We present a novel vision Transformer, named TUTOR, which is able to learn tubelet tokens, served as highly-abstracted spatial-temporal representations, for video-based human-object interaction (V-HOI) detection. The tubelet tokens structurize videos by agglomerating and linking semantically-related patch tokens along spatial and temporal domains, which enjoy two benefits: 1) Compactness: each token is learned by a selective attention mechanism to reduce redundant dependencies from others; 2) Expressiveness: each token is enabled to align with a semantic instance, i.e., an object or a human, thanks to agglomeration and linking. The effectiveness and efficiency of TUTOR are verified by extensive experiments. Results show our method outperforms existing works by large margins, with a relative mAP gain of $16.14\%$ on VidHOI and a 2 points gain on CAD-120 as well as a $4 \times$ speedup.

The significant gap between rising demands for clinical training and the scarcity of expert instruction poses a major challenge to medical education. With powerful capabilities in personalized guidance, Large Language Models (LLMs) offer a promising solution to bridge this gap. However, current research focuses mainly on one-on-one knowledge instruction, overlooking collaborative reasoning, a key skill for students developed in teamwork like ward rounds. To this end, we develop ClinEdu, a multi-agent pedagogical simulator with personality-driven patients and diverse student cohorts, enabling controlled testing of complex pedagogical processes and scalable generation of teaching data. Based on ClinEdu, we construct ClinTeach, a large Socratic teaching dialogue dataset that captures the complexities of group instruction. We then train MedTutor-R1, the first multimodal Socratic tutor designed for one-to-many instruction in clinical medical education. MedTutor-R1 is first instruction-tuned on our ClinTeach dataset and then optimized with reinforcement learning, using rewards derived from a three-axis rubric, covering structural fidelity, analytical quality, and clinical safety, to refine its adaptive Socratic strategies. For authentic in-situ assessment, we use simulation-based interactive evaluation that redeploys the tutor back into ClinEdu. Experimental results demonstrate that our MedTutor-R1 outperforms the base model by over 20% in average pedagogical score and is comparable to o3, while also exhibiting high adaptability in handling a varying number of students. This promising performance underscores the effectiveness of our pedagogical simulator, ClinEdu.

We present AITutor-EvalKit, an application that uses language technology to evaluate the pedagogical quality of AI tutors, provides software for demonstration and evaluation, as well as model inspection and data visualization. This tool is aimed at education stakeholders as well as *ACL community at large, as it supports learning and can also be used to collect user feedback and annotations.

Intelligent tutoring systems have demonstrated effectiveness in teaching formal propositional logic proofs, but their reliance on template-based explanations limits their ability to provide personalized student feedback. While large language models (LLMs) offer promising capabilities for dynamic feedback generation, they risk producing hallucinations or pedagogically unsound explanations. We evaluated the stepwise accuracy of LLMs in constructing multi-step symbolic logic proofs, comparing six prompting techniques across four state-of-the-art LLMs on 358 propositional logic problems. Results show that DeepSeek-V3 achieved superior performance up to 86.7% accuracy on stepwise proof construction and excelled particularly in simpler rules. We further used the best-performing LLM to generate explanatory hints for 1,050 unique student problem-solving states from a logic ITS and evaluated them on 4 criteria with both an LLM grader and human expert ratings on a 20% sample. Our analysis finds that LLM-generated hints were 75% accurate and rated highly by human evaluators on consistency and clarity, but did not perform as well explaining why the hint was provided or its larger context. Our results demonstrate that LLMs may be used to augment tutoring systems with logic tutoring hints, but require additional modifications to ensure accuracy and pedagogical appropriateness.

IMACT-CXR is an interactive multi-agent conversational tutor that helps trainees interpret chest X-rays by unifying spatial annotation, gaze analysis, knowledge retrieval, and image-grounded reasoning in a single AutoGen-based workflow. The tutor simultaneously ingests learner bounding boxes, gaze samples, and free-text observations. Specialized agents evaluate localization quality, generate Socratic coaching, retrieve PubMed evidence, suggest similar cases from REFLACX, and trigger NV-Reason-CXR-3B for vision-language reasoning when mastery remains low or the learner explicitly asks. Bayesian Knowledge Tracing (BKT) maintains skill-specific mastery estimates that drive both knowledge reinforcement and case similarity retrieval. A lung-lobe segmentation module derived from a TensorFlow U-Net enables anatomically aware gaze feedback, and safety prompts prevent premature disclosure of ground-truth labels. We describe the system architecture, implementation highlights, and integration with the REFLACX dataset for real DICOM cases. IMACT-CXR demonstrates responsive tutoring flows with bounded latency, precise control over answer leakage, and extensibility toward live residency deployment. Preliminary evaluation shows improved localization and diagnostic reasoning compared to baselines.

HOIs from videos, a more challenging problem built on spatiotemporal semantic representations.

Dialogue plays a crucial role in educational settings, yet existing evaluation methods for educational applications of large language models (LLMs) primarily focus on technical performance or learning outcomes, often neglecting attention to learner - LLM int eractions. To narrow this gap, this AIED Doctoral Consortium paper presents an ongoing study employing a dialogue analysis approach to identify effective pedagogical strategies from learner - LLM dialogues. The proposed approach involves dialogue d ata collection, dialogue act (DA) annotation, DA pattern mining, and predictive model building. Early insights are outlined as an initial step toward future research. The work underscores the need to evaluate LLM - based educational applications by focusing on dialogue dynamics and pedagogical strategies.

As the global reach of online higher education continues to grow, universities are increasingly accommodating students from diverse cultural backgrounds (Tereshko et al., 2024). This can present a number of challenges including linguistic barriers (Ullah et al., 2021), cultural differences in learning style (Omidvar & Tan, 2012), cultural sensitivity in course design (Nguyen, 2022) and perceived isolation when students feel their perspectives or experiences are not reflected or valued in the learning environment (Hansen-Brown et al., 2022). Ensuring active engagement and reasonable learning outcomes in such a environments requires distance educational systems that are not only adaptive but also culturally resonant (Dalle et al., 2024). Both embodied and virtual AI-Agents have great potential in this regard as they can facilitate personalized learning and adapt their interactions and content delivery to align with students' cultural context. In addition, Generative AI (GAI), such as, Large Language Models (LLMs) can amplify the potential for these culturally aware AI agents to address educational challenges due to their advanced capacity for understanding and generating contextually relevant content (Wang et al., 2024). This chapter reviews existing research and suggests the usage of culturally aware AI-Agents, powered by GAI, to foster engagement and improve learning outcomes in culturally diverse online higher education environments.

Large language models (LLMs) can transform education, but their optimization for direct question-answering often undermines effective pedagogy which requires strategically withholding answers. To mitigate this, we propose an online reinforcement learning (RL)-based alignment framework that can quickly adapt LLMs into effective tutors using simulated student-tutor interactions by emphasizing pedagogical quality and guided problem-solving over simply giving away answers. We use our method to train a 7B parameter tutor model without human annotations which reaches similar performance to larger proprietary models like LearnLM. We introduce a controllable reward weighting to balance pedagogical support and student solving accuracy, allowing us to trace the Pareto frontier between these two objectives. Our models better preserve reasoning capabilities than single-turn SFT baselines and can optionally enhance interpretability through thinking tags that expose the model's instructional planning.

Large language models (LLMs) are increasingly used in interactive applications, and human evaluation remains the gold standard for assessing their performance in multi-turn conversations. Since human studies are costly, time-consuming, and hard to reproduce, recent work explores using LLMs to simulate users for automatic assistant evaluation. However, there is no benchmark or systematic study to evaluate whether these simulated users are reliable stand-ins for real users. To address this, we introduce SimulatorArena, a benchmark of 909 annotated human-LLM conversations on two interactive tasks -- math tutoring and document creation. SimulatorArena evaluates simulators based on how closely their messages match human behavior and how well their assistant ratings align with human judgments. Experiments on various simulator methods show that simulators conditioned on user profiles, capturing traits like background and message styles, align closely with human judgments. They reach Spearman's $ρ$ of 0.7 on both tasks, providing a practical, scalable alternative to human evaluation. Using the best simulator for each task, we benchmark 18 assistants, including the latest LLMs such as GPT-5, Claude 4.1 Opus, and Gemini 2.5 Pro.