to acc elerate the achievement of Sustainable Development Goal 4 (SDG 4) by improving access to quality education for all learners, regardless of their socioeconomic background (UNESCO, 2019; UNESCO, 2021). As some noted, AI facilitates access to information and online education, helping to bridge the information, skill, and educational gaps faced by disadvantaged individuals who encounter barriers to traditional learning opportunities due to time constraints, financial limitations, geographic distance, or physic al challenges (Thakkar et al., 2020; Sanabria - Z et al., 2023).

The advent of generative artificial intelligence (GAI) has brought about a notable surge in the field of education. The use of GAI to support learning is becoming increasingly prevalent among students. However, the manner and extent of its utilisation vary considerably from one individual to another. And researches about student's utilisation and perceptions of GAI remains relatively scarce. To gain insight into the issue, this paper proposed a hybrid-survey method to examine the impact of GAI on students across four different grades in six key areas (LIPSAL): learning interest, independent learning, problem solving, self-confidence, appropriate use, and learning enjoyment. Firstly, through questionnaire, we found that among LIPSAL, GAI has the greatest impact on the concept of appropriate use, the lowest level of learning interest and self-confidence. Secondly, a comparison of four grades revealed that the high and low factors of LIPSAL exhibited grade-related variation, and college students exhibited a higher level than high school students across LIPSAL. Thirdly, through interview, the students demonstrated a comprehensive understanding of the application of GAI. We found that students have a positive attitude towards GAI and are very willing to use it, which is why GAI has grown so rapidly in popularity. They also told us prospects and challenges in using GAI. In the future, as GAI matures technologically, it will have an greater impact on students. These findings may help better understand usage by different students and inform future research in digital education.

Generative AI (GAI) technologies are disrupting professional writing, challenging traditional practices. Recent studies explore GAI adoption experiences of creative practitioners, but we know little about how these experiences evolve into established practices and how GAI resistance alters these practices. To address this gap, we conducted 25 semi-structured interviews with writing professionals who adopted and/or resisted GAI. Using the theoretical lens of Job Crafting, we identify four strategies professionals employ to reshape their roles. Writing professionals employed GAI resisting strategies to maximize human potential, reinforce professional identity, carve out a professional niche, and preserve credibility within their networks. In contrast, GAI-enabled strategies allowed writers who embraced GAI to enhance desirable workflows, minimize mundane tasks, and engage in new AI-managerial labor. These strategies amplified their collaborations with GAI while reducing their reliance on other people. We conclude by discussing implications of GAI practices on writers' identity and practices as well as crafting theory.