Daily Papers

Few-step diffusion or flow-based generative models typically distill a velocity-predicting teacher into a student that predicts a shortcut towards denoised data. This format mismatch has led to complex distillation procedures that often suffer from a quality-diversity trade-off. To address this, we propose policy-based flow models (pi-Flow). pi-Flow modifies the output layer of a student flow model to predict a network-free policy at one timestep. The policy then produces dynamic flow velocities at future substeps with negligible overhead, enabling fast and accurate ODE integration on these substeps without extra network evaluations. To match the policy's ODE trajectory to the teacher's, we introduce a novel imitation distillation approach, which matches the policy's velocity to the teacher's along the policy's trajectory using a standard ell_2 flow matching loss. By simply mimicking the teacher's behavior, pi-Flow enables stable and scalable training and avoids the quality-diversity trade-off. On ImageNet 256^2, it attains a 1-NFE FID of 2.85, outperforming MeanFlow of the same DiT architecture. On FLUX.1-12B and Qwen-Image-20B at 4 NFEs, pi-Flow achieves substantially better diversity than state-of-the-art few-step methods, while maintaining teacher-level quality.

While on-policy distillation (OPD) effectively addresses sparse rewards and exposure bias in large language model post-training, its extension to flow models remains underexplored. To this end, we propose Flow Continuous Trajectory Supervision (FlowCTS), which matches subsequent student and reference trajectories initialized from the same student-visited state. Using the integral relation between trajectories and velocity fields, we derive a temporally weighted velocity-matching upper bound and discretize it into practical objectives parameterized by the number of supervision steps. Under a multi-reference setup, single-state FlowCTS-OPD outperforms vanilla KL-based OPD with faster convergence. FlowCTS-OPD improves GenEval from 0.90 to 0.93, OCR from 0.90 to 0.92, and PickScore from 22.75 to 23.06, while outperforming a mixed-reward RL baseline across all target metrics. Further analysis reveals a clear temporal supervision mismatch in vanilla KL-based OPD arising from its auxiliary SDE transition kernels. Beyond on-policy setting,FlowCTS also consistently outperforms vanilla SFT , particularly on OCR, while increasing supervision steps exhibit a trade-off between richer trajectory information and greater optimization difficulty.

In this paper, we address the problem of human trajectory forecasting, which aims to predict the inherently multi-modal future movements of humans based on their past trajectories and other contextual cues. We propose a novel motion prediction conditional flow matching model, termed MoFlow, to predict K-shot future trajectories for all agents in a given scene. We design a novel flow matching loss function that not only ensures at least one of the K sets of future trajectories is accurate but also encourages all K sets of future trajectories to be diverse and plausible. Furthermore, by leveraging the implicit maximum likelihood estimation (IMLE), we propose a novel distillation method for flow models that only requires samples from the teacher model. Extensive experiments on the real-world datasets, including SportVU NBA games, ETH-UCY, and SDD, demonstrate that both our teacher flow model and the IMLE-distilled student model achieve state-of-the-art performance. These models can generate diverse trajectories that are physically and socially plausible. Moreover, our one-step student model is 100 times faster than the teacher flow model during sampling. The code, model, and data are available at our project page: https://moflow-imle.github.io

Existing Flow Matching (FM) text-to-image models suffer from two critical bottlenecks under multi-task alignment: the reward sparsity induced by scalar-valued rewards, and the gradient interference arising from jointly optimizing heterogeneous objectives, which together give rise to a 'seesaw effect' of competing metrics and pervasive reward hacking. Inspired by the success of On-Policy Distillation (OPD) in the large language model community, we propose Flow-OPD, the first unified post-training framework that integrates on-policy distillation into Flow Matching models. Flow-OPD adopts a two-stage alignment strategy: it first cultivates domain-specialized teacher models via single-reward GRPO fine-tuning, allowing each expert to reach its performance ceiling in isolation; it then establishes a robust initial policy through a Flow-based Cold-Start scheme and seamlessly consolidates heterogeneous expertise into a single student via a three-step orchestration of on-policy sampling, task-routing labeling, and dense trajectory-level supervision. We further introduce Manifold Anchor Regularization (MAR), which leverages a task-agnostic teacher to provide full-data supervision that anchors generation to a high-quality manifold, effectively mitigating the aesthetic degradation commonly observed in purely RL-driven alignment. Built upon Stable Diffusion 3.5 Medium, Flow-OPD raises the GenEval score from 63 to 92 and the OCR accuracy from 59 to 94, yielding an overall improvement of roughly 10 points over vanilla GRPO, while preserving image fidelity and human-preference alignment and exhibiting an emergent 'teacher-surpassing' effect. These results establish Flow-OPD as a scalable alignment paradigm for building generalist text-to-image models.

Large video diffusion and flow models have achieved remarkable success in high-quality video generation, but their use in real-time interactive applications remains limited due to their inefficient multi-step sampling process. In this work, we present Transition Matching Distillation (TMD), a novel framework for distilling video diffusion models into efficient few-step generators. The central idea of TMD is to match the multi-step denoising trajectory of a diffusion model with a few-step probability transition process, where each transition is modeled as a lightweight conditional flow. To enable efficient distillation, we decompose the original diffusion backbone into two components: (1) a main backbone, comprising the majority of early layers, that extracts semantic representations at each outer transition step; and (2) a flow head, consisting of the last few layers, that leverages these representations to perform multiple inner flow updates. Given a pretrained video diffusion model, we first introduce a flow head to the model, and adapt it into a conditional flow map. We then apply distribution matching distillation to the student model with flow head rollout in each transition step. Extensive experiments on distilling Wan2.1 1.3B and 14B text-to-video models demonstrate that TMD provides a flexible and strong trade-off between generation speed and visual quality. In particular, TMD outperforms existing distilled models under comparable inference costs in terms of visual fidelity and prompt adherence. Project page: https://research.nvidia.com/labs/genair/tmd

Modern image generation demands a single model that unifies diverse capabilities, including text-to-image (T2I), local editing, and global editing. However, these capabilities are rarely naturally aligned and often conflict. For instance, editing tends to degrade T2I performance, while global and local editing interfere with each other. Consequently, effectively composing these capabilities has become a central challenge for image generation model training. To tackle this, we introduce DanceOPD, an on-policy generative field distillation framework for flow-matching models that routes each sample to one capability field, queries one low-noise student-induced state, and trains with a simple velocity MSE objective. With each capability source defined as a velocity field over the shared flow state space, the student learns from fields queried on its own rollout states to compose expert capabilities. This formulation also absorbs operator-defined fields such as classifier-free guidance. Comprehensive experiments on T2I, editing, realism-field absorption, and CFG absorption show that our approach improves multi-capability composition, strengthening target capabilities while preserving anchor generation quality. We believe this work establishes a practical route for generative field distillation in flow-matching models.

We study generative modeling on convex domains using flow matching and mirror maps, and identify two fundamental challenges. First, standard log-barrier mirror maps induce heavy-tailed dual distributions, leading to ill-posed dynamics. Second, coupling with Gaussian priors performs poorly when matching heavy-tailed targets. To address these issues, we propose Mirror Flow Matching based on a regularized mirror map that controls dual tail behavior and guarantees finite moments, together with coupling to a Student-t prior that aligns with heavy-tailed targets and stabilizes training. We provide theoretical guarantees, including spatial Lipschitzness and temporal regularity of the velocity field, Wasserstein convergence rates for flow matching with Student-t priors and primal-space guarantees for constrained generation, under varepsilon-accurate learned velocity fields. Empirically, our method outperforms baselines in synthetic convex-domain simulations and achieves competitive sample quality on real-world constrained generative tasks.

Diffusion models excel in high-quality generation but suffer from slow inference due to iterative sampling. While recent methods have successfully transformed diffusion models into one-step generators, they neglect model size reduction, limiting their applicability in compute-constrained scenarios. This paper aims to develop small, efficient one-step diffusion models based on the powerful rectified flow framework, by exploring joint compression of inference steps and model size. The rectified flow framework trains one-step generative models using two operations, reflow and distillation. Compared with the original framework, squeezing the model size brings two new challenges: (1) the initialization mismatch between large teachers and small students during reflow; (2) the underperformance of naive distillation on small student models. To overcome these issues, we propose Annealing Reflow and Flow-Guided Distillation, which together comprise our SlimFlow framework. With our novel framework, we train a one-step diffusion model with an FID of 5.02 and 15.7M parameters, outperforming the previous state-of-the-art one-step diffusion model (FID=6.47, 19.4M parameters) on CIFAR10. On ImageNet 64times64 and FFHQ 64times64, our method yields small one-step diffusion models that are comparable to larger models, showcasing the effectiveness of our method in creating compact, efficient one-step diffusion models.

Recent advances in diffusion and flow-based generative models have demonstrated remarkable success in image restoration tasks, achieving superior perceptual quality compared to traditional deep learning approaches. However, these methods either require numerous sampling steps to generate high-quality images, resulting in significant computational overhead, or rely on model distillation, which usually imposes a fixed fidelity-realism trade-off and thus lacks flexibility. In this paper, we introduce OFTSR, a novel flow-based framework for one-step image super-resolution that can produce outputs with tunable levels of fidelity and realism. Our approach first trains a conditional flow-based super-resolution model to serve as a teacher model. We then distill this teacher model by applying a specialized constraint. Specifically, we force the predictions from our one-step student model for same input to lie on the same sampling ODE trajectory of the teacher model. This alignment ensures that the student model's single-step predictions from initial states match the teacher's predictions from a closer intermediate state. Through extensive experiments on challenging datasets including FFHQ (256times256), DIV2K, and ImageNet (256times256), we demonstrate that OFTSR achieves state-of-the-art performance for one-step image super-resolution, while having the ability to flexibly tune the fidelity-realism trade-off. Code and pre-trained models are available at https://github.com/yuanzhi-zhu/OFTSR and https://huggingface.co/Yuanzhi/OFTSR, respectively.

Discrete flow matching generates text by iteratively transforming noise tokens into coherent language, but may require hundreds of forward passes. Distillation uses the multi-step trajectory to train a student to reproduce the process in a few steps. When the student underperforms, the usual explanation is insufficient capacity. We argue the opposite: the trajectory is the bottleneck, not the student. Each training trajectory is built through a chain of blind stochastic jumps with no evaluation of sequence quality; a single bad decision at an early midpoint propagates through subsequent steps, yet the student must imitate the result. Trajectory-Shaped Discrete Flow Matching (TS-DFM) replaces these blind jumps with guided navigation: a lightweight energy compass evaluates candidate continuations at each midpoint, selecting the most coherent. All shaping is training-only; inference cost is unchanged. On 170M-parameter language modeling, the shaped student at 8 steps achieves 32% lower perplexity than the 1,024-step teacher while being 128x faster, with gains consistent across source distributions and three evaluators of increasing scale. TS-DFM achieves the best perplexity of any discrete-generation baseline we compare against, including methods trained on 6x more data or using 5x larger models.

Diffusion-based unsupervised image registration has been explored for cardiac cine MR, but expensive multi-step inference limits practical use. We propose FlowReg, a flow-matching framework in displacement field space that achieves strong registration in as few as two steps and supports further refinement with more steps. FlowReg uses warmup-reflow training: a single-step network first acts as a teacher, then a student learns to refine from arbitrary intermediate states, removing the need for a pre-trained model as in existing methods. An Initial Guess strategy feeds back the model prediction as the next starting point, improving refinement from step two onward. On ACDC and MM2 across six tasks (including cross-dataset generalization), FlowReg outperforms the state of the art on five tasks (+0.6% mean Dice score on average), with the largest gain in the left ventricle (+1.09%), and reduces LVEF estimation error on all six tasks (-2.58 percentage points), using only 0.7% extra parameters and no segmentation labels. Code is available at https://github.com/mathpluscode/FlowReg.

Diffusion models have revolutionized text-to-image generation with its exceptional quality and creativity. However, its multi-step sampling process is known to be slow, often requiring tens of inference steps to obtain satisfactory results. Previous attempts to improve its sampling speed and reduce computational costs through distillation have been unsuccessful in achieving a functional one-step model. In this paper, we explore a recent method called Rectified Flow, which, thus far, has only been applied to small datasets. The core of Rectified Flow lies in its reflow procedure, which straightens the trajectories of probability flows, refines the coupling between noises and images, and facilitates the distillation process with student models. We propose a novel text-conditioned pipeline to turn Stable Diffusion (SD) into an ultra-fast one-step model, in which we find reflow plays a critical role in improving the assignment between noise and images. Leveraging our new pipeline, we create, to the best of our knowledge, the first one-step diffusion-based text-to-image generator with SD-level image quality, achieving an FID (Frechet Inception Distance) of 23.3 on MS COCO 2017-5k, surpassing the previous state-of-the-art technique, progressive distillation, by a significant margin (37.2 rightarrow 23.3 in FID). By utilizing an expanded network with 1.7B parameters, we further improve the FID to 22.4. We call our one-step models InstaFlow. On MS COCO 2014-30k, InstaFlow yields an FID of 13.1 in just 0.09 second, the best in leq 0.1 second regime, outperforming the recent StyleGAN-T (13.9 in 0.1 second). Notably, the training of InstaFlow only costs 199 A100 GPU days. Project page:~https://github.com/gnobitab/InstaFlow.

Diffusion-based stylization methods typically denoise from a specific partial noise state for image-to-image and video-to-video tasks. This multi-step diffusion process is computationally expensive and hinders real-world application. A promising solution to speed up the process is to obtain few-step consistency models through trajectory distillation. However, current consistency models only force the initial-step alignment between the probability flow ODE (PF-ODE) trajectories of the student and the imperfect teacher models. This training strategy can not ensure the consistency of whole trajectories. To address this issue, we propose single trajectory distillation (STD) starting from a specific partial noise state. We introduce a trajectory bank to store the teacher model's trajectory states, mitigating the time cost during training. Besides, we use an asymmetric adversarial loss to enhance the style and quality of the generated images. Extensive experiments on image and video stylization demonstrate that our method surpasses existing acceleration models in terms of style similarity and aesthetic evaluations. Our code and results will be available on the project page: https://single-trajectory-distillation.github.io.

Large language models (LLMs) are revolutionizing education, with LLM-based agents playing a key role in simulating student behavior. A major challenge in student simulation is modeling the diverse learning patterns of students at various cognitive levels. However, current LLMs, typically trained as ``helpful assistants'', target at generating perfect responses. As a result, they struggle to simulate students with diverse cognitive abilities, as they often produce overly advanced answers, missing the natural imperfections that characterize student learning and resulting in unrealistic simulations. To address this issue, we propose a training-free framework for student simulation. We begin by constructing a cognitive prototype for each student using a knowledge graph, which captures their understanding of concepts from past learning records. This prototype is then mapped to new tasks to predict student performance. Next, we simulate student solutions based on these predictions and iteratively refine them using a beam search method to better replicate realistic mistakes. To validate our approach, we construct the Student\_100 dataset, consisting of 100 students working on Python programming and 5,000 learning records. Experimental results show that our method consistently outperforms baseline models, achieving 100% improvement in simulation accuracy.

Knowledge tracing---where a machine models the knowledge of a student as they interact with coursework---is a well established problem in computer supported education. Though effectively modeling student knowledge would have high educational impact, the task has many inherent challenges. In this paper we explore the utility of using Recurrent Neural Networks (RNNs) to model student learning. The RNN family of models have important advantages over previous methods in that they do not require the explicit encoding of human domain knowledge, and can capture more complex representations of student knowledge. Using neural networks results in substantial improvements in prediction performance on a range of knowledge tracing datasets. Moreover the learned model can be used for intelligent curriculum design and allows straightforward interpretation and discovery of structure in student tasks. These results suggest a promising new line of research for knowledge tracing and an exemplary application task for RNNs.

Adaptive learning technology solutions often use a learner model to trace learning and make pedagogical decisions. The present research introduces a formalized methodology for specifying learner models, Logistic Knowledge Tracing (LKT), that consolidates many extant learner modeling methods. The strength of LKT is the specification of a symbolic notation system for alternative logistic regression models that is powerful enough to specify many extant models in the literature and many new models. To demonstrate the generality of LKT, we fit 12 models, some variants of well-known models and some newly devised, to 6 learning technology datasets. The results indicated that no single learner model was best in all cases, further justifying a broad approach that considers multiple learner model features and the learning context. The models presented here avoid student-level fixed parameters to increase generalizability. We also introduce features to stand in for these intercepts. We argue that to be maximally applicable, a learner model needs to adapt to student differences, rather than needing to be pre-parameterized with the level of each student's ability.

Today's generative AI systems are tuned to present information by default rather than engage users in service of learning as a human tutor would. To address the wide range of potential education use cases for these systems, we reframe the challenge of injecting pedagogical behavior as one of pedagogical instruction following, where training and evaluation examples include system-level instructions describing the specific pedagogy attributes present or desired in subsequent model turns. This framing avoids committing our models to any particular definition of pedagogy, and instead allows teachers or developers to specify desired model behavior. It also clears a path to improving Gemini models for learning -- by enabling the addition of our pedagogical data to post-training mixtures -- alongside their rapidly expanding set of capabilities. Both represent important changes from our initial tech report. We show how training with pedagogical instruction following produces a LearnLM model (available on Google AI Studio) that is preferred substantially by expert raters across a diverse set of learning scenarios, with average preference strengths of 31\% over GPT-4o, 11\% over Claude 3.5, and 13\% over the Gemini 1.5 Pro model LearnLM was based on.

The current trend to improve language model performance seems to be based on scaling up with the number of parameters (e.g. the state of the art GPT4 model has approximately 1.7 trillion parameters) or the amount of training data fed into the model. However this comes at significant costs in terms of computational resources and energy costs that compromise the sustainability of AI solutions, as well as risk relating to privacy and misuse. In this paper we present the Erasmian Language Model (ELM) a small context specific, 900 million parameter model, pre-trained and fine-tuned by and for Erasmus University Rotterdam. We show how the model performs adequately in a classroom context for essay writing, and how it achieves superior performance in subjects that are part of its context. This has implications for a wide range of institutions and organizations, showing that context specific language models may be a viable alternative for resource constrained, privacy sensitive use cases.

In the age of AI-powered educational (AIED) innovation, evaluating the developmental consequences of novel designs before they are exposed to students has become both essential and challenging. Since such interventions may carry irreversible effects, it is critical to anticipate not only potential benefits but also possible harms. This study proposes a student development agent framework based on large language models (LLMs), designed to simulate how students with diverse characteristics may evolve under different educational settings without administering them to real students. By validating the approach through a case study on a multi-agent learning environment (MAIC), we demonstrate that the agent's predictions align with real student outcomes in non-cognitive developments. The results suggest that LLM-based simulations hold promise for evaluating AIED innovations efficiently and ethically. Future directions include enhancing profile structures, incorporating fine-tuned or small task-specific models, validating effects of empirical findings, interpreting simulated data and optimizing evaluation methods.

Providing high-quality feedback is crucial for student success but is constrained by time, cost, and limited data availability. We introduce Synthetic Educational Feedback Loops (SEFL), a novel framework designed to deliver immediate, on-demand feedback at scale without relying on extensive, real-world student data. In SEFL, two large language models (LLMs) operate in teacher--student roles to simulate assignment completion and formative feedback, generating abundant synthetic pairs of student work and corresponding critiques. We then fine-tune smaller, more computationally efficient LLMs on these synthetic pairs, enabling them to replicate key features of high-quality, goal-oriented feedback. Unlike personalized tutoring approaches that offer multi-turn, individualized instruction, SEFL specifically focuses on replicating the teacher-->student feedback loop for diverse assignments. Through both LLM-as-a-judge and human evaluations, we demonstrate that SEFL-tuned models outperform their non-tuned counterparts in feedback quality, clarity, and timeliness. These findings reveal SEFL's potential to transform feedback processes for higher education and beyond, offering an ethical and scalable alternative to conventional manual feedback cycles.

Online education platforms, leveraging the internet to distribute education resources, seek to provide convenient education but often fall short in real-time communication with students. They often struggle to offer personalized education resources due to the challenge of addressing the diverse obstacles students encounter throughout their learning journey. Recently, the emergence of large language models (LLMs), such as ChatGPT, offers the possibility for resolving this issue by comprehending individual requests. Although LLMs have been successful in various fields, creating an LLM-based education system is still challenging for the wide range of educational skills required. This paper reviews the recently emerged LLM researches related to educational capabilities, including mathematics, writing, programming, reasoning, and knowledge-based question answering, with the aim to explore their potential in constructing the next-generation intelligent education system. Based on the current development status, we further outline two approaches for an LLM-based education system: a unified approach and a mixture-of-expert (MoE) approach. Finally, we explore the challenges and future directions, providing new research opportunities and perspectives on adapting LLMs for education.

Flashcard schedulers are tools that rely on 1) student models to predict the flashcards a student knows; and 2) teaching policies to schedule cards based on these predictions. Existing student models, however, only use flashcard-level features, like the student's past responses, ignoring the semantic ties of flashcards. Deep Knowledge Tracing (DKT) models can capture semantic relations with language models, but are inefficient, lack content-rich datasets for evaluation, and require robust teaching policies. To address these issues, we design KARL, a DKT-inspired student model that uses retrieval and BERT embeddings for efficient and accurate student recall predictions. To test KARL, we collect a new dataset of diverse study history on trivia questions. KARL bests existing student models in AUC and calibration error. Finally, we propose a novel teaching policy that exploits the predictive power of DKT models to deploy KARL online. Based on 27 learners and 32 6-day study trajectories, KARL shows the ability to enhance medium-term educational learning, proving its efficacy for scheduling.

Revision behavior in adaptive writing support systems is an important and relatively new area of research that can improve the design and effectiveness of these tools, and promote students' self-regulated learning (SRL). Understanding how these tools are used is key to improving them to better support learners in their writing and learning processes. In this paper, we present a novel pipeline with insights into the revision behavior of students at scale. We leverage a data set of two groups using an adaptive writing support tool in an educational setting. With our novel pipeline, we show that the tool was effective in promoting revision among the learners. Depending on the writing feedback, we were able to analyze different strategies of learners when revising their texts, we found that users of the exemplary case improved over time and that females tend to be more efficient. Our research contributes a pipeline for measuring SRL behaviors at scale in writing tasks (i.e., engagement or revision behavior) and informs the design of future adaptive writing support systems for education, with the goal of enhancing their effectiveness in supporting student writing. The source code is available at https://github.com/lucamouchel/Understanding-Revision-Behavior.

This study examines the relationship between income inequality, gender, and school completion rates in Malaysia using machine learning techniques. The dataset utilized is from the Malaysia's Public Sector Open Data Portal, covering the period 2016-2022. The analysis employs various machine learning techniques, including K-means clustering, ARIMA modeling, Random Forest regression, and Prophet for time series forecasting. These models are used to identify patterns, trends, and anomalies in the data, and to predict future school completion rates. Key findings reveal significant disparities in school completion rates across states, genders, and income levels. The analysis also identifies clusters of states with similar completion rates, suggesting potential regional factors influencing educational outcomes. Furthermore, time series forecasting models accurately predict future completion rates, highlighting the importance of ongoing monitoring and intervention strategies. The study concludes with recommendations for policymakers and educators to address the observed disparities and improve school completion rates in Malaysia. These recommendations include targeted interventions for specific states and demographic groups, investment in early childhood education, and addressing the impact of income inequality on educational opportunities. The findings of this study contribute to the understanding of the factors influencing school completion in Malaysia and provide valuable insights for policymakers and educators to develop effective strategies to improve educational outcomes.

Large Language Models (LLMs) have shown strong performance on programming tasks, but can they generate student-like code like real students - imperfect, iterative, and stylistically diverse? We present ParaStudent, a systematic study of LLM-based "student-like" code generation in an introductory programming course setting. Using a dataset of timestamped student submissions across multiple semesters, we design low- and high-resolution experiments to model student progress and evaluate code outputs along semantic, functional, and stylistic dimensions. Our results show that fine-tuning significantly improves alignment with real student trajectories and captures error patterns, incremental improvements, and stylistic variations more faithfully. This study shows that modeling realistic student code requires capturing learning dynamics through context-aware generation, temporal modeling, and multi-dimensional evaluation. Code for experiments and evaluation is available at https://github.com/mmiroyan/ParaStudent.

In this paper, we present a novel approach for distilling math word problem solving capabilities from large language models (LLMs) into smaller, more efficient student models. Our approach is designed to consider the student model's weaknesses and foster a tailored learning experience by generating targeted exercises aligned with educational science principles, such as knowledge tracing and personalized learning. Concretely, we let GPT-3 be a math tutor and run two steps iteratively: 1) assessing the student model's current learning status on a GPT-generated exercise book, and 2) improving the student model by training it with tailored exercise samples generated by GPT-3. Experimental results reveal that our approach outperforms LLMs (e.g., GPT-3 and PaLM) in accuracy across three distinct benchmarks while employing significantly fewer parameters. Furthermore, we provide a comprehensive analysis of the various components within our methodology to substantiate their efficacy.

We present an accessible first course on diffusion models and flow matching for machine learning, aimed at a technical audience with no diffusion experience. We try to simplify the mathematical details as much as possible (sometimes heuristically), while retaining enough precision to derive correct algorithms.

Students' mental well-being is vital for academic success, with activities such as studying, socializing, and sleeping playing a role. Current mobile sensing data highlight this intricate link using statistical and machine learning analyses. We propose a novel LLM agent-based simulation framework to model student activities and mental health using the StudentLife Dataset. Each LLM agent was initialized with personality questionnaires and guided by smartphone sensing data throughout the simulated semester. These agents predict individual behaviors, provide self-reported mental health data via ecological momentary assessments (EMAs), and complete follow-up personality questionnaires. To ensure accuracy, we investigated various prompting techniques, memory systems, and activity-based mental state management strategies that dynamically update an agent's mental state based on their daily activities. This simulation goes beyond simply replicating existing data. This allows us to explore new scenarios that are not present in the original dataset, such as peer influence through agent-to-agent interactions and the impact of social media. Furthermore, we can conduct intervention studies by manipulating activity patterns via sensing signals and personality traits using questionnaire responses. This provides valuable insights into the behavioral changes that could enhance student well-being. The framework also facilitates hypothetical interviews with LLM agents, offering deeper insights into their mental health. This study showcases the power of LLM-driven behavioral modeling with sensing data, opening new avenues for understanding and supporting student mental health.

The relationship between professional skills and higher education programs is modeled as a non-directed bipartite network with binary entries representing the links between 28 skills (as captured by the occupational information network, O*NET) and 258 graduate program summaries (as captured by commercial brochures of graduate programs in marketing with accreditation standards of the Association to Advance Collegiate Schools of Business). While descriptive analysis for skills suggests a qualitative lack of alignment between the job demands captured by O*NET, inferential analyses based on exponential random graph model estimates show that skills' popularity and homophily coexist with a systematic yet weak alignment to job demands for marketing managers.

Recent advancements in the collection and analysis of sequential educational data have brought time series analysis to a pivotal position in educational research, highlighting its essential role in facilitating data-driven decision-making. However, there is a lack of comprehensive summaries that consolidate these advancements. To the best of our knowledge, this paper is the first to provide a comprehensive review of time series analysis techniques specifically within the educational context. We begin by exploring the landscape of educational data analytics, categorizing various data sources and types relevant to education. We then review four prominent time series methods-forecasting, classification, clustering, and anomaly detection-illustrating their specific application points in educational settings. Subsequently, we present a range of educational scenarios and applications, focusing on how these methods are employed to address diverse educational tasks, which highlights the practical integration of multiple time series methods to solve complex educational problems. Finally, we conclude with a discussion on future directions, including personalized learning analytics, multimodal data fusion, and the role of large language models (LLMs) in educational time series. The contributions of this paper include a detailed taxonomy of educational data, a synthesis of time series techniques with specific educational applications, and a forward-looking perspective on emerging trends and future research opportunities in educational analysis. The related papers and resources are available and regularly updated at the project page.

Scaling video generation from seconds to minutes faces a critical bottleneck: while short-video data is abundant and high-fidelity, coherent long-form data is scarce and limited to narrow domains. To address this, we propose a training paradigm where Mode Seeking meets Mean Seeking, decoupling local fidelity from long-term coherence based on a unified representation via a Decoupled Diffusion Transformer. Our approach utilizes a global Flow Matching head trained via supervised learning on long videos to capture narrative structure, while simultaneously employing a local Distribution Matching head that aligns sliding windows to a frozen short-video teacher via a mode-seeking reverse-KL divergence. This strategy enables the synthesis of minute-scale videos that learns long-range coherence and motions from limited long videos via supervised flow matching, while inheriting local realism by aligning every sliding-window segment of the student to a frozen short-video teacher, resulting in a few-step fast long video generator. Evaluations show that our method effectively closes the fidelity-horizon gap by jointly improving local sharpness, motion and long-range consistency. Project website: https://primecai.github.io/mmm/.

The widespread availability of large language models (LLMs), such as ChatGPT, has significantly impacted education, raising both opportunities and challenges. Students can frequently interact with LLM-powered, interactive learning tools, but their usage patterns need to be analyzed to ensure ethical usage of these tools. To better understand how students interact with LLMs in an academic setting, we introduce StudyChat, a publicly available dataset capturing real-world student interactions with an LLM-powered tutoring chatbot in a semester-long, university-level artificial intelligence (AI) course. We deploy a web application that replicates ChatGPT's core functionalities, and use it to log student interactions with the LLM while working on programming assignments. We collect 1,197 conversations, which we annotate using a dialogue act labeling schema inspired by observed interaction patterns and prior research. Additionally, we analyze these interactions, highlight behavioral trends, and analyze how specific usage patterns relate to course outcomes. StudyChat provides a rich resource for the learning sciences and AI in education communities, enabling further research into the evolving role of LLMs in education.

Training student models on synthetic data generated by strong teacher models is a promising way to distilling the capabilities of teachers. However, recent studies show that stronger models are not always optimal teachers, revealing a mismatch between teacher outputs and student learnability. To address this issue, we propose PerSyn (Personalized data Synthesis), a novel synthesis strategy that operates under a new ``Route then Generate'' paradigm to create data tailored to each student model, enabling it to learn more effectively. Specifically, PerSyn first assigns each prompt to its optimal teacher via a query-level router that jointly considers student learnability and teacher response quality. Each teacher then synthesizes data only for its assigned prompts, making the process more efficient than the conventional ``Generate then Select'' paradigm, where all teachers must generate parallel responses for the entire prompt set before constructing the final dataset. Extensive experiments across different model families and scales demonstrate that PerSyn consistently achieves superior or comparable performance to all baselines in instruct tuning and math reasoning settings. Further analysis verifies the effectiveness of PerSyn and offers extra insights to propel future research.

Machine learning plays an increasing role in intelligent tutoring systems as both the amount of data available and specialization among students grow. Nowadays, these systems are frequently deployed on mobile applications. Users on such mobile education platforms are dynamic, frequently being added, accessing the application with varying levels of focus, and changing while using the service. The education material itself, on the other hand, is often static and is an exhaustible resource whose use in tasks such as problem recommendation must be optimized. The ability to update user models with respect to educational material in real-time is thus essential; however, existing approaches require time-consuming re-training of user features whenever new data is added. In this paper, we introduce a neural pedagogical agent for real-time user modeling in the task of predicting user response correctness, a central task for mobile education applications. Our model, inspired by work in natural language processing on sequence modeling and machine translation, updates user features in real-time via bidirectional recurrent neural networks with an attention mechanism over embedded question-response pairs. We experiment on the mobile education application SantaTOEIC, which has 559k users, 66M response data points as well as a set of 10k study problems each expert-annotated with topic tags and gathered since 2016. Our model outperforms existing approaches over several metrics in predicting user response correctness, notably out-performing other methods on new users without large question-response histories. Additionally, our attention mechanism and annotated tag set allow us to create an interpretable education platform, with a smart review system that addresses the aforementioned issue of varied user attention and problem exhaustion.

While the rapid adoption of multimodal generative models offers immense potential, it has also increased the risks of harmful content synthesis, deepfakes, and copyright infringements. To address these challenges, concept erasure has emerged as a prospective safeguard. However, as the field gradually transitions from U-Net-based diffusion models to Rectified Flow Transformers, erasure research has struggled to keep pace. In this work, we introduce GEM, a simple but highly effective erasure framework for Rectified Flow models. As part of our contribution, we establish a principled bridge between trajectory-based unlearning grounded in Generative Flow Networks and classic teacher-guided erasure: we translate trajectory-based signals into a teacher-guided flow-matching setup that unifies the strengths of both paradigms. Concretely, a teacher provides complementary attraction and repulsion signals that we combine into a single geometric guidance objective, yielding targeted suppression of unwanted concepts while preserving benign generation.

Multimodal Large Language Models (MLLMs) hold significant promise for revolutionizing traditional education and reducing teachers' workload. However, accurately interpreting unconstrained STEM student handwritten solutions with intertwined mathematical formulas, diagrams, and textual reasoning poses a significant challenge due to the lack of authentic and domain-specific benchmarks. Additionally, current evaluation paradigms predominantly rely on the outcomes of downstream tasks (e.g., auto-grading), which often probe only a subset of the recognized content, thereby failing to capture the MLLMs' understanding of complex handwritten logic as a whole. To bridge this gap, we release EDU-CIRCUIT-HW, a dataset consisting of 1,300+ authentic student handwritten solutions from a university-level STEM course. Utilizing the expert-verified verbatim transcriptions and grading reports of student solutions, we simultaneously evaluate various MLLMs' upstream recognition fidelity and downstream auto-grading performance. Our evaluation uncovers an astonishing scale of latent failures within MLLM-recognized student handwritten content, highlighting the models' insufficient reliability for auto-grading and other understanding-oriented applications in high-stakes educational settings. As a potential solution, we present a case study demonstrating that leveraging identified error patterns to preemptively detect and correct recognition errors, while requiring only minimal human intervention (e.g., routing 3.3% of assignments to human graders and the remainder to the GPT-5.1 grader), can effectively enhance the robustness of the deployed AI-enabled grading system. Code and dataset are available in this GitHub repo: https://gt-learning-innovation.github.io/CIRCUIT_EDU_HW_ACL.

Student Personas (SPs) are emerging as infrastructure for educational LLMs, yet prior work often relies on ad-hoc prompting or hand-crafted profiles with limited control over educational theory and population distributions. We formalize this as Theory-Aligned and Distribution-Controllable Persona Generation (TAD-PG) and introduce HACHIMI, a multi-agent Propose-Validate-Revise framework that generates theory-aligned, quota-controlled personas. HACHIMI factorizes each persona into a theory-anchored educational schema, enforces developmental and psychological constraints via a neuro-symbolic validator, and combines stratified sampling with semantic deduplication to reduce mode collapse. The resulting HACHIMI-1M corpus comprises 1 million personas for Grades 1-12. Intrinsic evaluation shows near-perfect schema validity, accurate quotas, and substantial diversity, while external evaluation instantiates personas as student agents answering CEPS and PISA 2022 surveys; across 16 cohorts, math and curiosity/growth constructs align strongly between humans and agents, whereas classroom-climate and well-being constructs are only moderately aligned, revealing a fidelity gradient. All personas are generated with Qwen2.5-72B, and HACHIMI provides a standardized synthetic student population for group-level benchmarking and social-science simulations. Resources available at https://github.com/ZeroLoss-Lab/HACHIMI

Numerous biological and physical processes can be modeled as systems of interacting entities evolving continuously over time, e.g. the dynamics of communicating cells or physical particles. Learning the dynamics of such systems is essential for predicting the temporal evolution of populations across novel samples and unseen environments. Flow-based models allow for learning these dynamics at the population level - they model the evolution of the entire distribution of samples. However, current flow-based models are limited to a single initial population and a set of predefined conditions which describe different dynamics. We argue that multiple processes in natural sciences have to be represented as vector fields on the Wasserstein manifold of probability densities. That is, the change of the population at any moment in time depends on the population itself due to the interactions between samples. In particular, this is crucial for personalized medicine where the development of diseases and their respective treatment response depends on the microenvironment of cells specific to each patient. We propose Meta Flow Matching (MFM), a practical approach to integrating along these vector fields on the Wasserstein manifold by amortizing the flow model over the initial populations. Namely, we embed the population of samples using a Graph Neural Network (GNN) and use these embeddings to train a Flow Matching model. This gives MFM the ability to generalize over the initial distributions unlike previously proposed methods. We demonstrate the ability of MFM to improve prediction of individual treatment responses on a large scale multi-patient single-cell drug screen dataset.

With the overwhelming amount of data available both on and offline today, recommender systems have become much needed to help users find items tailored to their interests. When social network information exists there are methods that utilize this information to make better recommendations, however the methods are often clunky with complex architectures and training procedures. Furthermore many of the existing methods utilize graph neural networks which are notoriously difficult to train. To address this, we propose Socially-aware Temporally caUsal Decoder recommender sYstems (STUDY). STUDY does joint inference over groups of users who are adjacent in the social network graph using a single forward pass of a modified transformer decoder network. We test our method in a school-based educational content setting, using classroom structure to define social networks. Our method outperforms both social and sequential methods while maintaining the design simplicity of a single homogeneous network that models all interactions in the data. We also carry out ablation studies to understand the drivers of our performance gains and find that our model depends on leveraging a social network structure that effectively models the similarities in user behavior.

A significant body of recent research in the field of Learning Analytics has focused on leveraging machine learning approaches for predicting at-risk students in order to initiate timely interventions and thereby elevate retention and completion rates. The overarching feature of the majority of these research studies has been on the science of prediction only. The component of predictive analytics concerned with interpreting the internals of the models and explaining their predictions for individual cases to stakeholders has largely been neglected. Additionally, works that attempt to employ data-driven prescriptive analytics to automatically generate evidence-based remedial advice for at-risk learners are in their infancy. eXplainable AI is a field that has recently emerged providing cutting-edge tools which support transparent predictive analytics and techniques for generating tailored advice for at-risk students. This study proposes a novel framework that unifies both transparent machine learning as well as techniques for enabling prescriptive analytics, while integrating the latest advances in large language models. This work practically demonstrates the proposed framework using predictive models for identifying at-risk learners of programme non-completion. The study then further demonstrates how predictive modelling can be augmented with prescriptive analytics on two case studies in order to generate human-readable prescriptive feedback for those who are at risk using ChatGPT.

User simulation is important for developing and evaluating human-centered AI, yet current student simulation in educational applications has significant limitations. Existing approaches focus on single learning experiences and do not account for students' gradual knowledge construction and evolving skill sets. Moreover, large language models are optimized to produce direct and accurate responses, making it challenging to represent the incomplete understanding and developmental constraints that characterize real learners. In this paper, we introduce a novel framework for memory-based student simulation that incorporates developmental trajectories through a hierarchical memory mechanism with structured knowledge representation. The framework also integrates metacognitive processes and personality traits to enrich the individual learner profiling, through dynamical consolidation of both cognitive development and personal learning characteristics. In practice, we implement a curriculum-aligned simulator grounded on the Next Generation Science Standards. Experimental results show that our approach can effectively reflect the gradual nature of knowledge development and the characteristic difficulties students face, providing a more accurate representation of learning processes.

Audio and music generation based on flexible multimodal control signals is a widely applicable topic, with the following key challenges: 1) a unified multimodal modeling framework, 2) large-scale, high-quality training data, and 3) the prohibitive inference cost of multi-step diffusion sampling. As such, we propose AudioX-Turbo, a unified and efficient framework for anything-to-audio generation that integrates varied multimodal conditions (i.e., text, video, and audio signals) in this work. AudioX-Turbo follows a teacher-student paradigm. The teacher AudioX-Base is built on a Multimodal Diffusion Transformer with a Multimodal Adaptive Fusion module that aligns diverse multimodal inputs for high-fidelity synthesis, and is then distilled into the few-step student AudioX-Turbo via Distribution Matching Distillation adapted to flow matching, complemented by a diffusion-based discriminator for high-quality few-step generation. To support the training of AudioX-Turbo, we construct a large-scale, high-quality dataset, IF-caps-Pro, comprising approximately 9.2M samples curated through a two-stage data collection and annotation pipeline. We benchmark AudioX-Turbo across a wide range of tasks, finding that our model achieves superior performance, especially on text-to-audio and text-to-music generation, while operating at only 4 sampling steps and requiring approximately 25x fewer function evaluations (NFE) than multi-step baselines. These results demonstrate that our method is capable of audio generation under flexible multimodal control, showing efficient and powerful instruction-following capabilities. The code and datasets will be available at https://zeyuet.github.io/AudioX-Turbo/.

We propose a principled and effective framework for one-step generative modeling. We introduce the notion of average velocity to characterize flow fields, in contrast to instantaneous velocity modeled by Flow Matching methods. A well-defined identity between average and instantaneous velocities is derived and used to guide neural network training. Our method, termed the MeanFlow model, is self-contained and requires no pre-training, distillation, or curriculum learning. MeanFlow demonstrates strong empirical performance: it achieves an FID of 3.43 with a single function evaluation (1-NFE) on ImageNet 256x256 trained from scratch, significantly outperforming previous state-of-the-art one-step diffusion/flow models. Our study substantially narrows the gap between one-step diffusion/flow models and their multi-step predecessors, and we hope it will motivate future research to revisit the foundations of these powerful models.

Can Large Language Models understand how students learn? As LLMs are deployed for adaptive testing and personalized tutoring, this question becomes urgent -- yet we cannot answer it with existing resources. Current educational datasets provide only question identifiers and binary correctness labels, rendering them opaque to LLMs that reason in natural language. We address this gap with FoundationalASSIST, the first English educational dataset providing the complete information needed for research on LLMs in education: full question text, actual student responses (not just right/wrong), records of which wrong answers students chose, and alignment to Common Core K-12 standards. These 1.7 million interactions from 5,000 students enable research directions that were previously impossible to pursue, from fine-tuning student models to analyzing misconception patterns. To demonstrate the dataset's utility, we evaluate four frontier models (GPT-OSS-120B, Llama-3.3-70B, Qwen3-Next-80B variants) on two complementary task families: Knowledge Tracing, testing whether LLMs can predict student performance on questions, and the exact answer a student will give; and Pedagogical Grounding, testing whether LLMs understand the properties that make assessment items effective. Our evaluation reveals significant gaps in current LLM capabilities. Every model barely achieves a trivial baseline on knowledge tracing. All models fall below random chance on item discrimination, indicating that LLMs do not understand what makes one problem more diagnostic than another. Models do show competence at judging relative difficulty (up to 68.6%), but this partial success only highlights the gaps elsewhere. These results establish that substantial advances are needed before LLMs can reliably support personalized learning at scale. We release FoundationalASSIST to support progress on these foundational challenges.

The growing popularity of data mining catalyses the researchers to explore various exciting aspects of education. Early prediction of student performance is an emerging area among them. The researchers have used various predictors in performance modelling studies. Although prior cognition can affect student performance, establishing their relationship is still an open research challenge. Quantifying the knowledge from readily available data is the major challenge here. We have proposed a semantic approach for this purpose. Association mining on nearly 0.35 million observations establishes that prior cognition impacts the student performance. The proposed approach of measuring domain knowledge can help the early performance modelling studies to use it as a predictor.

State-of-the-art flow models achieve remarkable quality but require slow, iterative sampling. To accelerate this, flow maps can be distilled from pre-trained teachers, a procedure that conventionally requires sampling from an external dataset. We argue that this data-dependency introduces a fundamental risk of Teacher-Data Mismatch, as a static dataset may provide an incomplete or even misaligned representation of the teacher's full generative capabilities. This leads us to question whether this reliance on data is truly necessary for successful flow map distillation. In this work, we explore a data-free alternative that samples only from the prior distribution, a distribution the teacher is guaranteed to follow by construction, thereby circumventing the mismatch risk entirely. To demonstrate the practical viability of this philosophy, we introduce a principled framework that learns to predict the teacher's sampling path while actively correcting for its own compounding errors to ensure high fidelity. Our approach surpasses all data-based counterparts and establishes a new state-of-the-art by a significant margin. Specifically, distilling from SiT-XL/2+REPA, our method reaches an impressive FID of 1.45 on ImageNet 256x256, and 1.49 on ImageNet 512x512, both with only 1 sampling step. We hope our work establishes a more robust paradigm for accelerating generative models and motivates the broader adoption of flow map distillation without data.

Various visual foundation models have distinct strengths and weaknesses, both of which can be improved through heterogeneous multi-teacher knowledge distillation without labels, termed "agglomerative models." We build upon this body of work by studying the effect of the teachers' activation statistics, particularly the impact of the loss function on the resulting student model quality. We explore a standard toolkit of statistical normalization techniques to better align the different distributions and assess their effects. Further, we examine the impact on downstream teacher-matching metrics, which motivates the use of Hadamard matrices. With these matrices, we demonstrate useful properties, showing how they can be used for isotropic standardization, where each dimension of a multivariate distribution is standardized using the same scale. We call this technique "PHI Standardization" (PHI-S) and empirically demonstrate that it produces the best student model across the suite of methods studied.

Flow-based generative models achieve state-of-the-art sample quality, but require the expensive solution of a differential equation at inference time. Flow map models, commonly known as consistency models, encompass many recent efforts to improve inference-time efficiency by learning the solution operator of this differential equation. Yet despite their promise, these models lack a unified description that clearly explains how to learn them efficiently in practice. Here, building on the methodology proposed in Boffi et. al. (2024), we present a systematic algorithmic framework for directly learning the flow map associated with a flow or diffusion model. By exploiting a relationship between the velocity field underlying a continuous-time flow and the instantaneous rate of change of the flow map, we show how to convert any distillation scheme into a direct training algorithm via self-distillation, eliminating the need for pre-trained teachers. We introduce three algorithmic families based on different mathematical characterizations of the flow map: Eulerian, Lagrangian, and Progressive methods, which we show encompass and extend all known distillation and direct training schemes for consistency models. We find that the novel class of Lagrangian methods, which avoid both spatial derivatives and bootstrapping from small steps by design, achieve significantly more stable training and higher performance than more standard Eulerian and Progressive schemes. Our methodology unifies existing training schemes under a single common framework and reveals new design principles for accelerated generative modeling. Associated code is available at https://github.com/nmboffi/flow-maps.

Outcome-Based Education (OBE) emphasizes the development of specific competencies through student-centered learning. In this study, we reviewed the importance of OBE and implemented transformer-based models, particularly DistilBERT, to analyze an NLP dataset that includes student feedback. Our objective is to assess and improve educational outcomes. Our approach is better than other machine learning models because it uses the transformer's deep understanding of language context to classify sentiment better, giving better results across a wider range of matrices. Our work directly contributes to OBE's goal of achieving measurable outcomes by facilitating the identification of patterns in student learning experiences. We have also applied LIME (local interpretable model-agnostic explanations) to make sure that model predictions are clear. This gives us understandable information about how key terms affect sentiment. Our findings indicate that the combination of transformer models and LIME explanations results in a strong and straightforward framework for analyzing student feedback. This aligns more closely with the principles of OBE and ensures the improvement of educational practices through data-driven insights.

As large language models continue to advance, their application in educational contexts remains underexplored and under-optimized. In this paper, we address this gap by introducing the first diverse benchmark tailored for educational scenarios, incorporating synthetic data containing 9 major scenarios and over 4,000 distinct educational contexts. To enable comprehensive assessment, we propose a set of multi-dimensional evaluation metrics that cover 12 critical aspects relevant to both teachers and students. We further apply human annotation to ensure the effectiveness of the model-generated evaluation responses. Additionally, we succeed to train a relatively small-scale model on our constructed dataset and demonstrate that it can achieve performance comparable to state-of-the-art large models (e.g., Deepseek V3, Qwen Max) on the test set. Overall, this work provides a practical foundation for the development and evaluation of education-oriented language models. Code and data are released at https://github.com/ybai-nlp/EduBench.

Large language models (LLMs) have become popular writing tools among students and may expand access to high-quality feedback for students with less access to traditional writing support. At the same time, LLMs may standardize student voice or invite overreliance. This study examines how adoption of LLM-assisted writing varies across socioeconomic groups and how it relates to outcomes in a high-stakes context: U.S. college admissions. We analyze a de-identified longitudinal dataset of applications to a selective university from 2020 to 2024 (N = 81,663). Estimating LLM use using a distribution-based detector trained on synthetic and historical essays, we tracked how student writing changed as LLM use proliferated, how adoption differed by socioeconomic status (SES), and whether potential benefits translated equitably into admissions outcomes. Using fee-waiver status as a proxy for SES, we observe post-2023 convergence in surface-level linguistic features, with the largest changes in fee-waived and rejected applicants. Estimated LLM use rose sharply in 2024 across all groups, with disproportionately larger increases among lower SES applicants, consistent with an access hypothesis in which LLMs substitute for scarce writing support. However, increased estimated LLM use was more strongly associated with declines in predicted admission probability for lower SES applicants than for higher SES applicants, even after controlling for academic credentials and stylometric features. These findings raise concerns about equity and the validity of essay-based evaluation in an era of AI-assisted writing and provide the first large-scale longitudinal evidence linking LLM adoption, linguistic change, and evaluative outcomes in college admissions.

A major challenge in the field of education is providing review schedules that present learned items at appropriate intervals to each student so that memory is retained over time. In recent years, attempts have been made to formulate item reviews as sequential decision-making problems to realize adaptive instruction based on the knowledge state of students. It has been reported previously that reinforcement learning can help realize mathematical models of students learning strategies to maintain a high memory rate. However, optimization using reinforcement learning requires a large number of interactions, and thus it cannot be applied directly to actual students. In this study, we propose a framework for optimizing teaching strategies by constructing a virtual model of the student while minimizing the interaction with the actual teaching target. In addition, we conducted an experiment considering actual instructions using the mathematical model and confirmed that the model performance is comparable to that of conventional teaching methods. Our framework can directly substitute mathematical models used in experiments with human students, and our results can serve as a buffer between theoretical instructional optimization and practical applications in e-learning systems.

Scholarly writing presents a complex space that generally follows a methodical procedure to plan and produce both rationally sound and creative compositions. Recent works involving large language models (LLM) demonstrate considerable success in text generation and revision tasks; however, LLMs still struggle to provide structural and creative feedback on the document level that is crucial to academic writing. In this paper, we introduce a novel taxonomy that categorizes scholarly writing behaviors according to intention, writer actions, and the information types of the written data. We also provide ManuScript, an original dataset annotated with a simplified version of our taxonomy to show writer actions and the intentions behind them. Motivated by cognitive writing theory, our taxonomy for scientific papers includes three levels of categorization in order to trace the general writing flow and identify the distinct writer activities embedded within each higher-level process. ManuScript intends to provide a complete picture of the scholarly writing process by capturing the linearity and non-linearity of writing trajectory, such that writing assistants can provide stronger feedback and suggestions on an end-to-end level. The collected writing trajectories are viewed at https://minnesotanlp.github.io/REWARD_demo/

In this paper, we introduce the novel concept of pedagogically aligned Large Language Models (LLMs) that signifies a transformative shift in the application of LLMs within educational contexts. Rather than providing direct responses to user queries, pedagogically-aligned LLMs function as scaffolding tools, breaking complex problems into manageable subproblems and guiding students towards the final answer through constructive feedback and hints. The objective is to equip learners with problem-solving strategies that deepen their understanding and internalization of the subject matter. Previous research in this field has primarily applied the supervised finetuning approach without framing the objective as an alignment problem, hence not employing reinforcement learning through human feedback (RLHF) methods. This study reinterprets the narrative by viewing the task through the lens of alignment and demonstrates how RLHF methods emerge naturally as a superior alternative for aligning LLM behaviour. Building on this perspective, we propose a novel approach for constructing a reward dataset specifically designed for the pedagogical alignment of LLMs. We apply three state-of-the-art RLHF algorithms and find that they outperform SFT significantly. Our qualitative analyses across model differences and hyperparameter sensitivity further validate the superiority of RLHF over SFT. Also, our study sheds light on the potential of online feedback for enhancing the performance of pedagogically-aligned LLMs, thus providing valuable insights for the advancement of these models in educational settings.

Many recent breakthroughs in machine learning have been enabled by the pre-trained foundation models. By scaling up model parameters, training data, and computation resources, foundation models have significantly advanced the state-of-the-art in many applications. However, it is still an open question of how to use these models to perform downstream tasks efficiently. Knowledge distillation (KD) has been explored to tackle this challenge. KD transfers knowledge from a large teacher model to a smaller student model. While KD has been successful in improving student model performance, recent research has discovered that a powerful teacher does not necessarily lead to a powerful student, due to their huge capacity gap. In addition, the potential distribution shifts between the pre-training data and downstream tasks can make knowledge transfer in KD sub-optimal for improving downstream task performance. In this paper, we extend KD with an interactive communication process to help students of downstream tasks learn effectively from pre-trained foundation models. Our design is inspired by the way humans learn from teachers who can explain knowledge in a way that meets the students' needs. Specifically, we let each model (i.e., student and teacher) train two components: (1) an encoder encoding the model's hidden states to a message and (2) a decoder decoding any messages to its own hidden states. With encoder and decoder, not only can the teacher transfer rich information by encoding its hidden states, but also the student can send messages with information of downstream tasks to the teacher. Therefore, knowledge passing from teacher to student can be tailored to the student's capacity and downstream tasks' distributions. We conducted experiments on benchmark datasets to show that our communication mechanism outperforms state-of-the-art distillation techniques.

Knowledge tracing is the task of modeling each student's mastery of knowledge concepts (KCs) as (s)he engages with a sequence of learning activities. Each student's knowledge is modeled by estimating the performance of the student on the learning activities. It is an important research area for providing a personalized learning platform to students. In recent years, methods based on Recurrent Neural Networks (RNN) such as Deep Knowledge Tracing (DKT) and Dynamic Key-Value Memory Network (DKVMN) outperformed all the traditional methods because of their ability to capture complex representation of human learning. However, these methods face the issue of not generalizing well while dealing with sparse data which is the case with real-world data as students interact with few KCs. In order to address this issue, we develop an approach that identifies the KCs from the student's past activities that are relevant to the given KC and predicts his/her mastery based on the relatively few KCs that it picked. Since predictions are made based on relatively few past activities, it handles the data sparsity problem better than the methods based on RNN. For identifying the relevance between the KCs, we propose a self-attention based approach, Self Attentive Knowledge Tracing (SAKT). Extensive experimentation on a variety of real-world dataset shows that our model outperforms the state-of-the-art models for knowledge tracing, improving AUC by 4.43% on average.

A common and effective means for improving language model capabilities involves finetuning a ``student'' language model's parameters on generations from a more proficient ``teacher'' model. Termed ``synthetic data'', these generations are often produced before any student finetuning, but some work has considered generating new synthetic samples as training progresses. This paper studies and advocates for the latter case, where data are generated in an iterative, closed-loop fashion that is guided by the current state of the student model. For a fixed budget of generated samples, or a budget in terms of compute spent querying a teacher, we show that this curation of finetuning data affords improved student performance over static generation. Further, while there have been several LLM-specific methods proposed that operate in this regime, we find that simple, inexpensive selection criteria from the active learning literature tend to be most performant. We validate these claims across four mathematical and logical reasoning datasets using four different small language models.

As students increasingly adopt large language models (LLMs) as learning aids, it is crucial to build models that are adept at handling the nuances of tutoring: they need to identify the core needs of students, be adaptive, provide personalized guidance, and be accurate. To this end, we introduce TutorBench, a dataset and evaluation benchmark designed to rigorously evaluate the core tutoring skills of LLMs. The dataset comprises 1,490 samples curated by human experts, focused on high-school and AP-level curricula. The samples are drawn from three common tutoring tasks: (i) generating adaptive explanations tailored to a student's confusion, (ii) providing actionable feedback on a student's work, and (iii) promoting active learning through effective hint generation. To account for the inherent complexity of tutoring, samples are accompanied by sample-specific rubrics which are used to judge model responses during evaluation. TutorBench uses a reliable and fine-grained automatic evaluation method that uses an LLM-judge and the sample-specific rubrics. We evaluate 16 frontier LLMs on TutorBench and present a detailed analysis of their performance and behavior. Our results show that none of the frontier LLMs achieve a score of greater than 56%, showing a large room for improvement. We find that LLMs fall short in exhibiting the full range of tutoring skills needed to guide, diagnose, and support students effectively, with all the frontier models achieving less than a 60% pass rate on rubric criteria related to these skills. We also find that different model families exhibit varied strengths and limitations: the Claude models outperform others in supporting active learning, while they lag behind in the other two use cases. By releasing TutorBench, we provide a comprehensive and unsaturated benchmark to guide the development of the next-generation of AI tutors.

The integration of large language models (LLMs) into education presents unprecedented opportunities for scalable personalized learning. However, standard LLMs often function as generic information providers, lacking alignment with fundamental pedagogical principles such as helpfulness, student-centered personalization, and creativity cultivation. To bridge this gap, we propose EduAlign, a novel framework designed to guide LLMs toward becoming more effective and responsible educational assistants. EduAlign consists of two main stages. In the first stage, we curate a dataset of 8k educational interactions and annotate them-both manually and automatically-along three key educational dimensions: Helpfulness, Personalization, and Creativity (HPC). These annotations are used to train HPC-RM, a multi-dimensional reward model capable of accurately scoring LLM outputs according to these educational principles. We further evaluate the consistency and reliability of this reward model. In the second stage, we leverage HPC-RM as a reward signal to fine-tune a pre-trained LLM using Group Relative Policy Optimization (GRPO) on a set of 2k diverse prompts. We then assess the pre- and post-finetuning models on both educational and general-domain benchmarks across the three HPC dimensions. Experimental results demonstrate that the fine-tuned model exhibits significantly improved alignment with pedagogical helpfulness, personalization, and creativity stimulation. This study presents a scalable and effective approach to aligning LLMs with nuanced and desirable educational traits, paving the way for the development of more engaging, pedagogically aligned AI tutors.

Large Language Models (LLMs)' search capabilities have garnered significant attention. Existing benchmarks, such as OpenAI's BrowseComp, primarily focus on general search scenarios and fail to adequately address the specific demands of academic search. These demands include deeper literature tracing and organization, professional support for academic databases, the ability to navigate long-tail academic knowledge, and ensuring academic rigor. Here, we proposed ScholarSearch, the first dataset specifically designed to evaluate the complex information retrieval capabilities of Large Language Models (LLMs) in academic research. ScholarSearch possesses the following key characteristics: Academic Practicality, where question content closely mirrors real academic learning and research environments, avoiding deliberately misleading models; High Difficulty, with answers that are challenging for single models (e.g., Grok DeepSearch or Gemini Deep Research) to provide directly, often requiring at least three deep searches to derive; Concise Evaluation, where limiting conditions ensure answers are as unique as possible, accompanied by clear sources and brief solution explanations, greatly facilitating subsequent audit and verification, surpassing the current lack of analyzed search datasets both domestically and internationally; and Broad Coverage, as the dataset spans at least 15 different academic disciplines. Through ScholarSearch, we expect to more precisely measure and promote the performance improvement of LLMs in complex academic information retrieval tasks. The data is available at: https://huggingface.co/datasets/PKU-DS-LAB/ScholarSearch

The current study describes a cost-effective method for adapting large language models (LLMs) for academic advising with study-abroad contexts in mind and for application in low-resource methods for acculturation. With the Mistral-7B-Instruct model applied with a Low-Rank Adaptation (LoRA) method and a 4-bit quantization method, the model underwent training in two distinct stages related to this study's purpose to enhance domain specificity while maintaining computational efficiency. In Phase 1, the model was conditioned with a synthetic dataset via the Gemini Pro API, and in Phase 2, it was trained with manually curated datasets from the StudyAbroadGPT project to achieve enhanced, contextualized responses. Technical innovations entailed memory-efficient quantization, parameter-efficient adaptation, and continuous training analytics via Weights & Biases. After training, this study demonstrated a reduction in training loss by 52.7%, 92% accuracy in domain-specific recommendations, achieved 95% markdown-based formatting support, and a median run-rate of 100 samples per second on off-the-shelf GPU equipment. These findings support the effective application of instruction-tuned LLMs within educational advisers, especially in low-resource institutional scenarios. Limitations included decreased generalizability and the application of a synthetically generated dataset, but this framework is scalable for adding new multilingual-augmented and real-time academic advising processes. Future directions may include plans for the integration of retrieval-augmented generation, applying dynamic quantization routines, and connecting to real-time academic databases to increase adaptability and accuracy.

Recent advances in artificial intelligence (AI) have produced highly capable and controllable systems. This creates unprecedented opportunities for structured reasoning as well as collaboration among multiple AI systems and humans. To fully realize this potential, it is essential to develop a principled way of designing and studying such structured interactions. For this purpose, we introduce the conceptual framework of Flows: a systematic approach to modeling complex interactions. Flows are self-contained building blocks of computation, with an isolated state, communicating through a standardized message-based interface. This modular design allows Flows to be recursively composed into arbitrarily nested interactions, with a substantial reduction of complexity. Crucially, any interaction can be implemented using this framework, including prior work on AI--AI and human--AI interactions, prompt engineering schemes, and tool augmentation. We demonstrate the potential of Flows on the task of competitive coding, a challenging task on which even GPT-4 struggles. Our results suggest that structured reasoning and collaboration substantially improve generalization, with AI-only Flows adding +21 and human--AI Flows adding +54 absolute points in terms of solve rate. To support rapid and rigorous research, we introduce the aiFlows library. The library comes with a repository of Flows that can be easily used, extended, and composed into novel, more complex Flows. The aiFlows library is available at https://github.com/epfl-dlab/aiflows. Data and Flows for reproducing our experiments are available at https://github.com/epfl-dlab/cc_flows.

Large Language Models (LLMs) are increasingly utilized in educational tasks such as providing writing suggestions to students. Despite their potential, LLMs are known to harbor inherent biases which may negatively impact learners. Previous studies have investigated bias in models and data representations separately, neglecting the potential impact of LLM bias on human writing. In this paper, we investigate how bias transfers through an AI writing support pipeline. We conduct a large-scale user study with 231 students writing business case peer reviews in German. Students are divided into five groups with different levels of writing support: one classroom group with feature-based suggestions and four groups recruited from Prolific -- a control group with no assistance, two groups with suggestions from fine-tuned GPT-2 and GPT-3 models, and one group with suggestions from pre-trained GPT-3.5. Using GenBit gender bias analysis, Word Embedding Association Tests (WEAT), and Sentence Embedding Association Test (SEAT) we evaluate the gender bias at various stages of the pipeline: in model embeddings, in suggestions generated by the models, and in reviews written by students. Our results demonstrate that there is no significant difference in gender bias between the resulting peer reviews of groups with and without LLM suggestions. Our research is therefore optimistic about the use of AI writing support in the classroom, showcasing a context where bias in LLMs does not transfer to students' responses.

Generative Artificial Intelligence (GenAI) has prompted significant discussion in education, yet large-scale empirical evidence on how students and teachers perceive and navigate this shift remains limited. We analyse 270k AI-related Reddit posts and comments from 26 education-related subreddits spanning higher education, K-12 teaching, and professional training between November 2022 and April 2026. Topic modelling reveals seventeen themes covering academic integrity, teaching & pedagogy, career anxiety, policy, and niche professional contexts. Discourse evolves from an early detection-and-evasion arms race into a sustained enforcement regime that constructive integration only begins to challenge in mid-2024. Stakeholder communities differ sharply: K-12 teachers foreground cognitive dependency, academics focus on AI detection and deliberation, and professional-programme students concentrate on career anxiety. Sentiment correlates strongly negatively with engagement, showing adversarial enforcement themes mobilise communities far more than constructive integration discourse. Examining where faculty and students meet, we find 17% of threads are cross-role, and one third of such contact occurs in the adversarial themes AI Detection and Misconduct Enforcement. Students initiate 68% of mixed threads, but faculty produce most cross-role replies. Mixed threads contain 2-3 times more records and last 2-4 times longer than same-role threads, making adversarial integrity disputes the center of sustained faculty-student contact. We discuss implications for governance, pedagogical design, and cross-role contact design. The code and data is available at https://github.com/tugrulz/genai-edu

With advances in Artificial Intelligence in Education (AIEd) and the ever-growing scale of Interactive Educational Systems (IESs), data-driven approach has become a common recipe for various tasks such as knowledge tracing and learning path recommendation. Unfortunately, collecting real students' interaction data is often challenging, which results in the lack of public large-scale benchmark dataset reflecting a wide variety of student behaviors in modern IESs. Although several datasets, such as ASSISTments, Junyi Academy, Synthetic and STATICS, are publicly available and widely used, they are not large enough to leverage the full potential of state-of-the-art data-driven models and limits the recorded behaviors to question-solving activities. To this end, we introduce EdNet, a large-scale hierarchical dataset of diverse student activities collected by Santa, a multi-platform self-study solution equipped with artificial intelligence tutoring system. EdNet contains 131,441,538 interactions from 784,309 students collected over more than 2 years, which is the largest among the ITS datasets released to the public so far. Unlike existing datasets, EdNet provides a wide variety of student actions ranging from question-solving to lecture consumption and item purchasing. Also, EdNet has a hierarchical structure where the student actions are divided into 4 different levels of abstractions. The features of EdNet are domain-agnostic, allowing EdNet to be extended to different domains easily. The dataset is publicly released under Creative Commons Attribution-NonCommercial 4.0 International license for research purposes. We plan to host challenges in multiple AIEd tasks with EdNet to provide a common ground for the fair comparison between different state of the art models and encourage the development of practical and effective methods.

Multimodal large language models (MLLMs) still perform poorly on scientific tasks, particularly those requiring multi-step and interpretable reasoning. Their limitations include insufficient scientific reasoning patterns, lack of global coherence in multi-step inference, and the absence of reflective self-correction, making them unreliable in structured scientific contexts. We introduce EduFlow, the first end-to-end framework that covers the full pipeline of educational scientific reasoning, including data selection, MCTS-based trajectory construction, model training, and output optimization. At its core is EduPRM, a process-aware reward model that critiques reasoning steps with tags and justifications. EduPRM is trained via curriculum learning on three complementary supervision sources: MCTS-guided trajectories, error-injected critiques, and teacher-student dialogues, enabling dynamic adaptation to multi-stage problem solving and iterative refinement during inference. We further propose EduMCTS, a domain-adapted search framework that introduces bootstrapping actions specifically designed for educational reasoning, such as a self-reflection mechanism that promotes reflective error correction. It further leverages EduPRM's fine-grained feedback to guide the search toward higher-quality reasoning trajectories. By applying self-consistency and rejection sampling, we constructed EduMCTS-160K, a large-scale dataset of educational reasoning trajectories. Extensive experiments demonstrate that EduFlow enhances reasoning consistency and coherence. Code, data, and models will be released.

This paper reports the first brain-inspired large language model (BriLLM). This is a non-Transformer, non-GPT, non-traditional machine learning input-output controlled generative language model. The model is based on the Signal Fully-connected flowing (SiFu) definition on the directed graph in terms of the neural network, and has the interpretability of all nodes on the graph of the whole model, instead of the traditional machine learning model that only has limited interpretability at the input and output ends. In the language model scenario, the token is defined as a node in the graph. A randomly shaped or user-defined signal flow flows between nodes on the principle of "least resistance" along paths. The next token or node to be predicted or generated is the target of the signal flow. As a language model, BriLLM theoretically supports infinitely long n-gram models when the model size is independent of the input and predicted length of the model. The model's working signal flow provides the possibility of recall activation and innate multi-modal support similar to the cognitive patterns of the human brain. At present, we released the first BriLLM version in Chinese, with 4000 tokens, 32-dimensional node width, 16-token long sequence prediction ability, and language model prediction performance comparable to GPT-1. More computing power will help us explore the infinite possibilities depicted above.

We introduce animated stickers, a video diffusion model which generates an animation conditioned on a text prompt and static sticker image. Our model is built on top of the state-of-the-art Emu text-to-image model, with the addition of temporal layers to model motion. Due to the domain gap, i.e. differences in visual and motion style, a model which performed well on generating natural videos can no longer generate vivid videos when applied to stickers. To bridge this gap, we employ a two-stage finetuning pipeline: first with weakly in-domain data, followed by human-in-the-loop (HITL) strategy which we term ensemble-of-teachers. It distills the best qualities of multiple teachers into a smaller student model. We show that this strategy allows us to specifically target improvements to motion quality while maintaining the style from the static image. With inference optimizations, our model is able to generate an eight-frame video with high-quality, interesting, and relevant motion in under one second.

End of semester student evaluations of teaching are the dominant mechanism for providing feedback to academics on their teaching practice. For large classes, however, the volume of feedback makes these tools impractical for this purpose. This paper explores the use of open-source generative AI to synthesise factual, actionable and appropriate summaries of student feedback from these survey responses. In our setup, we have 742 student responses ranging over 75 courses in a Computer Science department. For each course, we synthesise a summary of the course evaluations and actionable items for the instructor. Our results reveal a promising avenue for enhancing teaching practices in the classroom setting. Our contribution lies in demonstrating the feasibility of using generative AI to produce insightful feedback for teachers, thus providing a cost-effective means to support educators' development. Overall, our work highlights the possibility of using generative AI to produce factual, actionable, and appropriate feedback for teachers in the classroom setting.

Artificial intelligence (AI) has a profound impact on traditional education. In recent years, large language models (LLMs) have been increasingly used in various applications such as natural language processing, computer vision, speech recognition, and autonomous driving. LLMs have also been applied in many fields, including recommendation, finance, government, education, legal affairs, and finance. As powerful auxiliary tools, LLMs incorporate various technologies such as deep learning, pre-training, fine-tuning, and reinforcement learning. The use of LLMs for smart education (LLMEdu) has been a significant strategic direction for countries worldwide. While LLMs have shown great promise in improving teaching quality, changing education models, and modifying teacher roles, the technologies are still facing several challenges. In this paper, we conduct a systematic review of LLMEdu, focusing on current technologies, challenges, and future developments. We first summarize the current state of LLMEdu and then introduce the characteristics of LLMs and education, as well as the benefits of integrating LLMs into education. We also review the process of integrating LLMs into the education industry, as well as the introduction of related technologies. Finally, we discuss the challenges and problems faced by LLMEdu, as well as prospects for future optimization of LLMEdu.

This monograph presents the core principles that have guided the development of diffusion models, tracing their origins and showing how diverse formulations arise from shared mathematical ideas. Diffusion modeling starts by defining a forward process that gradually corrupts data into noise, linking the data distribution to a simple prior through a continuum of intermediate distributions. The goal is to learn a reverse process that transforms noise back into data while recovering the same intermediates. We describe three complementary views. The variational view, inspired by variational autoencoders, sees diffusion as learning to remove noise step by step. The score-based view, rooted in energy-based modeling, learns the gradient of the evolving data distribution, indicating how to nudge samples toward more likely regions. The flow-based view, related to normalizing flows, treats generation as following a smooth path that moves samples from noise to data under a learned velocity field. These perspectives share a common backbone: a time-dependent velocity field whose flow transports a simple prior to the data. Sampling then amounts to solving a differential equation that evolves noise into data along a continuous trajectory. On this foundation, the monograph discusses guidance for controllable generation, efficient numerical solvers, and diffusion-motivated flow-map models that learn direct mappings between arbitrary times. It provides a conceptual and mathematically grounded understanding of diffusion models for readers with basic deep-learning knowledge.

The effectiveness of feedback in enhancing learning outcomes is well documented within Educational Data Mining (EDM). Various prior research has explored methodologies to enhance the effectiveness of feedback. Recent developments in Large Language Models (LLMs) have extended their utility in enhancing automated feedback systems. This study aims to explore the potential of LLMs in facilitating automated feedback in math education. We examine the effectiveness of LLMs in evaluating student responses by comparing 3 different models: Llama, SBERT-Canberra, and GPT4 model. The evaluation requires the model to provide both a quantitative score and qualitative feedback on the student's responses to open-ended math problems. We employ Mistral, a version of Llama catered to math, and fine-tune this model for evaluating student responses by leveraging a dataset of student responses and teacher-written feedback for middle-school math problems. A similar approach was taken for training the SBERT model as well, while the GPT4 model used a zero-shot learning approach. We evaluate the model's performance in scoring accuracy and the quality of feedback by utilizing judgments from 2 teachers. The teachers utilized a shared rubric in assessing the accuracy and relevance of the generated feedback. We conduct both quantitative and qualitative analyses of the model performance. By offering a detailed comparison of these methods, this study aims to further the ongoing development of automated feedback systems and outlines potential future directions for leveraging generative LLMs to create more personalized learning experiences.

Knowledge distillation methods have recently shown to be a promising direction to speedup the synthesis of large-scale diffusion models by requiring only a few inference steps. While several powerful distillation methods were recently proposed, the overall quality of student samples is typically lower compared to the teacher ones, which hinders their practical usage. In this work, we investigate the relative quality of samples produced by the teacher text-to-image diffusion model and its distilled student version. As our main empirical finding, we discover that a noticeable portion of student samples exhibit superior fidelity compared to the teacher ones, despite the ``approximate'' nature of the student. Based on this finding, we propose an adaptive collaboration between student and teacher diffusion models for effective text-to-image synthesis. Specifically, the distilled model produces the initial sample, and then an oracle decides whether it needs further improvements with a slow teacher model. Extensive experiments demonstrate that the designed pipeline surpasses state-of-the-art text-to-image alternatives for various inference budgets in terms of human preference. Furthermore, the proposed approach can be naturally used in popular applications such as text-guided image editing and controllable generation.

Since the first instances of online education, where courses were uploaded to accessible and shared online platforms, this form of scaling the dissemination of human knowledge to reach a broader audience has sparked extensive discussion and widespread adoption. Recognizing that personalized learning still holds significant potential for improvement, new AI technologies have been continuously integrated into this learning format, resulting in a variety of educational AI applications such as educational recommendation and intelligent tutoring. The emergence of intelligence in large language models (LLMs) has allowed for these educational enhancements to be built upon a unified foundational model, enabling deeper integration. In this context, we propose MAIC (Massive AI-empowered Course), a new form of online education that leverages LLM-driven multi-agent systems to construct an AI-augmented classroom, balancing scalability with adaptivity. Beyond exploring the conceptual framework and technical innovations, we conduct preliminary experiments at Tsinghua University, one of China's leading universities. Drawing from over 100,000 learning records of more than 500 students, we obtain a series of valuable observations and initial analyses. This project will continue to evolve, ultimately aiming to establish a comprehensive open platform that supports and unifies research, technology, and applications in exploring the possibilities of online education in the era of large model AI. We envision this platform as a collaborative hub, bringing together educators, researchers, and innovators to collectively explore the future of AI-driven online education.

Effective mathematics education requires identifying and responding to students' mistakes. For AI to support pedagogical applications, models must perform well across different levels of student proficiency. Our work provides an extensive, year-long snapshot of how 11 vision-language models (VLMs) perform on DrawEduMath, a QA benchmark involving real students' handwritten, hand-drawn responses to math problems. We find that models' weaknesses concentrate on a core component of math education: student error. All evaluated VLMs underperform when describing work from students who require more pedagogical help, and across all QA, they struggle the most on questions related to assessing student error. Thus, while VLMs may be optimized to be math problem solving experts, our results suggest that they require alternative development incentives to adequately support educational use cases.

The advent of Intelligent Tutoring Systems (ITSs) has marked a paradigm shift in education, enabling highly personalized learning pathways. However, true personalization requires adapting to learners' complex knowledge states (multi-source) and diverse goals (multi-sink); existing ITSs often lack the necessary structural-reasoning capability and knowledge dynamism to generate genuinely effective learning paths, and they lack scientifically rigorous validation paradigms. In this paper we propose GraphMASAL (A Graph-based Multi-Agent System for Adaptive Learning), which integrates (i) a dynamic knowledge graph for persistent, stateful learner modeling; (ii) a LangGraph-orchestrated trio of agents (Diagnostician, Planner, Tutor); (iii) a knowledge-graph-grounded two-stage neural IR component (dual-encoder dense retrieval with cross-encoder listwise re-ranking and calibrated score fusion); and (iv) a multi-source multi-sink (MSMS) planning engine with a cognitively grounded cost and an approximation guarantee via greedy set cover. Under blinded automated evaluations with matched inputs and inference settings across diverse student profiles, GraphMASAL consistently outperforms LLM prompting and structured ablations in planning--achieving stronger structural/sequence alignment of learning paths, higher coverage of weak concepts, and lower learning cost--while also surpassing prompt-based baselines in cognitive diagnosis. Agreement with expert/LLM-proxy ratings further supports the validity of our evaluation protocol. These findings indicate that grounding LLM agents in a dynamic knowledge graph, coupled with optimization under educational constraints, yields reliable, interpretable, and pedagogically plausible learning plans, advancing personalized and goal-oriented education.

Math word problems (MWPs) are critical K-12 educational tools, and customizing them to students' interests and ability levels can increase learning outcomes. However, teachers struggle to find time to customize MWPs for each student given large class sizes and increasing burnout. We propose that LLMs can support math education by generating MWPs customized to student interests and math education standards. To this end, we use a joint human expert-LLM judge approach to evaluate over 11,000 MWPs generated by open and closed LLMs and develop the first teacher-annotated dataset for standards-aligned educational MWP generation. We show the value of our data by using it to train a 12B open model that matches the performance of larger and more capable open models. We also use our teacher-annotated data to train a text classifier that enables a 30B open LLM to outperform existing closed baselines without any training. Next, we show our models' MWPs are more similar to human-written MWPs than those from existing models. We conclude by conducting the first study of customized LLM-generated MWPs with grade school students, finding they perform similarly on our models' MWPs relative to human-written MWPs but consistently prefer our customized MWPs.

Large Language Models (LLMs) have shown significant promise as copilots in various tasks. Local deployment of LLMs on edge devices is necessary when handling privacy-sensitive data or latency-sensitive tasks. The computational constraints of such devices make direct deployment of powerful large-scale LLMs impractical, necessitating the Knowledge Distillation from large-scale models to lightweight models. Lots of work has been done to elicit diversity and quality training examples from LLMs, but little attention has been paid to aligning teacher instructional content based on student preferences, akin to "responsive teaching" in pedagogy. Thus, we propose ARTE, dubbed Aligning TeacheR with StudenT PreferencEs, a framework that aligns the teacher model with student preferences to generate tailored training examples for Knowledge Distillation. Specifically, we elicit draft questions and rationales from the teacher model, then collect student preferences on these questions and rationales using students' performance with in-context learning as a proxy, and finally align the teacher model with student preferences. In the end, we repeat the first step with the aligned teacher model to elicit tailored training examples for the student model on the target task. Extensive experiments on academic benchmarks demonstrate the superiority of ARTE over existing instruction-tuning datasets distilled from powerful LLMs. Moreover, we thoroughly investigate the generalization of ARTE, including the generalization of fine-tuned student models in reasoning ability and the generalization of aligned teacher models to generate tailored training data across tasks and students. In summary, our contributions lie in proposing a novel framework for tailored training example generation, demonstrating its efficacy in experiments, and investigating the generalization of both student & aligned teacher models in ARTE.

Curriculum learning, a training technique where data is presented to the model in order of example difficulty (e.g., from simpler to more complex documents), has shown limited success for pre-training language models. In this work, we investigate whether curriculum learning becomes competitive if we replace conventional human-centered difficulty metrics with one that more closely corresponds to example difficulty as observed during model training. Specifically, we experiment with sorting training examples by their training data influence, a score which estimates the effect of individual training examples on the model's output. Models trained on our curricula are able to outperform ones trained in random order by over 10 percentage points in benchmarks, confirming that curriculum learning is beneficial for language model pre-training, as long as a more model-centric notion of difficulty is adopted.

Synthesizing supervised finetuning (SFT) data from language models (LMs) to teach smaller models multilingual tasks has become increasingly common. However, teacher model selection is often ad hoc, typically defaulting to the largest available option, even though such models may have significant capability gaps in non-English languages. This practice can result in poor-quality synthetic data and suboptimal student downstream performance. In this work, we systematically characterize what makes an effective multilingual teacher. We measure intrinsic measures of data quality with extrinsic student model performance in a metric we call Polyglot Score; evaluating 10 LMs across 6 typologically diverse languages, generating over 1.4M SFT examples and training 240 student models. Among the models tested, Gemma 3 27B and Aya Expanse 32B emerge as consistently effective teachers across different student base model families. Further analyses reveal that model scale alone does not significantly predict teacher effectiveness; instead, data qualities such as prompt diversity, length, and response fluency capture over 93.3% of variance in intrinsic data quality and predict student performance. Finally, we provide practical recommendations, including matching the model families of teacher-student pairs and translating from or responding to existing prompts, which can yield improvements for less-resourced languages. We hope that our work advances data-centric research in multilingual synthetic data and LM development.

For fair academic recruitment at universities and research institutions, determination of the right measure based on globally accepted academic quality features is a highly delicate, challenging, but quite important problem to be addressed. In a series of two papers, we consider the modeling part for academic quality quantification in the first paper, in this paper, and the case studies part in the second paper. For academic quality quantification modeling, we develop two computational frameworks which can be used to construct a decision-support tool: (i) an optimization-based framework and (ii) a Siamese network (a type of artificial neural network)-based framework. The output of both models is a single index called Academic Quality Index (AQI) which is a measure of the overall academic quality. The data of academics from first-class and average-class world universities, based on Times Higher Education World University Rankings and QS World University Rankings, are assumed as the reference data for tuning model parameters.

Long chain-of-thought (CoT) trajectories provide rich supervision signals for distilling reasoning from teacher to student LLMs. However, both prior work and our experiments show that trajectories from stronger teachers do not necessarily yield better students, highlighting the importance of data-student suitability in distillation. Existing methods assess suitability primarily through student likelihood, favoring trajectories that closely align with the model's current behavior but overlooking more informative ones. Addressing this, we propose Rank-Surprisal Ratio (RSR), a simple metric that captures both alignment and informativeness to assess the suitability of a reasoning trajectory. RSR is motivated by the observation that effective trajectories typically combine low absolute probability with relatively high-ranked tokens under the student model, balancing learning signal strength and behavioral alignment. Concretely, RSR is defined as the ratio of a trajectory's average token-wise rank to its average negative log-likelihood, and is straightforward to compute and interpret. Across five student models and reasoning trajectories from 11 diverse teachers, RSR strongly correlates with post-training performance (average Spearman 0.86), outperforming existing metrics. We further demonstrate its practical utility in both trajectory selection and teacher selection.

Diffusion and flow-based models have become the state of the art for generative AI across a wide range of data modalities, including images, videos, shapes, molecules, music, and more. This tutorial provides a self-contained introduction to diffusion and flow-based generative models from first principles. We systematically develop the necessary mathematical background in ordinary and stochastic differential equations and derive the core algorithms of flow matching and denoising diffusion models. We then provide a step-by-step guide to building image and video generators, including training methods, guidance, and architectural design. This course is ideal for machine learning researchers who want to develop a principled understanding of the theory and practice of generative AI.

Current methods for analyzing student engagement in e-learning platforms, including automated systems, often struggle with challenges such as handling fuzzy sentiment in text comments and relying on limited metadata. Traditional approaches, such as surveys and questionnaires, also face issues like small sample sizes and scalability. In this paper, we introduce LLM-SEM (Language Model-Based Student Engagement Metric), a novel approach that leverages video metadata and sentiment analysis of student comments to measure engagement. By utilizing recent Large Language Models (LLMs), we generate high-quality sentiment predictions to mitigate text fuzziness and normalize key features such as views and likes. Our holistic method combines comprehensive metadata with sentiment polarity scores to gauge engagement at both the course and lesson levels. Extensive experiments were conducted to evaluate various LLM models, demonstrating the effectiveness of LLM-SEM in providing a scalable and accurate measure of student engagement. We fine-tuned TXLM-RoBERTa using human-annotated sentiment datasets to enhance prediction accuracy and utilized LLama 3B, and Gemma 9B from Ollama.

MeanFlow has recently emerged as a powerful framework for few-step generative modeling trained from scratch, but its success is not yet fully understood. In this work, we show that the MeanFlow objective naturally decomposes into two parts: trajectory flow matching and trajectory consistency. Through gradient analysis, we find that these terms are strongly negatively correlated, causing optimization conflict and slow convergence. Motivated by these insights, we introduce alpha-Flow, a broad family of objectives that unifies trajectory flow matching, Shortcut Model, and MeanFlow under one formulation. By adopting a curriculum strategy that smoothly anneals from trajectory flow matching to MeanFlow, alpha-Flow disentangles the conflicting objectives, and achieves better convergence. When trained from scratch on class-conditional ImageNet-1K 256x256 with vanilla DiT backbones, alpha-Flow consistently outperforms MeanFlow across scales and settings. Our largest alpha-Flow-XL/2+ model achieves new state-of-the-art results using vanilla DiT backbones, with FID scores of 2.58 (1-NFE) and 2.15 (2-NFE).

Scientific paper recommendation is typically evaluated as static ranking over a fixed candidate set, yet real scientific reading unfolds as a daily, longitudinal process in which interests shift and feedback accumulates. We introduce PaperFlow, a framework that organizes it into three coupled stages: Profiling, which constructs and maintains a structured, inspectable scholarly profile from heterogeneous cold-start evidence; Recommending, which ranks each date-specific paper stream through multi-signal aggregation under a fixed display budget; and Adapting, which updates user state from semantically distinct feedback signals and models interest drift across days. We further define a longitudinal user-day benchmark that fixes users, dates, candidate pools, visible inputs, and hidden simulated relevance labels under a shared temporal information boundary. The benchmark contains 24 simulated research users, 50 daily paper streams, 1,200 user-day episodes, 20,727 unique papers, and 497,448 episode-paper records. We additionally specify a blind human-evaluation protocol to validate alignment between automatic metrics and expert judgments. Experiments against five scientific recommendation baselines show that PaperFlow achieves the strongest oracle-based ranking, the highest behavioral alignment with simulated reading selections, and the best blind human-evaluation score.

Large language models (LLMs) are increasingly adopted in educational technologies for a variety of tasks, from generating instructional materials and assisting with assessment design to tutoring. While prior work has investigated how models can be adapted or optimized for specific tasks, far less is known about how well LLMs perform at interpreting authentic educational scenarios without significant customization. As LLM-based systems become widely adopted by learners and educators in everyday academic contexts, understanding their out-of-the-box capabilities is increasingly important for setting expectations and benchmarking. We compared six LLMs to estimate their baseline performance on a simple but important task: classifying instructional moves in authentic classroom transcripts. We evaluated typical prompting methods: zero-shot, one-shot, and few-shot prompting. We found that while zero-shot performance was moderate, providing comprehensive examples (few-shot prompting) significantly improved performance for state-of-the-art models, with the strongest configuration reaching Cohen's Kappa = 0.58 against expert-coded annotations. At the same time, improvements were neither uniform nor complete: performance varied considerably by instructional move, and higher recall frequently came at the cost of increased false positives. Overall, these findings indicate that foundation models demonstrate meaningful yet limited capacity to interpret instructional discourse, with prompt design helping to surface capability but not eliminating fundamental reliability constraints.

Flow Matching (FM) is a recent framework for generative modeling that has achieved state-of-the-art performance across various domains, including image, video, audio, speech, and biological structures. This guide offers a comprehensive and self-contained review of FM, covering its mathematical foundations, design choices, and extensions. By also providing a PyTorch package featuring relevant examples (e.g., image and text generation), this work aims to serve as a resource for both novice and experienced researchers interested in understanding, applying and further developing FM.

We present the Influence Flower, a new visual metaphor for the influence profile of academic entities, including people, projects, institutions, conferences, and journals. While many tools quantify influence, we aim to expose the flow of influence between entities. The Influence Flower is an ego-centric graph, with a query entity placed in the centre. The petals are styled to reflect the strength of influence to and from other entities of the same or different type. For example, one can break down the incoming and outgoing influences of a research lab by research topics. The Influence Flower uses a recent snapshot of Microsoft Academic Graph, consisting of 212million authors, their 176 million publications, and 1.2 billion citations. An interactive web app, Influence Map, is constructed around this central metaphor for searching and curating visualisations. We also propose a visual comparison method that highlights change in influence patterns over time. We demonstrate through several case studies that the Influence Flower supports data-driven inquiries about the following: researchers' careers over time; paper(s) and projects, including those with delayed recognition; the interdisciplinary profile of a research institution; and the shifting topical trends in conferences. We also use this tool on influence data beyond academic citations, by contrasting the academic and Twitter activities of a researcher.

Large Language Models (LLMs) have demonstrated remarkable capabilities in various educational tasks, yet their alignment with human learning patterns, particularly in predicting which incorrect options students are most likely to select in multiple-choice questions (MCQs), remains underexplored. Our work investigates the relationship between LLM generation likelihood and student response distributions in MCQs with a specific focus on distractor selections. We collect a comprehensive dataset of MCQs with real-world student response distributions to explore two fundamental research questions: (1). RQ1 - Do the distractors that students more frequently select correspond to those that LLMs assign higher generation likelihood to? (2). RQ2 - When an LLM selects a incorrect choice, does it choose the same distractor that most students pick? Our experiments reveals moderate correlations between LLM-assigned probabilities and student selection patterns for distractors in MCQs. Additionally, when LLMs make mistakes, they are more likley to select the same incorrect answers that commonly mislead students, which is a pattern consistent across both small and large language models. Our work provides empirical evidence that despite LLMs' strong performance on generating educational content, there remains a gap between LLM's underlying reasoning process and human cognitive processes in identifying confusing distractors. Our findings also have significant implications for educational assessment development. The smaller language models could be efficiently utilized for automated distractor generation as they demonstrate similar patterns in identifying confusing answer choices as larger language models. This observed alignment between LLMs and student misconception patterns opens new opportunities for generating high-quality distractors that complement traditional human-designed distractors.

The role of large language models (LLMs) in education is an increasing area of interest today, considering the new opportunities they offer for teaching, learning, and assessment. This cutting-edge tutorial provides an overview of the educational applications of NLP and the impact that the recent advances in LLMs have had on this field. We will discuss the key challenges and opportunities presented by LLMs, grounding them in the context of four major educational applications: reading, writing, and speaking skills, and intelligent tutoring systems (ITS). This COLING 2025 tutorial is designed for researchers and practitioners interested in the educational applications of NLP and the role LLMs have to play in this area. It is the first of its kind to address this timely topic.

The integration of Large Language Models (LLMs), especially ChatGPT, into education is poised to revolutionize students' learning experiences by introducing innovative conversational learning methodologies. To empower students to fully leverage the capabilities of ChatGPT in educational scenarios, understanding students' interaction patterns with ChatGPT is crucial for instructors. However, this endeavor is challenging due to the absence of datasets focused on student-ChatGPT conversations and the complexities in identifying and analyzing the evolutional interaction patterns within conversations. To address these challenges, we collected conversational data from 48 students interacting with ChatGPT in a master's level data visualization course over one semester. We then developed a coding scheme, grounded in the literature on cognitive levels and thematic analysis, to categorize students' interaction patterns with ChatGPT. Furthermore, we present a visual analytics system, StuGPTViz, that tracks and compares temporal patterns in student prompts and the quality of ChatGPT's responses at multiple scales, revealing significant pedagogical insights for instructors. We validated the system's effectiveness through expert interviews with six data visualization instructors and three case studies. The results confirmed StuGPTViz's capacity to enhance educators' insights into the pedagogical value of ChatGPT. We also discussed the potential research opportunities of applying visual analytics in education and developing AI-driven personalized learning solutions.

In this paper, we propose a novel technique for measuring behavioral engagement through students' actions recognition. The proposed approach recognizes student actions then predicts the student behavioral engagement level. For student action recognition, we use human skeletons to model student postures and upper body movements. To learn the dynamics of student upper body, a 3D-CNN model is used. The trained 3D-CNN model is used to recognize actions within every 2minute video segment then these actions are used to build a histogram of actions which encodes the student actions and their frequencies. This histogram is utilized as an input to SVM classifier to classify whether the student is engaged or disengaged. To evaluate the proposed framework, we build a dataset consisting of 1414 2-minute video segments annotated with 13 actions and 112 video segments annotated with two engagement levels. Experimental results indicate that student actions can be recognized with top 1 accuracy 83.63% and the proposed framework can capture the average engagement of the class.

Human mobility has a significant impact on several layers of society, from infrastructural planning and economics to the spread of diseases and crime. Representing the system as a complex network, in which nodes are assigned to regions (e.g., a city) and links indicate the flow of people between two of them, physics-inspired models have been proposed to quantify the number of people migrating from one city to the other. Despite the advances made by these models, our ability to predict the number of commuters and reconstruct mobility networks remains limited. Here, we propose an alternative approach using machine learning and 22 urban indicators to predict the flow of people and reconstruct the intercity commuters network. Our results reveal that predictions based on machine learning algorithms and urban indicators can reconstruct the commuters network with 90.4% of accuracy and describe 77.6% of the variance observed in the flow of people between cities. We also identify essential features to recover the network structure and the urban indicators mostly related to commuting patterns. As previously reported, distance plays a significant role in commuting, but other indicators, such as Gross Domestic Product (GDP) and unemployment rate, are also driven-forces for people to commute. We believe that our results shed new lights on the modeling of migration and reinforce the role of urban indicators on commuting patterns. Also, because link-prediction and network reconstruction are still open challenges in network science, our results have implications in other areas, like economics, social sciences, and biology, where node attributes can give us information about the existence of links connecting entities in the network.

This paper presents teaching materials, particularly assignments and ideas for classroom activities, from a new course on large language models (LLMs) taught at Charles University. The assignments include experiments with LLM inference for weather report generation and machine translation. The classroom activities include class quizzes, focused research on downstream tasks and datasets, and an interactive "best paper" session aimed at reading and comprehension of research papers.

Large Language Models (LLMs) perform complex reasoning by generating explanations for their predictions. However, a complementary goal of explanations is to also communicate useful knowledge that improves weaker agents. Hence, we investigate whether LLMs also make good teachers for weaker agents. In particular, we consider a student-teacher framework between two LLM agents and study if, when, and how the teacher should intervene with natural language explanations to improve the student's performance. Since communication is expensive, we define a budget such that the teacher only communicates explanations for a fraction of the data, after which the student should perform well on its own. We decompose the teaching problem along four axes: (1) if teacher's test time intervention improve student predictions, (2) when it is worth explaining a data point, (3) how the teacher should personalize explanations to better teach the student, and (4) if teacher explanations also improve student performance on future unexplained data. We first show that teacher LLMs can indeed intervene on student reasoning to improve their performance. Next, we propose a Theory of Mind approach, in which the teacher builds two few-shot mental models of the student. The first model defines an Intervention Function that simulates the utility of an intervention, allowing the teacher to intervene when this utility is the highest and improving student performance at lower budgets. The second model enables the teacher to personalize explanations for a particular student and outperform unpersonalized teachers. We also demonstrate that in multi-turn interactions, teacher explanations generalize and learning from explained data improves student performance on future unexplained data. Finally, we also verify that misaligned teachers can lower student performance to random chance by intentionally misleading them.

Knowledge distillation transfers knowledge from the teacher network to the student one, with the goal of greatly improving the performance of the student network. Previous methods mostly focus on proposing feature transformation and loss functions between the same level's features to improve the effectiveness. We differently study the factor of connection path cross levels between teacher and student networks, and reveal its great importance. For the first time in knowledge distillation, cross-stage connection paths are proposed. Our new review mechanism is effective and structurally simple. Our finally designed nested and compact framework requires negligible computation overhead, and outperforms other methods on a variety of tasks. We apply our method to classification, object detection, and instance segmentation tasks. All of them witness significant student network performance improvement. Code is available at https://github.com/Jia-Research-Lab/ReviewKD

Knowledge Tracing (KT) is a task of tracing evolving knowledge state of students with respect to one or more concepts as they engage in a sequence of learning activities. One important purpose of KT is to personalize the practice sequence to help students learn knowledge concepts efficiently. However, existing methods such as Bayesian Knowledge Tracing and Deep Knowledge Tracing either model knowledge state for each predefined concept separately or fail to pinpoint exactly which concepts a student is good at or unfamiliar with. To solve these problems, this work introduces a new model called Dynamic Key-Value Memory Networks (DKVMN) that can exploit the relationships between underlying concepts and directly output a student's mastery level of each concept. Unlike standard memory-augmented neural networks that facilitate a single memory matrix or two static memory matrices, our model has one static matrix called key, which stores the knowledge concepts and the other dynamic matrix called value, which stores and updates the mastery levels of corresponding concepts. Experiments show that our model consistently outperforms the state-of-the-art model in a range of KT datasets. Moreover, the DKVMN model can automatically discover underlying concepts of exercises typically performed by human annotations and depict the changing knowledge state of a student.

Language agents are increasingly deployed in complex professional workflows, with tutoring emerging as a particularly high-stakes capability that remains largely unmeasured in existing benchmarks. Effective tutor agents require more than producing correct answers or executing accurate tool calls: a robust tutor must diagnose learner state, adapt support over time, make pedagogically justified decisions grounded in educational evidence, and execute interventions within realistic learning-management systems. We introduce EduAgentBench, a source-grounded benchmark for holistically evaluating tutor agents across the full scope of teaching work. It contains 150 quality-controlled tasks across three capability surfaces: professional pedagogical judgment, situated multi-turn tutoring, and Canvas-style teaching workflow completion. Tasks are constructed through a pedagogical-insight-driven pipeline and evaluated with complementary verification signals and human review. Across a comprehensive evaluation of frontier models, our findings reveal that current models are generally capable of bounded pedagogical judgment, but still fall short of professional teaching standards in situated tutoring and autonomous teaching-workflow execution. To our knowledge, EduAgentBench is the first theory-grounded and realistic benchmark for evaluating the holistic teaching capability of tutor agents, providing a measurement foundation for developing future tutor agents that can support realistic teaching work.

Diffusion models are often introduced from multiple perspectives, such as VAEs, score matching, or flow matching, accompanied by dense and technically demanding mathematics that can be difficult for beginners to grasp. One classic question is: how does the reverse process invert the forward process to generate data from pure noise? This article systematically organizes the diffusion model from a fresh Langevin perspective, offering a simpler, clearer, and more intuitive answer. We also address the following questions: how can ODE-based and SDE-based diffusion models be unified under a single framework? Why are diffusion models theoretically superior to ordinary VAEs? Why is flow matching not fundamentally simpler than denoising or score matching, but equivalent under maximum-likelihood? We demonstrate that the Langevin perspective offers clear and straightforward answers to these questions, bridging existing interpretations of diffusion models, showing how different formulations can be converted into one another within a common framework, and offering pedagogical value for both learners and experienced researchers seeking deeper intuition.

This study evaluates the effectiveness of various large language models (LLMs) in performing tasks common among undergraduate computer science students. Although a number of research studies in the computing education community have explored the possibility of using LLMs for a variety of tasks, there is a lack of comprehensive research comparing different LLMs and evaluating which LLMs are most effective for different tasks. Our research systematically assesses some of the publicly available LLMs such as Google Bard, ChatGPT(3.5), GitHub Copilot Chat, and Microsoft Copilot across diverse tasks commonly encountered by undergraduate computer science students in India. These tasks include code explanation and documentation, solving class assignments, technical interview preparation, learning new concepts and frameworks, and email writing. Evaluation for these tasks was carried out by pre-final year and final year undergraduate computer science students and provides insights into the models' strengths and limitations. This study aims to guide students as well as instructors in selecting suitable LLMs for any specific task and offers valuable insights on how LLMs can be used constructively by students and instructors.

To reduce the overwhelming size of Deep Neural Networks (DNN) teacher-student methodology tries to transfer knowledge from a complex teacher network to a simple student network. We instead propose a novel method called the teacher-class network consisting of a single teacher and multiple student networks (i.e. class of students). Instead of transferring knowledge to one student only, the proposed method transfers a chunk of knowledge to each student. Our students are not trained for problem-specific logits, they are trained to mimic knowledge (dense representation) learned by the teacher network thus the combined knowledge learned by the class of students can be used to solve other problems as well. The proposed teacher-class architecture is evaluated on several benchmark datasets such as MNIST, Fashion MNIST, IMDB Movie Reviews, CAMVid, CIFAR-10 and ImageNet on multiple tasks including image classification, sentiment classification and segmentation. Our approach outperforms the state of-the-art single student approach in terms of accuracy as well as computational cost while achieving 10-30 times reduction in parameters.

Knowledge tracing (KT) has recently been an active research area of computational pedagogy. The task is to model students' mastery level of knowledge concepts based on their responses to the questions in the past, as well as predict the probabilities that they correctly answer subsequent questions in the future. KT tasks were historically solved using statistical modeling methods such as Bayesian inference and factor analysis, but recent advances in deep learning have led to the successive proposals that leverage deep neural networks, including long short-term memory networks, memory-augmented networks and self-attention networks. While those deep models demonstrate superior performance over the traditional approaches, they all neglect the explicit modeling of the learning curve theory, which generally says that more practice on the same knowledge concept enhances one's mastery level of the concept. Based on this theory, we propose a Convolution-Augmented Knowledge Tracing (CAKT) model in this paper. The model employs three-dimensional convolutional neural networks to explicitly learn a student's recent experience on applying the same knowledge concept with that in the next question, and fuses the learnt feature with the feature representing her overall latent knowledge state obtained using a classic LSTM network. The fused feature is then fed into a second LSTM network to predict the student's response to the next question. Experimental results show that CAKT achieves the new state-of-the-art performance in predicting students' responses compared with existing models. We also conduct extensive sensitivity analysis and ablation study to show the stability of the results and justify the particular architecture of CAKT, respectively.

Teaching to improve student models (e.g., knowledge distillation) is an extensively studied methodology in LLMs. However, for humans, teaching not only improves students but also improves teachers. We ask: Can LLMs also learn by teaching (LbT)? If yes, we can potentially unlock the possibility of continuously advancing the models without solely relying on human-produced data or stronger models. In this paper, we provide a preliminary exploration of this ambitious agenda. We show that LbT ideas can be incorporated into existing LLM training/prompting pipelines and provide noticeable improvements. Specifically, we design three methods, each mimicking one of the three levels of LbT in humans: observing students' feedback, learning from the feedback, and learning iteratively, with the goals of improving answer accuracy without training and improving models' inherent capability with fine-tuning. The findings are encouraging. For example, similar to LbT in human, we see that: (1) LbT can induce weak-to-strong generalization: strong models can improve themselves by teaching other weak models; (2) Diversity in students might help: teaching multiple students could be better than teaching one student or the teacher itself. We hope that this early promise can inspire future research on LbT and more broadly adopting the advanced techniques in education to improve LLMs. The code is available at https://github.com/imagination-research/lbt.

Mainstream approaches to aligning large language models (LLMs) heavily rely on human preference data, particularly when models require periodic updates. The standard process for iterative alignment of LLMs involves collecting new human feedback for each update. However, the data collection process is costly and challenging to scale. To address this issue, we introduce the "TS-Align" framework, which fine-tunes a policy model using pairwise feedback data automatically mined from its outputs. This automatic mining process is efficiently accomplished through the collaboration between a large-scale teacher model and a small-scale student model. The policy fine-tuning process can be iteratively repeated using on-policy generations within our proposed teacher-student collaborative framework. Through extensive experiments, we demonstrate that our final aligned policy outperforms the base policy model with an average win rate of 69.7% across seven conversational or instruction-following datasets. Furthermore, we show that the ranking capability of the teacher is effectively distilled into the student through our pipeline, resulting in a small-scale yet effective reward model for policy model alignment.

Algorithmic efficiency techniques such as distillation (hinton2015distillation) are useful in improving model quality without increasing serving costs, provided a larger teacher model is available for a smaller student model to learn from during training. Standard distillation methods are limited to only forcing the student to match the teacher's outputs. Given the costs associated with training a large model, we believe we should be extracting more useful information from a teacher model than by just making the student match the teacher's outputs. In this paper, we introduce \guide (Guided Initialization and Distillation of Embeddings). \guide can be considered a distillation technique that forces the student to match the teacher in the parameter space. Using \guide we show 25-26\% reduction in the teacher-student quality gap when using large student models (400M - 1B parameters) trained on approx 20B tokens. We also present a thorough analysis demonstrating that \guide can be combined with knowledge distillation with near additive improvements. Furthermore, we show that applying \guide alone leads to substantially better model quality than applying knowledge distillation by itself. Most importantly, \guide introduces no training or inference overhead and hence any model quality gains from our method are virtually free.

The rise of Large Language Models (LLMs) such as ChatGPT and Gemini has posed new challenges for the academic community. With the help of these models, students can easily complete their assignments and exams, while educators struggle to detect AI-generated content. This has led to a surge in academic misconduct, as students present work generated by LLMs as their own, without putting in the effort required for learning. As AI tools become more advanced and produce increasingly human-like text, detecting such content becomes more challenging. This development has significantly impacted the academic world, where many educators are finding it difficult to adapt their assessment methods to this challenge. This research first demonstrates how LLMs have increased academic dishonesty, and then reviews state-of-the-art solutions for academic plagiarism in detail. A survey of datasets, algorithms, tools, and evasion strategies for plagiarism detection has been conducted, focusing on how LLMs and AI-generated content (AIGC) detection have affected this area. The survey aims to identify the gaps in existing solutions. Lastly, potential long-term solutions are presented to address the issue of academic plagiarism using LLMs based on AI tools and educational approaches in an ever-changing world.

Personalized text generation is an emerging research area that has attracted much attention in recent years. Most studies in this direction focus on a particular domain by designing bespoke features or models. In this work, we propose a general approach for personalized text generation using large language models (LLMs). Inspired by the practice of writing education, we develop a multistage and multitask framework to teach LLMs for personalized generation. In writing instruction, the task of writing from sources is often decomposed into multiple steps that involve finding, evaluating, summarizing, synthesizing, and integrating information. Analogously, our approach to personalized text generation consists of multiple stages: retrieval, ranking, summarization, synthesis, and generation. In addition, we introduce a multitask setting that helps the model improve its generation ability further, which is inspired by the observation in education that a student's reading proficiency and writing ability are often correlated. We evaluate our approach on three public datasets, each of which covers a different and representative domain. Our results show significant improvements over a variety of baselines.

Deep learning based knowledge tracing model has been shown to outperform traditional knowledge tracing model without the need for human-engineered features, yet its parameters and representations have long been criticized for not being explainable. In this paper, we propose Deep-IRT which is a synthesis of the item response theory (IRT) model and a knowledge tracing model that is based on the deep neural network architecture called dynamic key-value memory network (DKVMN) to make deep learning based knowledge tracing explainable. Specifically, we use the DKVMN model to process the student's learning trajectory and estimate the student ability level and the item difficulty level over time. Then, we use the IRT model to estimate the probability that a student will answer an item correctly using the estimated student ability and the item difficulty. Experiments show that the Deep-IRT model retains the performance of the DKVMN model, while it provides a direct psychological interpretation of both students and items.

Large language models (LLMs) present an opportunity to scale high-quality personalized education to all. A promising approach towards this means is to build dialog tutoring models that scaffold students' problem-solving. However, even though existing LLMs perform well in solving reasoning questions, they struggle to precisely detect student's errors and tailor their feedback to these errors. Inspired by real-world teaching practice where teachers identify student errors and customize their response based on them, we focus on verifying student solutions and show how grounding to such verification improves the overall quality of tutor response generation. We collect a dataset of 1K stepwise math reasoning chains with the first error step annotated by teachers. We show empirically that finding the mistake in a student solution is challenging for current models. We propose and evaluate several verifiers for detecting these errors. Using both automatic and human evaluation we show that the student solution verifiers steer the generation model towards highly targeted responses to student errors which are more often correct with less hallucinations compared to existing baselines.

Thanks to their remarkable flexibility, diffusion models and flow models have emerged as promising candidates for policy representation. However, efficient reinforcement learning (RL) upon these policies remains a challenge due to the lack of explicit log-probabilities for vanilla policy gradient estimators. While numerous attempts have been proposed to address this, the field lacks a unified perspective to reconcile these seemingly disparate methods, thus hampering ongoing development. In this paper, we bridge this gap by introducing a comprehensive taxonomy for RL algorithms with diffusion/flow policies. To support reproducibility and agile prototyping, we introduce a modular, JAX-based open-source codebase that leverages JIT-compilation for high-throughput training. Finally, we provide systematic and standardized benchmarks across Gym-Locomotion, DeepMind Control Suite, and IsaacLab, offering a rigorous side-by-side comparison of diffusion-based methods and guidance for practitioners to choose proper algorithms based on the application. Our work establishes a clear foundation for understanding and algorithm design, a high-efficiency toolkit for future research in the field, and an algorithmic guideline for practitioners in generative models and robotics. Our code is available at https://github.com/typoverflow/flow-rl.

As the applications of large language models (LLMs) expand across diverse fields, the ability of these models to adapt to ongoing changes in data, tasks, and user preferences becomes crucial. Traditional training methods, relying on static datasets, are increasingly inadequate for coping with the dynamic nature of real-world information. Lifelong learning, also known as continual or incremental learning, addresses this challenge by enabling LLMs to learn continuously and adaptively over their operational lifetime, integrating new knowledge while retaining previously learned information and preventing catastrophic forgetting. This survey delves into the sophisticated landscape of lifelong learning, categorizing strategies into two primary groups: Internal Knowledge and External Knowledge. Internal Knowledge includes continual pretraining and continual finetuning, each enhancing the adaptability of LLMs in various scenarios. External Knowledge encompasses retrieval-based and tool-based lifelong learning, leveraging external data sources and computational tools to extend the model's capabilities without modifying core parameters. The key contributions of our survey are: (1) Introducing a novel taxonomy categorizing the extensive literature of lifelong learning into 12 scenarios; (2) Identifying common techniques across all lifelong learning scenarios and classifying existing literature into various technique groups within each scenario; (3) Highlighting emerging techniques such as model expansion and data selection, which were less explored in the pre-LLM era. Through a detailed examination of these groups and their respective categories, this survey aims to enhance the adaptability, reliability, and overall performance of LLMs in real-world applications.

Modern one-step diffusion models achieve impressive quality through distribution-based timestep distillation. Yet, they rely on a critical assumption: Teacher and Student must inhabit the same latent space. This Shared-Space constraint prevents knowledge transfer from modern high-capacity Teachers (e.g., SD 3.5 and Flux) into compact, deployment-friendly Students such as SD 1.5, whose latent resolution and VAE parameterization differ from the Teacher. We formalize this overlooked regime as Cross-Space Distillation, where Teacher and Student differ in both latent resolution and VAE space. To enable distillation under this mismatch, we introduce the Bridge, a lightweight latent interface that maps Student latents into the Teacher space without modifying the Student backbone. Bridge combines a frozen Student VAE decoder as a spatial prior with a compact learnable projector, and is trained with latent reconstruction and attention fidelity objectives for stable Teacher-space alignment. Across diverse modern Teachers, Bridge enables substantial gains for compact one-step Students; for example, it improves SD 1.5 from 5.4 to 9.4 HPSv3 while preserving one-step inference, low latency, and broad ecosystem compatibility. These results show that heterogeneous large Teachers can be distilled into efficient, deployable backbones through a lightweight latent-space interface.

We curate a comprehensive dataset of 4,550 questions and solutions from problem sets, midterm exams, and final exams across all MIT Mathematics and Electrical Engineering and Computer Science (EECS) courses required for obtaining a degree. We evaluate the ability of large language models to fulfill the graduation requirements for any MIT major in Mathematics and EECS. Our results demonstrate that GPT-3.5 successfully solves a third of the entire MIT curriculum, while GPT-4, with prompt engineering, achieves a perfect solve rate on a test set excluding questions based on images. We fine-tune an open-source large language model on this dataset. We employ GPT-4 to automatically grade model responses, providing a detailed performance breakdown by course, question, and answer type. By embedding questions in a low-dimensional space, we explore the relationships between questions, topics, and classes and discover which questions and classes are required for solving other questions and classes through few-shot learning. Our analysis offers valuable insights into course prerequisites and curriculum design, highlighting language models' potential for learning and improving Mathematics and EECS education.

The process of creating training data to teach models is currently driven by humans, who manually analyze model weaknesses and plan how to create data that improves a student model. Recent approaches using LLMs as annotators reduce human effort, but still require humans to interpret feedback from evaluations and control the LLM to produce data the student needs. Automating this labor-intensive process by creating autonomous data generation agents - or teachers - is desirable, but requires environments that can simulate the feedback-driven, iterative, closed loop of data creation. To enable rapid and scalable testing for such agents and their modules, we introduce DataEnvGym, a testbed of teacher environments for data generation agents. DataEnvGym frames data generation as a sequential decision-making task, involving an agent consisting of a data generation policy (which generates a plan for creating training data) and a data generation engine (which transforms the plan into data), inside an environment that provides student feedback. The agent's goal is to improve student performance. Students are iteratively trained and evaluated on generated data, with their feedback (in the form of errors or weak skills) being reported to the agent after each iteration. DataEnvGym includes multiple teacher environment instantiations across 3 levels of structure in the state representation and action space. More structured environments are based on inferred skills and offer more interpretability and curriculum control. We support 3 diverse tasks (math, code, and VQA) and test multiple students and teachers. Example agents in our teaching environments can iteratively improve students across tasks and settings. Moreover, we show that environments teach different skill levels and test variants of key modules, pointing to future work in improving data generation agents, engines, and feedback mechanisms.

Accurately detecting student behavior in classroom videos can aid in analyzing their classroom performance and improving teaching effectiveness. However, the current accuracy rate in behavior detection is low. To address this challenge, we propose the Student Classroom Behavior Detection system based on based on YOLOv7-BRA (YOLOv7 with Bi-level Routing Attention ). We identified eight different behavior patterns, including standing, sitting, speaking, listening, walking, raising hands, reading, and writing. We constructed a dataset, which contained 11,248 labels and 4,001 images, with an emphasis on the common behavior of raising hands in a classroom setting (Student Classroom Behavior dataset, SCB-Dataset). To improve detection accuracy, we added the biformer attention module to the YOLOv7 network. Finally, we fused the results from YOLOv7 CrowdHuman, SlowFast, and DeepSort models to obtain student classroom behavior data. We conducted experiments on the SCB-Dataset, and YOLOv7-BRA achieved an mAP@0.5 of 87.1%, resulting in a 2.2% improvement over previous results. Our SCB-dataset can be downloaded from: https://github.com/Whiffe/SCB-datase

Temporal point processes are the dominant paradigm for modeling sequences of events happening at irregular intervals. The standard way of learning in such models is by estimating the conditional intensity function. However, parameterizing the intensity function usually incurs several trade-offs. We show how to overcome the limitations of intensity-based approaches by directly modeling the conditional distribution of inter-event times. We draw on the literature on normalizing flows to design models that are flexible and efficient. We additionally propose a simple mixture model that matches the flexibility of flow-based models, but also permits sampling and computing moments in closed form. The proposed models achieve state-of-the-art performance in standard prediction tasks and are suitable for novel applications, such as learning sequence embeddings and imputing missing data.

With the rapid advancement of Artificial Intelligence, particularly in Natural Language Processing, Large Language Models (LLMs) have become pivotal in educational question-answering systems, especially university admission chatbots. Concepts such as Retrieval-Augmented Generation (RAG) and other advanced techniques have been developed to enhance these systems by integrating specific university data, enabling LLMs to provide informed responses on admissions and academic counseling. However, these enhanced RAG techniques often involve high operational costs and require the training of complex, specialized modules, which poses challenges for practical deployment. Additionally, in the educational context, it is crucial to provide accurate answers to prevent misinformation, a task that LLM-based systems find challenging without appropriate strategies and methods. In this paper, we introduce the Unified RAG (URAG) Framework, a hybrid approach that significantly improves the accuracy of responses, particularly for critical queries. Experimental results demonstrate that URAG enhances our in-house, lightweight model to perform comparably to state-of-the-art commercial models. Moreover, to validate its practical applicability, we conducted a case study at our educational institution, which received positive feedback and acclaim. This study not only proves the effectiveness of URAG but also highlights its feasibility for real-world implementation in educational settings.

Large language models (LLMs) have been employed in various intelligent educational tasks to assist teaching. While preliminary explorations have focused on independent LLM-empowered agents for specific educational tasks, the potential for LLMs within a multi-agent collaborative framework to simulate a classroom with real user participation remains unexplored. In this work, we propose SimClass, a multi-agent classroom simulation framework involving user participation. We recognize representative class roles and introduce a novel class control mechanism for automatic classroom teaching, and conduct user experiments in two real-world courses. Utilizing the Flanders Interactive Analysis System and Community of Inquiry theoretical frame works from educational analysis, we demonstrate that LLMs can simulate traditional classroom interaction patterns effectively while enhancing user's experience. We also observe emergent group behaviors among agents in SimClass, where agents collaborate to create enlivening interactions in classrooms to improve user learning process. We hope this work pioneers the application of LLM-empowered multi-agent systems in virtual classroom teaching.

Recently, multi-modal content generation has attracted lots of attention from researchers by investigating the utilization of visual instruction tuning based on large language models (LLMs). To enhance the performance and generalization ability of such LLMs, the practice of distilling knowledge from pretrained multi-modal models (a.k.a. teachers) to more compact multi-modal LLMs (students) has gained considerable interest. However, the prevailing paradigm of instructiontuning in multi-modal LLMs knowledge distillation is resource-intensive and unidirectional, neglecting the potential for mutual feedback between the student and teacher models. Thus, we propose an innovative Competitive Multi-modal Distillation framework (CoMD), which captures bidirectional feedback between teacher and student models and continually updates the multi-modal capabilities that the student model has learned. It comprises two stages: multi-modal pre-training and multi-modal competitive distillation. The first stage pre-trains the student model on a large number of filtered multi-modal datasets. The second stage facilitates a bidirectional knowledge transfer between the student and teacher models. Our experimental analysis of diverse datasets shows that our knowledge transfer method consistently improves the capabilities of the student model. Finally, the 7B-sized student model after four distillations surpassed the current state-of-the-art model LLaVA-13B on the ScienceQA and LLaVA Test dataset, also outperforms other strong baselines in the zero-shot setting.