Modelling the dynamics of multi-agent learning has long been an important research topic, but all of the previous works focus on 2-agent settings and mostly use evolutionary game theoretic approaches. In this paper, we study an n-agent setting with n tends to infinity, such that agents learn their policies concurrently over repeated symmetric bimatrix games with some other agents. Using mean field theory, we approximate the effects of other agents on a single agent by an averaged effect. A Fokker-Planck equation that describes the evolution of the probability distribution of Q-values in the agent population is derived. To the best of our knowledge, this is the first time to show the Q-learning dynamics under an n-agent setting can be described by a system of only three equations.

The theoretical contributions of our work and the works [Mguni et al., AAAI'18; Mguni et al., AAMAS'19] mentioned

Typical lunar landing missions involve multiple phases of braking to achieve soft-landing. The propulsion system configuration for these missions consists of throttleable engines. This configuration involves complex interconnected hydraulic, mechanical, and pneumatic components each exhibiting non-linear dynamic characteristics. Accurate modelling of the propulsion dynamics is essential for analyzing closed-loop guidance and control schemes during descent. This paper presents a learning-based system identification approach for modelling of throttleable engine dynamics using data obtained from high-fidelity propulsion model. The developed model is validated with experimental results and used for closed-loop guidance and control simulations.

Simulated Students offer a valuable methodological framework for evaluating pedagogical approaches and modelling diverse learner profiles, tasks which are otherwise challenging to undertake systematically in real-world settings. Recent research has increasingly focused on developing such simulated agents to capture a range of learning styles, cognitive development pathways, and social behaviours. Among contemporary simulation techniques, the integration of large language models (LLMs) into educational research has emerged as a particularly versatile and scalable paradigm. LLMs afford a high degree of linguistic realism and behavioural adaptability, enabling agents to approximate cognitive processes and engage in contextually appropriate pedagogical dialogues. This paper presents a thematic review of empirical and methodological studies utilising LLMs to simulate student behaviour across educational environments. We synthesise current evidence on the capacity of LLM-based agents to emulate learner archetypes, respond to instructional inputs, and interact within multi-agent classroom scenarios. Furthermore, we examine the implications of such systems for curriculum development, instructional evaluation, and teacher training. While LLMs surpass rule-based systems in natural language generation and situational flexibility, ongoing concerns persist regarding algorithmic bias, evaluation reliability, and alignment with educational objectives. The review identifies existing technological and methodological gaps and proposes future research directions for integrating generative AI into adaptive learning systems and instructional design.

Data science aims to extract insights from data to support decision-making processes. Recently, Large Language Models (LLMs) have been increasingly used as assistants for data science, by suggesting ideas, techniques and small code snippets, or for the interpretation of results and reporting. Proper automation of some data-science activities is now promised by the rise of LLM agents, i.e., AI systems powered by an LLM equipped with additional affordances--such as code execution and knowledge bases--that can perform self-directed actions and interact with digital environments. In this paper, we survey the evaluation of LLM assistants and agents for data science. We find (1) a dominant focus on a small subset of goal-oriented activities, largely ignoring data management and exploratory activities; (2) a concentration on pure assistance or fully autonomous agents, without considering intermediate levels of human-AI collaboration; and (3) an emphasis on human substitution, therefore neglecting the possibility of higher levels of automation thanks to task transformation.

Agentic LLM AI agents are often little more than autonomous chatbots: actors following scripts, often controlled by an unreliable director. This work introduces a bottom-up framework that situates AI agents in their environment, with all behaviors triggered by changes in their environments. It introduces the notion of aspects, similar to the idea of umwelt, where sets of agents perceive their environment differently to each other, enabling clearer control of information. We provide an illustrative implementation and show that compared to a typical architecture, which leaks up to 83% of the time, aspective agentic AI enables zero information leakage. We anticipate that this concept of specialist agents working efficiently in their own information niches can provide improvements to both security and efficiency.

Many e-learning platforms assert their ability or potential to improve students' self-regulated learning (SRL), however the cyclical and undirected nature of SRL theoretical models represent significant challenges for representation within contemporary machine learning frameworks. We apply SRL-informed features to trace data in order to advance modelling of students' SRL activities, to improve predictability and explainability regarding the causal effects of learning in an eLearning environment. We demonstrate that these features improve predictive accuracy and validate the value of further research into cyclic modelling techniques for SRL.

Let me start with a global comment. I enjoyed very much reading this paper. I found it well written (apart from typos, and some English sentences constructions that are a bit heavy) and interesting. It is related to a modern sub-field of reinforcement learning: multi-agent learning, that lacks theory w.r.t. to single-agent RL. The paper introduces a mean-field analysis of a large population of agents playing simple symmetric matrix games against each others, so that, as the population gets large, each player effectively plays against a single "mean" player.

This paper introduces a mean-field model of multiagent Q-learning in repeated symmetric games. The model assumes that at each time step each agent plays symmetric games with m other randomly chosen agents, and considers the limit of n, m to infinity. Under these settings the authors have derived the Fokker-Planck equation governing the time evolution of the distribution of the agents' Q-values. The review scores exhibited quite a large split. Two reviewers rated this paper well above the threshold, whereas Reviewer #1 rated it negatively.

We present a theoretical framework assessing the economic implications of bias in AI-powered emergency response systems. Integrating health economics, welfare economics, and artificial intelligence, we analyze how algorithmic bias affects resource allocation, health outcomes, and social welfare. By incorporating a bias function into health production and social welfare models, we quantify its impact on demographic groups, showing that bias leads to suboptimal resource distribution, increased costs, and welfare losses. The framework highlights efficiency-equity trade-offs and provides economic interpretations. We propose mitigation strategies, including fairness-constrained optimization, algorithmic adjustments, and policy interventions. Our findings offer insights for policymakers, emergency service providers, and technology developers, emphasizing the need for AI systems that are efficient and equitable. By addressing the economic consequences of biased AI, this study contributes to policies and technologies promoting fairness, efficiency, and social welfare in emergency response services.