While large language models (LLMs) have introduced novel paradigms in science and education, their adoption in higher education is constrained by inherent limitations. These include a tendency to produce inaccuracies and high computational requirements, which compromise the strict demands for accurate and reliable knowledge essential in higher education. Small language models (MiniLMs), by contrast, offer distinct advantages in professional education due to their lightweight nature and precise retrieval capabilities. This research takes "Atmospheric Physics" as an example. We established a specialized corpus and image repository by gathering over 550,000 full-text PDFs from over 130 international well-respected journals in Earth and environmental science. From this collection, we extracted over 100 million high-quality sentence-level corpus and more than 3 million high-resolution academic images. Using MiniLMs, these resources were organized into a high-dimensional vector library for precise retrieval and efficient utilization of extensive educational content. Consequently, we systematically redesigned the courses, textbooks, and teaching strategies for "Atmospheric Physics" based on MiniLMs. The course is designed as a "interdisciplinary-frontier" system, breaking down traditional boundaries between atmospheric science, space science, hydrology, and remote sensing. Teaching materials are transformed from static, lagging text formats into a dynamic digital resource library powered by MiniLM. For teaching methods, we have designed a question-based learning pathway. This paradigm promotes a shift from passive knowledge transfer to active cognitive development. Consequently, this MiniLM-driven "Atmospheric Physics" course demonstrates a specific avenue for "AI for education".

Large Language Models (LLMs) have started to demonstrate the ability to persuade humans, yet our understanding of how this dynamic transpires is limited. Recent work has used linear probes, lightweight tools for analyzing model representations, to study various LLM skills such as the ability to model user sentiment and political perspective. Motivated by this, we apply probes to study persuasion dynamics in natural, multi-turn conversations. We leverage insights from cognitive science to train probes on distinct aspects of persuasion: persuasion success, persuadee personality, and persuasion strategy. Despite their simplicity, we show that they capture various aspects of persuasion at both the sample and dataset levels. For instance, probes can identify the point in a conversation where the persuadee was persuaded or where persuasive success generally occurs across the entire dataset. We also show that in addition to being faster than expensive prompting-based approaches, probes can do just as well and even outperform prompting in some settings, such as when uncovering persuasion strategy. This suggests probes as a plausible avenue for studying other complex behaviours such as deception and manipulation, especially in multi-turn settings and large-scale dataset analysis where prompting-based methods would be computationally inefficient.

Student performance prediction is one of the most important subjects in educational data mining. As a modern technology, machine learning offers powerful capabilities in feature extraction and data modeling, providing essential support for diverse application scenarios, as evidenced by recent studies confirming its effectiveness in educational data mining. However, despite extensive prediction experiments, machine learning methods have not been effectively integrated into practical teaching strategies, hindering their application in modern education. In addition, massive features as input variables for machine learning algorithms often leads to information redundancy, which can negatively impact prediction accuracy. Therefore, how to effectively use machine learning methods to predict student performance and integrate the prediction results with actual teaching scenarios is a worthy research subject. To this end, this study integrates the results of machine learning-based student performance prediction with tiered instruction, aiming to enhance student outcomes in target course, which is significant for the application of educational data mining in contemporary teaching scenarios. Specifically, we collect original educational data and perform feature selection to reduce information redundancy. Then, the performance of five representative machine learning methods is analyzed and discussed with Random Forest showing the best performance. Furthermore, based on the results of the classification of students, tiered instruction is applied accordingly, and different teaching objectives and contents are set for all levels of students. The comparison of teaching outcomes between the control and experimental classes, along with the analysis of questionnaire results, demonstrates the effectiveness of the proposed framework.

In modern physical education, data-driven evaluation methods have gradually attracted attention, especially the quantitative prediction of students' sports performance through machine learning model. The purpose of this study is to use a variety of machine learning models to regress and predict students' comprehensive scores in baseball training, so as to evaluate the effectiveness of the current baseball teaching methods and put forward targeted training optimization suggestions. We set up a model and evaluate the performance of students by collecting many characteristics, such as hitting times, running times and batting. The experimental results show that K-Neighbors Regressor and Gradient Boosting Regressor are excellent in comprehensive prediction accuracy and stability, and the R score and error index are significantly better than other models. In addition, through the analysis of feature importance, it is found that cumulative hits and cumulative runs are the key factors affecting students' comprehensive scores. Based on the results of this study, this paper puts forward some suggestions on optimizing training strategies to help students get better performance in baseball training. The results show that the data-driven teaching evaluation method can effectively support physical education and promote personalized and refined teaching plan design.

Thereafter, we analyzed the dataset post-hoc from a pedagogical As Large Language Models (LLMs) such as viewpoint and developed a categorization GPT (Achiam et al., 2023) revolutionize the field of dialogue acts, which comprises 34 tutor acts and of natural language generation, both researchers 9 student acts. Finally, we annotated the data using and practitioners have put an increasing amount the defined dialogue act categories. of effort into developing Conversational Intelligent As for the development of CITS, we employ Tutoring Systems (CITS) that leverage the the framework (Macina et al., 2023b; Wang et al., generative capabilities of LLM's (Tack and Piech, 2023a) whereby the LLM first chooses the suitable 2022; Abdelghani et al., 2022; Park et al., 2024; tutor act, then generates the corresponding Lee et al., 2023). Specifically, LLMs have the potential utterance. We believe this approach enables the to teach English as a Second/Foreign Language model to generate a more focused response that (ESL/EFL), for they may serve as readilyavailable does not deviate from the chosen tutor intent. We tutors that can emulate native-speaking consider two implementations of such CITS, one contexts (Park et al., 2024; Lee et al., 2023).

When a teacher provides examples for a student to study, these examples must be informative, enabling a student to progress from their current state toward a target concept or skill. Good teachers must therefore simultaneously infer what students already know and adapt their teaching to students' changing state of knowledge. There is increasing interest in using computational models, particularly large language models, as pedagogical tools. As students, language models in particular have shown a remarkable ability to adapt to new tasks given small numbers of examples. But how effectively can these models adapt as teachers to students of different types? To study this question, we introduce a suite of models and evaluation methods we call AdapT. AdapT has two components: (1) a collection of simulated Bayesian student models that can be used for evaluation of automated teaching methods; (2) a platform for evaluation with human students, to characterize the real-world effectiveness of these methods. We additionally introduce (3) AToM, a new probabilistic model for adaptive teaching that jointly infers students' past beliefs and optimizes for the correctness of future beliefs. In evaluations of simulated students across three learning domains (fraction arithmetic, English morphology, function learning), AToM systematically outperforms LLM-based and standard Bayesian teaching models. In human experiments, both AToM and LLMs outperform non-adaptive random example selection. Our results highlight both the difficulty of the adaptive teaching task and the potential of learned adaptive models for solving it.

In this study, seated walk, a movement of walking while sitting on a chair with casters, is realized on a musculoskeletal humanoid from human teaching. The body is balanced by using buttock-contact sensors implemented on the planar interskeletal structure of the human mimetic musculoskeletal robot. Also, we develop a constrained teaching method in which one-dimensional control command, its transition, and a transition condition are described for each state in advance, and a threshold value for each transition condition such as joint angles and foot contact sensor values is determined based on human teaching. Complex behaviors can be easily generated from simple inputs. In the musculoskeletal humanoid MusashiOLegs, forward, backward, and rotational movements of seated walk are realized.

This study employs the Causal Machine Learning (CausalML) statistical method to analyze the influence of electricity pricing policies on carbon dioxide (CO2) levels in the household sector. Investigating the causality between potential outcomes and treatment effects, where changes in pricing policies are the treatment, our analysis challenges the conventional wisdom surrounding incentive-based electricity pricing. The study's findings suggest that adopting such policies may inadvertently increase CO2 intensity. Additionally, we integrate a machine learning-based meta-algorithm, reflecting a contemporary statistical approach, to enhance the depth of our causal analysis. The study conducts a comparative analysis of learners X, T, S, and R to ascertain the optimal methods based on the defined question's specified goals and contextual nuances. This research contributes valuable insights to the ongoing dialogue on sustainable development practices, emphasizing the importance of considering unintended consequences in policy formulation.

This paper presents a work-in-progress on a learn-ing system that will provide robotics students with a personalized learning environment. This addresses both the scarcity of skilled robotics instructors, particularly in community colleges and the expensive demand for training equipment. The study of robotics at the college level represents a wide range of interests, experiences, and aims. This project works to provide students the flexibility to adapt their learning to their own goals and prior experience. We are developing a system to enable robotics instruction through a web-based interface that is compatible with less expensive hardware. Therefore, the free distribution of teaching materials will empower educators. This project has the potential to increase the number of robotics courses offered at both two- and four-year schools and universities. The course materials are being designed with small units and a hierarchical dependency tree in mind; students will be able to customize their course of study based on the robotics skills they have already mastered. We present an evaluation of a five module mini-course in robotics. Students indicated that they had a positive experience with the online content. They also scored the experience highly on relatedness, mastery, and autonomy perspectives, demonstrating strong motivation potential for this approach.

Incorporating Artificial Intelligence (AI) into education has been met with enthusiasm and scepticism in almost equal measure. One of the main reasons for confidence towards AI in education is its potential to provide tailored learning experiences. By tracking a student's progress and understanding of the material, AI can adjust its teaching methods and resources to meet the student's specific needs, which can improve their knowledge. However, scepticism arises from the limitations of AI in understanding emotions and providing empathy, as well as the fear that it could replace human teachers and lead to job loss. AI has the potential to enhance the teaching-learning process greatly.