We introduce CuLE (CUDA Learning Environment), a CUDA port of the Atari Learning Environment (ALE) which is used for the development of deep reinforcement algorithms. CuLE overcomes many limitations of existing CPU-based emulators and scales naturally to multiple GPUs. It leverages GPU parallelization to run thousands of games simultaneously and it renders frames directly on the GPU, to avoid the bottleneck arising from the limited CPU-GPU communication bandwidth. CuLE generates up to 155M frames per hour on a single GPU, a finding previously achieved only through a cluster of CPUs. Beyond highlighting the differences between CPU and GPU emulators in the context of reinforcement learning, we show how to leverage the high throughput of CuLE by effective batching of the training data, and show accelerated convergence for A2C+V-trace. CuLE is available at https://github.com/NVlabs/cule.

The AIoT-Based Smart Education System integrates Artificial Intelligence and IoT to address persistent challenges in contemporary classrooms: attendance fraud, lack of personalization, student disengagement, and inefficient resource use. The unified platform combines four core modules: (1) a dual-factor authentication system leveraging RFID-based ID scans and WiFi verification for secure, fraud-resistant attendance; (2) an AI-powered assistant that provides real-time, context-aware support and dynamic quiz generation based on instructor-supplied materials; (3) automated test generators to streamline adaptive assessment and reduce administrative overhead; and (4) the EcoSmart Campus module, which autonomously regulates classroom lighting, air quality, and temperature using IoT sensors and actuators. Simulated evaluations demonstrate the system's effectiveness in delivering robust real-time monitoring, fostering inclusive engagement, preventing fraudulent practices, and supporting operational scalability. Collectively, the AIoT-Based Smart Education System offers a secure, adaptive, and efficient learning environment, providing a scalable blueprint for future educational innovation and improved student outcomes through the synergistic application of artificial intelligence and IoT technologies.

In modern online learning, understanding and predicting student behavior is crucial for enhancing engagement and optimizing educational outcomes. This systematic review explores the integration of biosensors and Multimodal Learning Analytics (MmLA) to analyze and predict student behavior during computer-based learning sessions. We examine key challenges, including emotion and attention detection, behavioral analysis, experimental design, and demographic considerations in data collection. Our study highlights the growing role of physiological signals, such as heart rate, brain activity, and eye-tracking, combined with traditional interaction data and self-reports to gain deeper insights into cognitive states and engagement levels. We synthesize findings from 54 key studies, analyzing commonly used methodologies such as advanced machine learning algorithms and multimodal data pre-processing techniques. The review identifies current research trends, limitations, and emerging directions in the field, emphasizing the transformative potential of biosensor-driven adaptive learning systems. Our findings suggest that integrating multimodal data can facilitate personalized learning experiences, real-time feedback, and intelligent educational interventions, ultimately advancing toward a more customized and adaptive online learning experience.

One of the enduring challenges in education is how to empower students to take ownership of their learning by setting meaningful goals, tracking their progress, and adapting their strategies when faced with setbacks. Research has shown that this form of leaner-centered learning is best cultivated through structured, supportive environments that promote guided practice, scaffolded inquiry, and collaborative dialogue. In response, educational efforts have increasingly embraced artificial-intelligence (AI)-powered digital learning environments, ranging from educational apps and virtual labs to serious games. Recent advances in large language models (LLMs) and neuro-symbolic systems, meanwhile, offer a transformative opportunity to reimagine how support is delivered in digital learning environments. LLMs are enabling socially interactive learning experiences and scalable, cross-domain learning support that can adapt instructional strategies across varied subjects and contexts. In parallel, neuro-symbolic AI provides new avenues for designing these agents that are not only adaptive but also scalable across domains. Based on these remarks, this paper presents a multi-agent, neuro-symbolic framework designed to resolve the aforementioned challenges. The framework assigns distinct pedagogical roles to specialized agents: an RL-based 'tutor' agent provides authoritative, non-verbal scaffolding, while a proactive, LLM-powered 'peer' agent facilitates the social dimensions of learning. While prior work has explored such agents in isolation, our framework's novelty lies in unifying them through a central educational ontology. Through case studies in both college-level and middle school settings, we demonstrate the framework's adaptability across domains. We conclude by outlining key insights and future directions for advancing AI-driven learning environments.

Developing collaborative AI hinges on Theory of Mind (ToM) - the ability to reason about the beliefs of others to build and maintain common ground. Existing ToM benchmarks, however, are restricted to passive observer settings or lack an assessment of how agents establish and maintain common ground over time. To address these gaps, we introduce the Yokai Learning Environment (YLE) - a multi-agent reinforcement learning (RL) environment based on the cooperative card game Yokai. In the YLE, agents take turns peeking at hidden cards and moving them to form clusters based on colour. Success requires tracking evolving beliefs, remembering past observations, using hints as grounded communication, and maintaining common ground with teammates. Our evaluation yields two key findings: First, current RL agents struggle to solve the YLE, even when given access to perfect memory. Second, while belief modelling improves performance, agents are still unable to effectively generalise to unseen partners or form accurate beliefs over longer games, exposing a reliance on brittle conventions rather than robust belief tracking. We use the YLE to investigate research questions in belief modelling, memory, partner generalisation, and scaling to higher-order ToM.

Evolutionary approaches have previously been shown to be effective learning methods for a diverse set of domains. However, the domain of game-playing poses a particular challenge for evolutionary methods due to the inherently large state space of video games. As the size of the input state expands, the size of the policy must also increase in order to effectively learn the temporal patterns in the game space. Consequently, a larger policy must contain more trainable parameters, exponentially increasing the size of the search space. Any increase in search space is highly problematic for evolutionary methods, as increasing the number of trainable parameters is inversely correlated with convergence speed. To reduce the size of the input space while maintaining a meaningful representation of the original space, we introduce Sparse Cosine Optimized Policy Evolution (SCOPE). SCOPE utilizes the Discrete Cosine Transform (DCT) as a pseudo attention mechanism, transforming an input state into a coefficient matrix. By truncating and applying sparsification to this matrix, we reduce the dimensionality of the input space while retaining the highest energy features of the original input. We demonstrate the effectiveness of SCOPE as the policy for the Atari game Space Invaders. In this task, SCOPE with CMA-ES outperforms evolutionary methods that consider an unmodified input state, such as OpenAI-ES and HyperNEAT. SCOPE also outperforms simple reinforcement learning methods, such as DQN and A3C. SCOPE achieves this result through reducing the input size by 53% from 33,600 to 15,625 then using a bilinear affine mapping of sparse DCT coefficients to policy actions learned by the CMA-ES algorithm.

Machine learning models are widely used to support stealth assessment in digital learning environments. Existing approaches typically rely on abstracted gameplay log data, which may overlook subtle behavioral cues linked to learners' cognitive strategies. This paper proposes a multimodal late fusion model that integrates screencast-based visual data and structured in-game action sequences to classify students' problem-solving strategies. In a pilot study with secondary school students ( N = 149) playing a multitouch educational game, the fusion model outperformed unimodal baseline models, increasing classification accuracy by over 15%. Results highlight the potential of multimodal ML for strategy-sensitive assessment and adaptive support in interactive learning contexts.

Transforming educational technologies through the integration of large language models (LLMs) and virtual reality (VR) offers the potential for immersive and interactive learning experiences. However, the effects of LLMs on user engagement and attention in educational environments remain open questions. In this study, we utilized a fully LLM-driven virtual learning environment, where peers and teachers were LLM-driven, to examine how students behaved in such settings. Specifically, we investigate how peer question-asking behaviors influenced student engagement, attention, cognitive load, and learning outcomes and found that, in conditions where LLM-driven peer learners asked questions, students exhibited more targeted visual scanpaths, with their attention directed toward the learning content, particularly in complex subjects. Our results suggest that peer questions did not introduce extraneous cognitive load directly, as the cognitive load is strongly correlated with increased attention to the learning material. Considering these findings, we provide design recommendations for optimizing VR learning spaces.

STEAM education integrates Science, Technology, Engineering, Arts, and Mathematics to foster creativity and problem-solving. However, students with visual impairments (VI) encounter significant challenges in programming and robotics, particularly in tracking robot movements and developing spatial awareness. This paper presents a framework that leverages pre-constructed robots and algorithms, such as maze-solving techniques, within an accessible learning environment. The proposed system employs Contrastive Language-Image Pre-training (CLIP) to process global camera-captured maze layouts, converting visual data into textual descriptions that generate spatial audio prompts in an Audio Virtual Reality (AVR) system. Students issue verbal commands, which are refined through CLIP, while robot-mounted stereo cameras provide real-time data processed via Simultaneous Localization and Mapping (SLAM) for continuous feedback. By integrating these technologies, the framework empowers VI students to develop coding skills and engage in complex problem-solving tasks. Beyond maze-solving applications, this approach demonstrates the broader potential of computer vision in special education, contributing to improved accessibility and learning experiences in STEAM disciplines.

The ability to accurately predict and analyze student performance in online education, both at the outset and throughout the semester, is vital. Most of the published studies focus on binary classification (Fail or Pass) but there is still a significant research gap in predicting students' performance across multiple categories. This study introduces a novel neural network-based approach capable of accurately predicting student performance and identifying vulnerable students at early stages of the online courses. The Open University Learning Analytics (OULA) dataset is employed to develop and test the proposed model, which predicts outcomes in Distinction, Fail, Pass, and Withdrawn categories. The OULA dataset is preprocessed to extract features from demographic data, assessment data, and clickstream interactions within a Virtual Learning Environment (VLE). Comparative simulations indicate that the proposed model significantly outperforms existing baseline models including Artificial Neural Network Long Short Term Memory (ANN-LSTM), Random Forest (RF) 'gini', RF 'entropy' and Deep Feed Forward Neural Network (DFFNN) in terms of accuracy, precision, recall, and F1-score. The results indicate that the prediction accuracy of the proposed method is about 25% more than the existing state-of-the-art. Furthermore, compared to existing methodologies, the model demonstrates superior predictive capability across temporal course progression, achieving superior accuracy even at the initial 20% phase of course completion.