Daily Papers

Diffusion models achieve high-quality sample generation at the cost of a lengthy multistep inference procedure. To overcome this, diffusion distillation techniques produce student generators capable of matching or surpassing the teacher in a single step. However, the student model's inference speed is limited by the size of the teacher architecture, preventing real-time generation for computationally heavy applications. In this work, we introduce Multi-Student Distillation (MSD), a framework to distill a conditional teacher diffusion model into multiple single-step generators. Each student generator is responsible for a subset of the conditioning data, thereby obtaining higher generation quality for the same capacity. MSD trains multiple distilled students, allowing smaller sizes and, therefore, faster inference. Also, MSD offers a lightweight quality boost over single-student distillation with the same architecture. We demonstrate MSD is effective by training multiple same-sized or smaller students on single-step distillation using distribution matching and adversarial distillation techniques. With smaller students, MSD gets competitive results with faster inference for single-step generation. Using 4 same-sized students, MSD significantly outperforms single-student baseline counterparts and achieves remarkable FID scores for one-step image generation: 1.20 on ImageNet-64x64 and 8.20 on zero-shot COCO2014.

Accelerating the sampling speed of diffusion models remains a significant challenge. Recent score distillation methods distill a heavy teacher model into an one-step student generator, which is optimized by calculating the difference between the two score functions on the samples generated by the student model. However, there is a score mismatch issue in the early stage of the distillation process, because existing methods mainly focus on using the endpoint of pre-trained diffusion models as teacher models, overlooking the importance of the convergence trajectory between the student generator and the teacher model. To address this issue, we extend the score distillation process by introducing the entire convergence trajectory of teacher models and propose Distribution Backtracking Distillation (DisBack) for distilling student generators. DisBask is composed of two stages: Degradation Recording and Distribution Backtracking. Degradation Recording is designed to obtain the convergence trajectory of teacher models, which records the degradation path from the trained teacher model to the untrained initial student generator. The degradation path implicitly represents the intermediate distributions of teacher models. Then Distribution Backtracking trains a student generator to backtrack the intermediate distributions for approximating the convergence trajectory of teacher models. Extensive experiments show that DisBack achieves faster and better convergence than the existing distillation method and accomplishes comparable generation performance. Notably, DisBack is easy to implement and can be generalized to existing distillation methods to boost performance. Our code is publicly available on https://github.com/SYZhang0805/DisBack.

Given the increasing use of synthetic data in language model (LM) post-training, an LM's ability to generate high-quality data has become nearly as crucial as its ability to solve problems directly. While prior works have focused on developing effective data generation methods, they lack systematic comparison of different LMs as data generators in a unified setting. To address this gap, we propose AgoraBench, a benchmark that provides standardized settings and metrics to evaluate LMs' data generation abilities. Through synthesizing 1.26 million training instances using 6 LMs and training 99 student models, we uncover key insights about LMs' data generation capabilities. First, we observe that LMs exhibit distinct strengths. For instance, GPT-4o excels at generating new problems, while Claude-3.5-Sonnet performs better at enhancing existing ones. Furthermore, our analysis reveals that an LM's data generation ability doesn't necessarily correlate with its problem-solving ability. Instead, multiple intrinsic features of data quality-including response quality, perplexity, and instruction difficulty-collectively serve as better indicators. Finally, we demonstrate that strategic choices in output format and cost-conscious model selection significantly impact data generation effectiveness.

Current video diffusion models achieve impressive generation quality but struggle in interactive applications due to bidirectional attention dependencies. The generation of a single frame requires the model to process the entire sequence, including the future. We address this limitation by adapting a pretrained bidirectional diffusion transformer to a causal transformer that generates frames on-the-fly. To further reduce latency, we extend distribution matching distillation (DMD) to videos, distilling 50-step diffusion model into a 4-step generator. To enable stable and high-quality distillation, we introduce a student initialization scheme based on teacher's ODE trajectories, as well as an asymmetric distillation strategy that supervises a causal student model with a bidirectional teacher. This approach effectively mitigates error accumulation in autoregressive generation, allowing long-duration video synthesis despite training on short clips. Our model supports fast streaming generation of high quality videos at 9.4 FPS on a single GPU thanks to KV caching. Our approach also enables streaming video-to-video translation, image-to-video, and dynamic prompting in a zero-shot manner. We will release the code based on an open-source model in the future.

Sampling from diffusion models involves a slow iterative process that hinders their practical deployment, especially for interactive applications. To accelerate generation speed, recent approaches distill a multi-step diffusion model into a single-step student generator via variational score distillation, which matches the distribution of samples generated by the student to the teacher's distribution. However, these approaches use the reverse Kullback-Leibler (KL) divergence for distribution matching which is known to be mode seeking. In this paper, we generalize the distribution matching approach using a novel f-divergence minimization framework, termed f-distill, that covers different divergences with different trade-offs in terms of mode coverage and training variance. We derive the gradient of the f-divergence between the teacher and student distributions and show that it is expressed as the product of their score differences and a weighting function determined by their density ratio. This weighting function naturally emphasizes samples with higher density in the teacher distribution, when using a less mode-seeking divergence. We observe that the popular variational score distillation approach using the reverse-KL divergence is a special case within our framework. Empirically, we demonstrate that alternative f-divergences, such as forward-KL and Jensen-Shannon divergences, outperform the current best variational score distillation methods across image generation tasks. In particular, when using Jensen-Shannon divergence, f-distill achieves current state-of-the-art one-step generation performance on ImageNet64 and zero-shot text-to-image generation on MS-COCO. Project page: https://research.nvidia.com/labs/genair/f-distill

A truly interactive world model requires three key ingredients: real-time long-horizon streaming, consistent spatial memory, and precise user control. However, most existing approaches address only one of these aspects in isolation, as achieving all three simultaneously is highly challenging-for example, long-term memory mechanisms often degrade real-time performance. In this work, we present RELIC, a unified framework that tackles these three challenges altogether. Given a single image and a text description, RELIC enables memory-aware, long-duration exploration of arbitrary scenes in real time. Built upon recent autoregressive video-diffusion distillation techniques, our model represents long-horizon memory using highly compressed historical latent tokens encoded with both relative actions and absolute camera poses within the KV cache. This compact, camera-aware memory structure supports implicit 3D-consistent content retrieval and enforces long-term coherence with minimal computational overhead. In parallel, we fine-tune a bidirectional teacher video model to generate sequences beyond its original 5-second training horizon, and transform it into a causal student generator using a new memory-efficient self-forcing paradigm that enables full-context distillation over long-duration teacher as well as long student self-rollouts. Implemented as a 14B-parameter model and trained on a curated Unreal Engine-rendered dataset, RELIC achieves real-time generation at 16 FPS while demonstrating more accurate action following, more stable long-horizon streaming, and more robust spatial-memory retrieval compared with prior work. These capabilities establish RELIC as a strong foundation for the next generation of interactive world modeling.

Despite excellent performance in image generation, Generative Adversarial Networks (GANs) are notorious for its requirements of enormous storage and intensive computation. As an awesome ''performance maker'', knowledge distillation is demonstrated to be particularly efficacious in exploring low-priced GANs. In this paper, we investigate the irreplaceability of teacher discriminator and present an inventive discriminator-cooperated distillation, abbreviated as DCD, towards refining better feature maps from the generator. In contrast to conventional pixel-to-pixel match methods in feature map distillation, our DCD utilizes teacher discriminator as a transformation to drive intermediate results of the student generator to be perceptually close to corresponding outputs of the teacher generator. Furthermore, in order to mitigate mode collapse in GAN compression, we construct a collaborative adversarial training paradigm where the teacher discriminator is from scratch established to co-train with student generator in company with our DCD. Our DCD shows superior results compared with existing GAN compression methods. For instance, after reducing over 40x MACs and 80x parameters of CycleGAN, we well decrease FID metric from 61.53 to 48.24 while the current SoTA method merely has 51.92. This work's source code has been made accessible at https://github.com/poopit/DCD-official.

Natural language generation (NLG) is a process within artificial intelligence where computer systems produce human-comprehensible language texts from information. English as a foreign language (EFL) students' use of NLG tools might facilitate their idea generation, which is fundamental to creative writing. However, little is known about how EFL students interact with NLG tools to generate ideas. This study explores strategies adopted by EFL students when searching for ideas using NLG tools, evaluating ideas generated by NLG tools and selecting NLG tools for ideas generation. Four Hong Kong secondary school students attended workshops where they learned to write stories comprising their own words and words generated by NLG tools. After the workshops, they answered questions to reflect on their writing experience with NLG tools. In a thematic analysis of the written reflections, we found students may have existing ideas when searching for ideas and evaluating ideas with NLG tools. Students showed some aversion to ideas generated by NLG tools and selected NLG tools that generated a greater quantity of ideas. The findings inform our understanding of EFL students' concerns when using NLG tools for idea generation and can inform educators' instruction to implement NLG tools for classroom creative writing.

Generative Artificial Intelligence (GenAI) is revolutionizing education and workforce development, profoundly shaping how students learn, engage, and prepare for their future. Outpacing the development of uniform policies and structures, GenAI has heralded a unique era and given rise to the GenAI Generation. We define the GenAI Generation as a cohort of students whose education has been increasingly shaped by the opportunities and challenges GenAI presents during its widespread adoption within society. This study examines students' perceptions of GenAI through a concise survey with optional open-ended questions, focusing on their awareness, preparedness, and concerns. Notably, readiness appears increasingly tied to exposure to GenAI through one's coursework. Students with greater curricular exposure to GenAI tend to feel more prepared, while those without it more often express vulnerability and uncertainty, highlighting a new and growing divide in readiness that goes beyond traditional disciplinary boundaries. Evaluation of more than 250 responses, with over 40% providing detailed qualitative feedback, reveals a core dual sentiment: while most students express enthusiasm for GenAI, an even greater proportion voice a spectrum of concerns about ethics, job displacement, and the adequacy of educational structures given the highly transformative technology. These findings offer critical insights into how students view the potential and pitfalls of GenAI for future career impacts. The challenge ahead involves implementing associated recommendations for educational institutions, moving beyond the baseline of access toward more informed guidance on the use of these tools, while preserving critical thinking, ethical reasoning, and adaptive learning.

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.

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.

ELECTRA, the generator-discriminator pre-training framework, has achieved impressive semantic construction capability among various downstream tasks. Despite the convincing performance, ELECTRA still faces the challenges of monotonous training and deficient interaction. Generator with only masked language modeling (MLM) leads to biased learning and label imbalance for discriminator, decreasing learning efficiency; no explicit feedback loop from discriminator to generator results in the chasm between these two components, underutilizing the course learning. In this study, a multi-perspective course learning (MCL) method is proposed to fetch a many degrees and visual angles for sample-efficient pre-training, and to fully leverage the relationship between generator and discriminator. Concretely, three self-supervision courses are designed to alleviate inherent flaws of MLM and balance the label in a multi-perspective way. Besides, two self-correction courses are proposed to bridge the chasm between the two encoders by creating a "correction notebook" for secondary-supervision. Moreover, a course soups trial is conducted to solve the "tug-of-war" dynamics problem of MCL, evolving a stronger pre-trained model. Experimental results show that our method significantly improves ELECTRA's average performance by 2.8% and 3.2% absolute points respectively on GLUE and SQuAD 2.0 benchmarks, and overshadows recent advanced ELECTRA-style models under the same settings. The pre-trained MCL model is available at https://huggingface.co/McmanusChen/MCL-base.

In knowledge distillation, since a single, omnipotent teacher network cannot solve all problems, multiple teacher-based knowledge distillations have been studied recently. However, sometimes their improvements are not as good as expected because some immature teachers may transfer the false knowledge to the student. In this paper, to overcome this limitation and take the efficacy of the multiple networks, we divide the multiple networks into teacher and student groups, respectively. That is, the student group is a set of immature networks that require learning the teacher's knowledge, while the teacher group consists of the selected networks that are capable of teaching successfully. We propose our online role change strategy where the top-ranked networks in the student group are able to promote to the teacher group at every iteration. After training the teacher group using the error samples of the student group to refine the teacher group's knowledge, we transfer the collaborative knowledge from the teacher group to the student group successfully. We verify the superiority of the proposed method on CIFAR-10, CIFAR-100, and ImageNet which achieves high performance. We further show the generality of our method with various backbone architectures such as ResNet, WRN, VGG, Mobilenet, and Shufflenet.

Recent advancements in Large Language Models (LLMs) and their increased accessibility have made it easier than ever for students to automatically generate texts, posing new challenges for educational institutions. To enforce norms of academic integrity and ensure students' learning, learning analytics methods to automatically detect LLM-generated text appear increasingly appealing. This paper benchmarks the performance of different state-of-the-art detectors in educational contexts, introducing a novel dataset, called Generative Essay Detection in Education (GEDE), containing over 900 student-written essays and over 12,500 LLM-generated essays from various domains. To capture the diversity of LLM usage practices in generating text, we propose the concept of contribution levels, representing students' contribution to a given assignment. These levels range from purely human-written texts, to slightly LLM-improved versions, to fully LLM-generated texts, and finally to active attacks on the detector by "humanizing" generated texts. We show that most detectors struggle to accurately classify texts of intermediate student contribution levels, like LLM-improved human-written texts. Detectors are particularly likely to produce false positives, which is problematic in educational settings where false suspicions can severely impact students' lives. Our dataset, code, and additional supplementary materials are publicly available at https://github.com/lukasgehring/Assessing-LLM-Text-Detection-in-Educational-Contexts.

This study applies Activity Theory to investigate how English as a foreign language (EFL) students prompt generative artificial intelligence (AI) tools during short story writing. Sixty-seven Hong Kong secondary school students created generative-AI tools using open-source language models and wrote short stories with them. The study collected and analyzed the students' generative-AI tools, short stories, and written reflections on their conditions or purposes for prompting. The research identified three main themes regarding the purposes for which students prompt generative-AI tools during short story writing: a lack of awareness of purposes, overcoming writer's block, and developing, expanding, and improving the story. The study also identified common characteristics of students' activity systems, including the sophistication of their generative-AI tools, the quality of their stories, and their school's overall academic achievement level, for their prompting of generative-AI tools for the three purposes during short story writing. The study's findings suggest that teachers should be aware of students' purposes for prompting generative-AI tools to provide tailored instructions and scaffolded guidance. The findings may also help designers provide differentiated instructions for users at various levels of story development when using a generative-AI tool.

This paper introduces the first Turkish crossword puzzle generator designed to leverage the capabilities of large language models (LLMs) for educational purposes. In this work, we introduced two specially created datasets: one with over 180,000 unique answer-clue pairs for generating relevant clues from the given answer, and another with over 35,000 samples containing text, answer, category, and clue data, aimed at producing clues for specific texts and keywords within certain categories. Beyond entertainment, this generator emerges as an interactive educational tool that enhances memory, vocabulary, and problem-solving skills. It's a notable step in AI-enhanced education, merging game-like engagement with learning for Turkish and setting new standards for interactive, intelligent learning tools in Turkish.

We explore the automatic generation of interactive, scenario-based lessons designed to train novice human tutors who teach middle school mathematics online. Employing prompt engineering through a Retrieval-Augmented Generation approach with GPT-4o, we developed a system capable of creating structured tutor training lessons. Our study generated lessons in English for three key topics: Encouraging Students' Independence, Encouraging Help-Seeking Behavior, and Turning on Cameras, using a task decomposition prompting strategy that breaks lesson generation into sub-tasks. The generated lessons were evaluated by two human evaluators, who provided both quantitative and qualitative evaluations using a comprehensive rubric informed by lesson design research. Results demonstrate that the task decomposition strategy led to higher-rated lessons compared to single-step generation. Human evaluators identified several strengths in the LLM-generated lessons, including well-structured content and time-saving potential, while also noting limitations such as generic feedback and a lack of clarity in some instructional sections. These findings underscore the potential of hybrid human-AI approaches for generating effective lessons in tutor training.

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.

While Generative AI has demonstrated strong potential and versatility in content generation, its application to educational contexts presents several challenges. Models often fail to align with curriculum standards and maintain grade-appropriate reading levels consistently. Furthermore, STEM education poses additional challenges in balancing scientific explanations with everyday language when introducing complex and abstract ideas and phenomena to younger students. In this work, we propose COGENT, a curriculum-oriented framework for generating grade-appropriate educational content. We incorporate three curriculum components (science concepts, core ideas, and learning objectives), control readability through length, vocabulary, and sentence complexity, and adopt a ``wonder-based'' approach to increase student engagement and interest. We conduct a multi-dimensional evaluation via both LLM-as-a-judge and human expert analysis. Experimental results show that COGENT consistently produces grade-appropriate passages that are comparable or superior to human references. Our work establishes a viable approach for scaling adaptive and high-quality learning resources.

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.

This paper considers the development of an AI-based provably-correct mathematical proof tutor. While Large Language Models (LLMs) allow seamless communication in natural language, they are error prone. Theorem provers such as Lean allow for provable-correctness, but these are hard for students to learn. We present a proof-of-concept system (LeanTutor) by combining the complementary strengths of LLMs and theorem provers. LeanTutor is composed of three modules: (i) an autoformalizer/proof-checker, (ii) a next-step generator, and (iii) a natural language feedback generator. To evaluate the system, we introduce PeanoBench, a dataset of 371 Peano Arithmetic proofs in human-written natural language and formal language, derived from the Natural Numbers Game.

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.

Generative AI and large language models hold great promise in enhancing programming education by automatically generating individualized feedback for students. We investigate the role of generative AI models in providing human tutor-style programming hints to help students resolve errors in their buggy programs. Recent works have benchmarked state-of-the-art models for various feedback generation scenarios; however, their overall quality is still inferior to human tutors and not yet ready for real-world deployment. In this paper, we seek to push the limits of generative AI models toward providing high-quality programming hints and develop a novel technique, GPT4Hints-GPT3.5Val. As a first step, our technique leverages GPT-4 as a ``tutor'' model to generate hints -- it boosts the generative quality by using symbolic information of failing test cases and fixes in prompts. As a next step, our technique leverages GPT-3.5, a weaker model, as a ``student'' model to further validate the hint quality -- it performs an automatic quality validation by simulating the potential utility of providing this feedback. We show the efficacy of our technique via extensive evaluation using three real-world datasets of Python programs covering a variety of concepts ranging from basic algorithms to regular expressions and data analysis using pandas library.

Recent breakthroughs in large language models (LLMs) on reasoning tasks rely heavily on massive, high-quality datasets-typically human-annotated and thus difficult to scale. While data synthesis or distillation offers a promising alternative, existing methods struggle with inconsistent data quality and an inability to dynamically adapt to the evolving capabilities of the model, leading to suboptimal training signals. To address these limitations, we introduce Socratic-Zero, a fully autonomous framework that generates high-quality training data from minimal seed examples through the co-evolution of three agents: the Teacher, the Solver, and the Generator. The Solver continuously refines its reasoning by learning from preference feedback on both successful and failed trajectories; the Teacher adaptively crafts increasingly challenging questions based on the Solver's weaknesses; and the Generator distills the Teacher's question-design strategy to enable scalable, high-fidelity curriculum generation. This closed-loop system produces a self-improving curriculum-requiring no pre-existing tasks or labels. Remarkably, starting from only 100 seed questions, our Socratic-Solver-8B achieves an average gain of +20.2 percentage points over prior data synthesis methods across seven mathematical reasoning benchmarks (AMC23, AIME24-25, Olympiad, MATH-500, Minerva, and GSM8K), with consistent gains on both Qwen3 and GLM4 series models. Even more surprisingly, synthetic data from Socratic-Generator-32B enables student LLMs to achieve superior performance compared to other state-of-the-art (SOTA) commercial LLMs on these benchmarks, including Qwen3-235B-A22B, DeepSeek-V3.1-671B, GPT-5, Gemini-2.5-Pro, Grok-4, and Claude-4.1-Opus.

Large language models (LLMs) have exhibited great potential in mathematical reasoning. However, there remains a performance gap in this area between existing open-source models and closed-source models such as GPT-4. In this paper, we introduce MathGenie, a novel method for generating diverse and reliable math problems from a small-scale problem-solution dataset (denoted as seed data). We augment the ground-truth solutions of our seed data and train a back-translation model to translate the augmented solutions back into new questions. Subsequently, we generate code-integrated solutions for the new questions. To ensure the correctness of the code-integrated solutions, we employ rationale-based strategy for solution verification. Various pretrained models, ranging from 7B to 70B, are trained on the newly curated data to test the effectiveness of the proposed augmentation technique, resulting in a family of models known as MathGenieLM. These models consistently outperform previous open-source models across five representative mathematical reasoning datasets, achieving state-of-the-art performance. In particular, MathGenieLM-InternLM2 achieves an accuracy of 87.7% on GSM8K and 55.7% on MATH, securing the best overall score among open-source language models.

We introduce a high-quality dataset that contains 3,397 samples comprising (i) multiple choice questions, (ii) answers (including distractors), and (iii) their source documents, from the educational domain. Each question is phrased in two forms, normal and close. Correct answers are linked to source documents with sentence-level annotations. Thus, our versatile dataset can be used for both question and distractor generation, as well as to explore new challenges such as question format conversion. Furthermore, 903 questions are accompanied by their cognitive complexity level as per Bloom's taxonomy. All questions have been generated by educational experts rather than crowd workers to ensure they are maintaining educational and learning standards. Our analysis and experiments suggest distinguishable differences between our dataset and commonly used ones for question generation for educational purposes. We believe this new dataset can serve as a valuable resource for research and evaluation in the educational domain. The dataset and baselines will be released to support further research in question generation.

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.

Generative AI and large language models hold great promise in enhancing computing education by powering next-generation educational technologies for introductory programming. Recent works have studied these models for different scenarios relevant to programming education; however, these works are limited for several reasons, as they typically consider already outdated models or only specific scenario(s). Consequently, there is a lack of a systematic study that benchmarks state-of-the-art models for a comprehensive set of programming education scenarios. In our work, we systematically evaluate two models, ChatGPT (based on GPT-3.5) and GPT-4, and compare their performance with human tutors for a variety of scenarios. We evaluate using five introductory Python programming problems and real-world buggy programs from an online platform, and assess performance using expert-based annotations. Our results show that GPT-4 drastically outperforms ChatGPT (based on GPT-3.5) and comes close to human tutors' performance for several scenarios. These results also highlight settings where GPT-4 still struggles, providing exciting future directions on developing techniques to improve the performance of these models.

Automatically generating coherent and semantically meaningful text has many applications in machine translation, dialogue systems, image captioning, etc. Recently, by combining with policy gradient, Generative Adversarial Nets (GAN) that use a discriminative model to guide the training of the generative model as a reinforcement learning policy has shown promising results in text generation. However, the scalar guiding signal is only available after the entire text has been generated and lacks intermediate information about text structure during the generative process. As such, it limits its success when the length of the generated text samples is long (more than 20 words). In this paper, we propose a new framework, called LeakGAN, to address the problem for long text generation. We allow the discriminative net to leak its own high-level extracted features to the generative net to further help the guidance. The generator incorporates such informative signals into all generation steps through an additional Manager module, which takes the extracted features of current generated words and outputs a latent vector to guide the Worker module for next-word generation. Our extensive experiments on synthetic data and various real-world tasks with Turing test demonstrate that LeakGAN is highly effective in long text generation and also improves the performance in short text generation scenarios. More importantly, without any supervision, LeakGAN would be able to implicitly learn sentence structures only through the interaction between Manager and Worker.

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.

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.

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.

P. Kabamba developed generation theory as a tool for studying self-reproducing systems. We provide an alternative definition of a generation system and give a complete solution to the problem of finding optimal seeds for a finite self-replicating system. We also exhibit examples illustrating a connection between self-replication and fixed-point theory.

In AI-facilitated teaching, leveraging various query styles to interpret abstract educational content is crucial for delivering effective and accessible learning experiences. However, existing retrieval systems predominantly focus on natural text-image matching and lack the capacity to address the diversity and ambiguity inherent in real-world educational scenarios. To address this limitation, we develop a lightweight and efficient multi-modal retrieval module, named Uni-Retrieval, which extracts query-style prototypes and dynamically matches them with tokens from a continually updated Prompt Bank. This Prompt Bank encodes and stores domain-specific knowledge by leveraging a Mixture-of-Expert Low-Rank Adaptation (MoE-LoRA) module and can be adapted to enhance Uni-Retrieval's capability to accommodate unseen query types at test time. To enable natural language educational content generation, we integrate the original Uni-Retrieval with a compact instruction-tuned language model, forming a complete retrieval-augmented generation pipeline named Uni-RAG. Given a style-conditioned query, Uni-RAG first retrieves relevant educational materials and then generates human-readable explanations, feedback, or instructional content aligned with the learning objective. Experimental results on SER and other multi-modal benchmarks show that Uni-RAG outperforms baseline retrieval and RAG systems in both retrieval accuracy and generation quality, while maintaining low computational cost. Our framework provides a scalable, pedagogically grounded solution for intelligent educational systems, bridging retrieval and generation to support personalized, explainable, and efficient learning assistance across diverse STEM scenarios.

Data-free Knowledge Distillation (DFKD) has gained popularity recently, with the fundamental idea of carrying out knowledge transfer from a Teacher neural network to a Student neural network in the absence of training data. However, in the Adversarial DFKD framework, the student network's accuracy, suffers due to the non-stationary distribution of the pseudo-samples under multiple generator updates. To this end, at every generator update, we aim to maintain the student's performance on previously encountered examples while acquiring knowledge from samples of the current distribution. Thus, we propose a meta-learning inspired framework by treating the task of Knowledge-Acquisition (learning from newly generated samples) and Knowledge-Retention (retaining knowledge on previously met samples) as meta-train and meta-test, respectively. Hence, we dub our method as Learning to Retain while Acquiring. Moreover, we identify an implicit aligning factor between the Knowledge-Retention and Knowledge-Acquisition tasks indicating that the proposed student update strategy enforces a common gradient direction for both tasks, alleviating interference between the two objectives. Finally, we support our hypothesis by exhibiting extensive evaluation and comparison of our method with prior arts on multiple datasets.

Large language models (LLMs) have demonstrated remarkable performance in diverse tasks using zero-shot and few-shot prompting. Even though their capabilities of data synthesis have been studied well in recent years, the generated data suffers from a lack of diversity, less adherence to the prompt, and potential biases that creep into the data from the generator model. In this work, we tackle the challenge of generating datasets with high diversity, upon which a student model is trained for downstream tasks. Taking the route of decoding-time guidance-based approaches, we propose CorrSynth, which generates data that is more diverse and faithful to the input prompt using a correlated sampling strategy. Further, our method overcomes the complexity drawbacks of some other guidance-based techniques like classifier-based guidance. With extensive experiments, we show the effectiveness of our approach and substantiate our claims. In particular, we perform intrinsic evaluation to show the improvements in diversity. Our experiments show that CorrSynth improves both student metrics and intrinsic metrics upon competitive baselines across four datasets, showing the innate advantage of our method.

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.

This study investigates the use of generative AI and multi-agent systems to provide automatic feedback in educational contexts, particularly for student constructed responses in science assessments. The research addresses a key gap in the field by exploring how multi-agent systems, called AutoFeedback, can improve the quality of GenAI-generated feedback, overcoming known issues such as over-praise and over-inference that are common in single-agent large language models (LLMs). The study developed a multi-agent system consisting of two AI agents: one for generating feedback and another for validating and refining it. The system was tested on a dataset of 240 student responses, and its performance was compared to that of a single-agent LLM. Results showed that AutoFeedback significantly reduced the occurrence of over-praise and over-inference errors, providing more accurate and pedagogically sound feedback. The findings suggest that multi-agent systems can offer a more reliable solution for generating automated feedback in educational settings, highlighting their potential for scalable and personalized learning support. These results have important implications for educators and researchers seeking to leverage AI in formative assessments, offering a pathway to more effective feedback mechanisms that enhance student learning outcomes.

Can one inject new concepts into an already trained generative model, while respecting its existing structure and knowledge? We propose a new task - domain expansion - to address this. Given a pretrained generator and novel (but related) domains, we expand the generator to jointly model all domains, old and new, harmoniously. First, we note the generator contains a meaningful, pretrained latent space. Is it possible to minimally perturb this hard-earned representation, while maximally representing the new domains? Interestingly, we find that the latent space offers unused, "dormant" directions, which do not affect the output. This provides an opportunity: By "repurposing" these directions, we can represent new domains without perturbing the original representation. In fact, we find that pretrained generators have the capacity to add several - even hundreds - of new domains! Using our expansion method, one "expanded" model can supersede numerous domain-specific models, without expanding the model size. Additionally, a single expanded generator natively supports smooth transitions between domains, as well as composition of domains. Code and project page available at https://yotamnitzan.github.io/domain-expansion/.

This paper investigates the intriguing question of whether we can create learning algorithms that automatically generate training data, learning environments, and curricula in order to help AI agents rapidly learn. We show that such algorithms are possible via Generative Teaching Networks (GTNs), a general approach that is, in theory, applicable to supervised, unsupervised, and reinforcement learning, although our experiments only focus on the supervised case. GTNs are deep neural networks that generate data and/or training environments that a learner (e.g. a freshly initialized neural network) trains on for a few SGD steps before being tested on a target task. We then differentiate through the entire learning process via meta-gradients to update the GTN parameters to improve performance on the target task. GTNs have the beneficial property that they can theoretically generate any type of data or training environment, making their potential impact large. This paper introduces GTNs, discusses their potential, and showcases that they can substantially accelerate learning. We also demonstrate a practical and exciting application of GTNs: accelerating the evaluation of candidate architectures for neural architecture search (NAS), which is rate-limited by such evaluations, enabling massive speed-ups in NAS. GTN-NAS improves the NAS state of the art, finding higher performing architectures when controlling for the search proposal mechanism. GTN-NAS also is competitive with the overall state of the art approaches, which achieve top performance while using orders of magnitude less computation than typical NAS methods. Speculating forward, GTNs may represent a first step toward the ambitious goal of algorithms that generate their own training data and, in doing so, open a variety of interesting new research questions and directions.

AI generated content (AIGC) presents considerable challenge to educators around the world. Instructors need to be able to detect such text generated by large language models, either with the naked eye or with the help of some tools. There is also growing need to understand the lexical, syntactic and stylistic features of AIGC. To address these challenges in English language teaching, we first present ArguGPT, a balanced corpus of 4,038 argumentative essays generated by 7 GPT models in response to essay prompts from three sources: (1) in-class or homework exercises, (2) TOEFL and (3) GRE writing tasks. Machine-generated texts are paired with roughly equal number of human-written essays with three score levels matched in essay prompts. We then hire English instructors to distinguish machine essays from human ones. Results show that when first exposed to machine-generated essays, the instructors only have an accuracy of 61% in detecting them. But the number rises to 67% after one round of minimal self-training. Next, we perform linguistic analyses of these essays, which show that machines produce sentences with more complex syntactic structures while human essays tend to be lexically more complex. Finally, we test existing AIGC detectors and build our own detectors using SVMs and RoBERTa. Results suggest that a RoBERTa fine-tuned with the training set of ArguGPT achieves above 90% accuracy in both essay- and sentence-level classification. To the best of our knowledge, this is the first comprehensive analysis of argumentative essays produced by generative large language models. Machine-authored essays in ArguGPT and our models will be made publicly available at https://github.com/huhailinguist/ArguGPT

English as foreign language_EFL_students' use of text generated from artificial intelligence_AI_natural language generation_NLG_tools may improve their writing quality. However, it remains unclear to what extent AI-generated text in these students' writing might lead to higher-quality writing. We explored 23 Hong Kong secondary school students' attempts to write stories comprising their own words and AI-generated text. Human experts scored the stories for dimensions of content, language and organization. We analyzed the basic organization and structure and syntactic complexity of the stories' AI-generated text and performed multiple linear regression and cluster analyses. The results show the number of human words and the number of AI-generated words contribute significantly to scores. Besides, students can be grouped into competent and less competent writers who use more AI-generated text or less AI-generated text compared to their peers. Comparisons of clusters reveal some benefit of AI-generated text in improving the quality of both high-scoring students' and low-scoring students' writing. The findings can inform pedagogical strategies to use AI-generated text for EFL students' writing and to address digital divides. This study contributes designs of NLG tools and writing activities to implement AI-generated text in schools.

Transferable targeted adversarial attacks aim to mislead models into outputting adversary-specified predictions in black-box scenarios. Recent studies have introduced single-target generative attacks that train a generator for each target class to generate highly transferable perturbations, resulting in substantial computational overhead when handling multiple classes. Multi-target attacks address this by training only one class-conditional generator for multiple classes. However, the generator simply uses class labels as conditions, failing to leverage the rich semantic information of the target class. To this end, we design a CLIP-guided Generative Network with Cross-attention modules (CGNC) to enhance multi-target attacks by incorporating textual knowledge of CLIP into the generator. Extensive experiments demonstrate that CGNC yields significant improvements over previous multi-target generative attacks, e.g., a 21.46\% improvement in success rate from ResNet-152 to DenseNet-121. Moreover, we propose a masked fine-tuning mechanism to further strengthen our method in attacking a single class, which surpasses existing single-target methods.

The interest of the deep learning community in image synthesis has grown massively in recent years. Nowadays, deep generative methods, and especially Generative Adversarial Networks (GANs), are leading to state-of-the-art performance, capable of synthesizing images that appear realistic. While the efforts for improving the quality of the generated images are extensive, most attempts still consider the generator part as an uncorroborated "black-box". In this paper, we aim to provide a better understanding and design of the image generation process. We interpret existing generators as implicitly relying on sparsity-inspired models. More specifically, we show that generators can be viewed as manifestations of the Convolutional Sparse Coding (CSC) and its Multi-Layered version (ML-CSC) synthesis processes. We leverage this observation by explicitly enforcing a sparsifying regularization on appropriately chosen activation layers in the generator, and demonstrate that this leads to improved image synthesis. Furthermore, we show that the same rationale and benefits apply to generators serving inverse problems, demonstrated on the Deep Image Prior (DIP) method.

Retrieval augmented generation (RAG) with large language models (LLMs) for Question Answering (QA) entails furnishing relevant context within the prompt to facilitate the LLM in answer generation. During the generation, inaccuracies or hallucinations frequently occur due to two primary factors: inadequate or distracting context in the prompts, and the inability of LLMs to effectively reason through the facts. In this paper, we investigate whether providing aligned context via a carefully selected passage sequence leads to better answer generation by the LLM for multi-hop QA. We introduce, "GenSco", a novel approach of selecting passages based on the predicted decomposition of the multi-hop questions}. The framework consists of two distinct LLMs: (i) Generator LLM, which is used for question decomposition and final answer generation; (ii) an auxiliary open-sourced LLM, used as the scorer, to semantically guide the Generator for passage selection. The generator is invoked only once for the answer generation, resulting in a cost-effective and efficient approach. We evaluate on three broadly established multi-hop question answering datasets: 2WikiMultiHop, Adversarial HotPotQA and MuSiQue and achieve an absolute gain of 15.1 and 5.9 points in Exact Match score with respect to the best performing baselines over MuSiQue and 2WikiMultiHop respectively.

The rapid integration of generative artificial intelligence into education has driven digital transformation in e-teaching, yet user perceptions of AI educational apps remain underexplored. This study performs a sentiment-driven evaluation of user reviews from top AI ed-apps on the Google Play Store to assess efficacy, challenges, and pedagogical implications. Our pipeline involved scraping app data and reviews, RoBERTa for binary sentiment classification, GPT-4o for key point extraction, and GPT-5 for synthesizing top positive/negative themes. Apps were categorized into seven types (e.g., homework helpers, math solvers, language tools), with overlaps reflecting multifunctional designs. Results indicate predominantly positive sentiments, with homework apps like Edu AI (95.9% positive) and Answer.AI (92.7%) leading in accuracy, speed, and personalization, while language/LMS apps (e.g., Teacher AI at 21.8% positive) lag due to instability and limited features. Positives emphasize efficiency in brainstorming, problem-solving, and engagement; negatives center on paywalls, inaccuracies, ads, and glitches. Trends show that homework helpers outperform specialized tools, highlighting AI's democratizing potential amid risks of dependency and inequity. The discussion proposes future ecosystems with hybrid AI-human models, VR/AR for immersive learning, and a roadmap for developers (adaptive personalization) and policymakers (monetization regulation for inclusivity). This underscores generative AI's role in advancing e-teaching by enabling ethical refinements that foster equitable, innovative environments. The full dataset is available here(https://github.com/erfan-nourbakhsh/GenAI-EdSent).

Code LLMs are being rapidly deployed and there is evidence that they can make professional programmers more productive. Current benchmarks for code generation measure whether models generate correct programs given an expert prompt. In this paper, we present a new benchmark containing multiple prompts per problem, written by a specific population of non-expert prompters: beginning programmers. StudentEval contains 1,749 prompts for 48 problems, written by 80 students who have only completed one semester of Python programming. Our students wrote these prompts while working interactively with a Code LLM, and we observed very mixed success rates. We use StudentEval to evaluate 5 Code LLMs and find that StudentEval is a better discriminator of model performance than existing benchmarks. We analyze the prompts and find significant variation in students' prompting techniques. We also find that nondeterministic LLM sampling could mislead students into thinking that their prompts are more (or less) effective than they actually are, which has implications for how to teach with Code LLMs.

Large-scale pre-trained language models (PLMs) bring new opportunities to challenging problems, especially those that need high-level intelligence, such as the math word problem (MWPs). However, directly applying existing PLMs to MWPs can fail as the generation process lacks sufficient supervision and thus lacks fast adaptivity as humans. We notice that human reasoning has a dual reasoning framework that consists of an immediate reaction system (system 1) and a delicate reasoning system (system 2), where the entire reasoning is determined by their interaction. This inspires us to develop a cooperative reasoning-induced PLM for solving MWPs, called Cooperative Reasoning (CoRe), resulting in a human-like reasoning architecture with system 1 as the generator and system 2 as the verifier. In our approach, the generator is responsible for generating reasoning paths, and the verifiers are used to supervise the evaluation in order to obtain reliable feedback for the generator. We evaluate our CoRe framework on several mathematical reasoning datasets and achieve decent improvement over state-of-the-art methods, up to 9.6% increase over best baselines. Our codes are available at https://github.com/TianHongZXY/CoRe

Large Language Models (LLMs) have significantly advanced smart education in the Artificial General Intelligence (AGI) era. A promising application lies in the automatic generalization of instructional design for curriculum and learning activities, focusing on two key aspects: (1) Customized Generation: generating niche-targeted teaching content based on students' varying learning abilities and states, and (2) Intelligent Optimization: iteratively optimizing content based on feedback from learning effectiveness or test scores. Currently, a single large LLM cannot effectively manage the entire process, posing a challenge for designing intelligent teaching plans. To address these issues, we developed EduPlanner, an LLM-based multi-agent system comprising an evaluator agent, an optimizer agent, and a question analyst, working in adversarial collaboration to generate customized and intelligent instructional design for curriculum and learning activities. Taking mathematics lessons as our example, EduPlanner employs a novel Skill-Tree structure to accurately model the background mathematics knowledge of student groups, personalizing instructional design for curriculum and learning activities according to students' knowledge levels and learning abilities. Additionally, we introduce the CIDDP, an LLM-based five-dimensional evaluation module encompassing clarity, Integrity, Depth, Practicality, and Pertinence, to comprehensively assess mathematics lesson plan quality and bootstrap intelligent optimization. Experiments conducted on the GSM8K and Algebra datasets demonstrate that EduPlanner excels in evaluating and optimizing instructional design for curriculum and learning activities. Ablation studies further validate the significance and effectiveness of each component within the framework. Our code is publicly available at https://github.com/Zc0812/Edu_Planner

Socratic questioning is an educational method that allows students to discover answers to complex problems by asking them a series of thoughtful questions. Generation of didactically sound questions is challenging, requiring understanding of the reasoning process involved in the problem. We hypothesize that such questioning strategy can not only enhance the human performance, but also assist the math word problem (MWP) solvers. In this work, we explore the ability of large language models (LMs) in generating sequential questions for guiding math word problem-solving. We propose various guided question generation schemes based on input conditioning and reinforcement learning. On both automatic and human quality evaluations, we find that LMs constrained with desirable question properties generate superior questions and improve the overall performance of a math word problem solver. We conduct a preliminary user study to examine the potential value of such question generation models in the education domain. Results suggest that the difficulty level of problems plays an important role in determining whether questioning improves or hinders human performance. We discuss the future of using such questioning strategies in education.

The integration of generative AI in education is expanding, yet empirical analyses of large-scale and real-world interactions between students and AI systems still remain limited. Addressing this gap, we present RECIPE4U (RECIPE for University), a dataset sourced from a semester-long experiment with 212 college students in English as Foreign Language (EFL) writing courses. During the study, students engaged in dialogues with ChatGPT to revise their essays. RECIPE4U includes comprehensive records of these interactions, including conversation logs, students' intent, students' self-rated satisfaction, and students' essay edit histories. In particular, we annotate the students' utterances in RECIPE4U with 13 intention labels based on our coding schemes. We establish baseline results for two subtasks in task-oriented dialogue systems within educational contexts: intent detection and satisfaction estimation. As a foundational step, we explore student-ChatGPT interaction patterns through RECIPE4U and analyze them by focusing on students' dialogue, essay data statistics, and students' essay edits. We further illustrate potential applications of RECIPE4U dataset for enhancing the incorporation of LLMs in educational frameworks. RECIPE4U is publicly available at https://zeunie.github.io/RECIPE4U/.

Recommender systems typically retrieve items from an item corpus for personalized recommendations. However, such a retrieval-based recommender paradigm faces two limitations: 1) the human-generated items in the corpus might fail to satisfy the users' diverse information needs, and 2) users usually adjust the recommendations via inefficient passive feedback, e.g., clicks. Nowadays, AI-Generated Content (AIGC) has revealed significant success, offering the potential to overcome these limitations: 1) generative AI can produce personalized items to satisfy users' information needs, and 2) the newly emerged large language models significantly reduce the efforts of users to precisely express information needs via natural language instructions. In this light, the boom of AIGC points the way towards the next-generation recommender paradigm with two new objectives: 1) generating personalized content through generative AI, and 2) integrating user instructions to guide content generation. To this end, we propose a novel Generative Recommender paradigm named GeneRec, which adopts an AI generator to personalize content generation and leverages user instructions. Specifically, we pre-process users' instructions and traditional feedback via an instructor to output the generation guidance. Given the guidance, we instantiate the AI generator through an AI editor and an AI creator to repurpose existing items and create new items. Eventually, GeneRec can perform content retrieval, repurposing, and creation to satisfy users' information needs. Besides, to ensure the trustworthiness of the generated items, we emphasize various fidelity checks. Moreover, we provide a roadmap to envision future developments of GeneRec and several domain-specific applications of GeneRec with potential research tasks. Lastly, we study the feasibility of implementing AI editor and AI creator on micro-video generation.

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.

The widespread adoption of dynamic Time-of-Use (dToU) electricity tariffs requires accurately identifying households that would benefit from such pricing structures. However, the use of real consumption data poses serious privacy concerns, motivating the adoption of synthetic alternatives. In this study, we conduct a comparative evaluation of four synthetic data generation methods, Wasserstein-GP Generative Adversarial Networks (WGAN), Conditional Tabular GAN (CTGAN), Diffusion Models, and Gaussian noise augmentation, under different synthetic regimes. We assess classification utility, distribution fidelity, and privacy leakage. Our results show that architectural design plays a key role: diffusion models achieve the highest utility (macro-F1 up to 88.2%), while CTGAN provide the strongest resistance to reconstruction attacks. These findings highlight the potential of structured generative models for developing privacy-preserving, data-driven energy systems.

Beginning with text and images, generative AI has expanded to audio, video, computer code, and molecules. Yet, if generative AI is the answer, what is the question? We explore the foundations of generation as a distinct machine learning task with connections to prediction, compression, and decision-making. We survey five major generative model families: autoregressive models, variational autoencoders, normalizing flows, generative adversarial networks, and diffusion models. We then introduce a probabilistic framework that emphasizes the distinction between density estimation and generation. We review a game-theoretic framework with a two-player adversary-learner setup to study generation. We discuss post-training modifications that prepare generative models for deployment. We end by highlighting some important topics in socially responsible generation such as privacy, detection of AI-generated content, and copyright and IP. We adopt a task-first framing of generation, focusing on what generation is as a machine learning problem, rather than only on how models implement it.

Generative adversarial networks (GANs) have promoted remarkable advances in single-image super-resolution (SR) by recovering photo-realistic images. However, high memory consumption of GAN-based SR (usually generators) causes performance degradation and more energy consumption, hindering the deployment of GAN-based SR into resource-constricted mobile devices. In this paper, we propose a novel compression framework Multi-scale Feature Aggregation Net based GAN (MFAGAN) for reducing the memory access cost of the generator. First, to overcome the memory explosion of dense connections, we utilize a memory-efficient multi-scale feature aggregation net as the generator. Second, for faster and more stable training, our method introduces the PatchGAN discriminator. Third, to balance the student discriminator and the compressed generator, we distill both the generator and the discriminator. Finally, we perform a hardware-aware neural architecture search (NAS) to find a specialized SubGenerator for the target mobile phone. Benefiting from these improvements, the proposed MFAGAN achieves up to 8.3times memory saving and 42.9times computation reduction, with only minor visual quality degradation, compared with ESRGAN. Empirical studies also show sim70 milliseconds latency on Qualcomm Snapdragon 865 chipset.

Recent advances in knowledge distillation (KD) have enabled smaller student models to approach the performance of larger teacher models. However, popular methods such as supervised KD and on-policy KD, are adversely impacted by the knowledge gaps between teacher-student in practical scenarios. Supervised KD suffers from a distribution mismatch between training with a static dataset and inference over final student-generated outputs. Conversely, on-policy KD, which uses student-generated samples for training, can suffer from low-quality training examples with which teacher models are not familiar, resulting in inaccurate teacher feedback. To address these limitations, we introduce Speculative Knowledge Distillation (SKD), a novel approach that leverages cooperation between student and teacher models to generate high-quality training data on-the-fly while aligning with the student's inference-time distribution. In SKD, the student proposes tokens, and the teacher replaces poorly ranked ones based on its own distribution, transferring high-quality knowledge adaptively. We evaluate SKD on various text generation tasks, including translation, summarization, math, and instruction following, and show that SKD consistently outperforms existing KD methods across different domains, data sizes, and model initialization strategies.

Generative AI, particularly Language Models (LMs), has the potential to transform real-world domains with societal impact, particularly where access to experts is limited. For example, in education, training novice educators with expert guidance is important for effectiveness but expensive, creating significant barriers to improving education quality at scale. This challenge disproportionately harms students from under-served communities, who stand to gain the most from high-quality education. We introduce Tutor CoPilot, a novel Human-AI approach that leverages a model of expert thinking to provide expert-like guidance to tutors as they tutor. This study is the first randomized controlled trial of a Human-AI system in live tutoring, involving 900 tutors and 1,800 K-12 students from historically under-served communities. Following a preregistered analysis plan, we find that students working with tutors that have access to Tutor CoPilot are 4 percentage points (p.p.) more likely to master topics (p<0.01). Notably, students of lower-rated tutors experienced the greatest benefit, improving mastery by 9 p.p. We find that Tutor CoPilot costs only $20 per-tutor annually. We analyze 550,000+ messages using classifiers to identify pedagogical strategies, and find that tutors with access to Tutor CoPilot are more likely to use high-quality strategies to foster student understanding (e.g., asking guiding questions) and less likely to give away the answer to the student. Tutor interviews highlight how Tutor CoPilot's guidance helps tutors to respond to student needs, though they flag issues in Tutor CoPilot, such as generating suggestions that are not grade-level appropriate. Altogether, our study of Tutor CoPilot demonstrates how Human-AI systems can scale expertise in real-world domains, bridge gaps in skills and create a future where high-quality education is accessible to all students.

Candidate generation is the first stage in recommendation systems, where a light-weight system is used to retrieve potentially relevant items for an input user. These candidate items are then ranked and pruned in later stages of recommender systems using a more complex ranking model. Since candidate generation is the top of the recommendation funnel, it is important to retrieve a high-recall candidate set to feed into downstream ranking models. A common approach for candidate generation is to leverage approximate nearest neighbor (ANN) search from a single dense query embedding; however, this approach this can yield a low-diversity result set with many near duplicates. As users often have multiple interests, candidate retrieval should ideally return a diverse set of candidates reflective of the user's multiple interests. To this end, we introduce kNN-Embed, a general approach to improving diversity in dense ANN-based retrieval. kNN-Embed represents each user as a smoothed mixture over learned item clusters that represent distinct `interests' of the user. By querying each of a user's mixture component in proportion to their mixture weights, we retrieve a high-diversity set of candidates reflecting elements from each of a user's interests. We experimentally compare kNN-Embed to standard ANN candidate retrieval, and show significant improvements in overall recall and improved diversity across three datasets. Accompanying this work, we open source a large Twitter follow-graph dataset, to spur further research in graph-mining and representation learning for recommender systems.

Black-box distillation creates student large language models (LLMs) by learning from a proprietary teacher model's text outputs alone, without access to its internal logits or parameters. In this work, we introduce Generative Adversarial Distillation (GAD), which enables on-policy and black-box distillation. GAD frames the student LLM as a generator and trains a discriminator to distinguish its responses from the teacher LLM's, creating a minimax game. The discriminator acts as an on-policy reward model that co-evolves with the student, providing stable, adaptive feedback. Experimental results show that GAD consistently surpasses the commonly used sequence-level knowledge distillation. In particular, Qwen2.5-14B-Instruct (student) trained with GAD becomes comparable to its teacher, GPT-5-Chat, on the LMSYS-Chat automatic evaluation. The results establish GAD as a promising and effective paradigm for black-box LLM distillation.

Using LLMs to give educational feedback to students for their assignments has attracted much attention in the AI in Education field. Yet, there is currently no large-scale open-source dataset of student assignments that includes detailed assignment descriptions, rubrics, and student submissions across various courses. As a result, research on generalisable methodology for automatic generation of effective and responsible educational feedback remains limited. In the current study, we constructed a large-scale dataset of Synthetic Computer science Assignments for LLM-generated Educational Feedback research (SCALEFeedback). We proposed a Sophisticated Assignment Mimicry (SAM) framework to generate the synthetic dataset by one-to-one LLM-based imitation from real assignment descriptions, student submissions to produce their synthetic versions. Our open-source dataset contains 10,000 synthetic student submissions spanning 155 assignments across 59 university-level computer science courses. Our synthetic submissions achieved BERTScore F1 0.84, PCC of 0.62 for assignment marks and 0.85 for length, compared to the corresponding real-world assignment dataset, while ensuring perfect protection of student private information. All these results of our SAM framework outperformed results of a naive mimicry method baseline. The LLM-generated feedback for our synthetic assignments demonstrated the same level of effectiveness compared to that of real-world assignment dataset. Our research showed that one-to-one LLM imitation is a promising method for generating open-source synthetic educational datasets that preserve the original dataset's semantic meaning and student data distribution, while protecting student privacy and institutional copyright. SCALEFeedback enhances our ability to develop LLM-based generalisable methods for offering high-quality, automated educational feedback in a scalable way.

Despite the recent advancements in Large Language Models (LLMs), which have significantly enhanced the generative capabilities for various NLP tasks, LLMs still face limitations in directly handling retrieval tasks. However, many practical applications demand the seamless integration of both retrieval and generation. This paper introduces a novel and efficient One-pass Generation and retrieval framework (OneGen), designed to improve LLMs' performance on tasks that require both generation and retrieval. The proposed framework bridges the traditionally separate training approaches for generation and retrieval by incorporating retrieval tokens generated autoregressively. This enables a single LLM to handle both tasks simultaneously in a unified forward pass. We conduct experiments on two distinct types of composite tasks, RAG and Entity Linking, to validate the pluggability, effectiveness, and efficiency of OneGen in training and inference. Furthermore, our results show that integrating generation and retrieval within the same context preserves the generative capabilities of LLMs while improving retrieval performance. To the best of our knowledge, OneGen is the first to enable LLMs to conduct vector retrieval during the generation.

In this work, we unveil a novel tool for generating Italian crossword puzzles from text, utilizing advanced language models such as GPT-4o, Mistral-7B-Instruct-v0.3, and Llama3-8b-Instruct. Crafted specifically for educational applications, this cutting-edge generator makes use of the comprehensive Italian-Clue-Instruct dataset, which comprises over 30,000 entries including diverse text, solutions, and types of clues. This carefully assembled dataset is designed to facilitate the creation of contextually relevant clues in various styles associated with specific texts and keywords. The study delves into four distinctive styles of crossword clues: those without format constraints, those formed as definite determiner phrases, copular sentences, and bare noun phrases. Each style introduces unique linguistic structures to diversify clue presentation. Given the lack of sophisticated educational tools tailored to the Italian language, this project seeks to enhance learning experiences and cognitive development through an engaging, interactive platform. By meshing state-of-the-art AI with contemporary educational strategies, our tool can dynamically generate crossword puzzles from Italian educational materials, thereby providing an enjoyable and interactive learning environment. This technological advancement not only redefines educational paradigms but also sets a new benchmark for interactive and cognitive language learning solutions.

Creative generation is the synthesis of new, surprising, and valuable samples that reflect user intent yet cannot be envisioned in advance. This task aims to extend human imagination, enabling the discovery of visual concepts that exist in the unexplored spaces between familiar domains. While text-to-image diffusion models excel at rendering photorealistic scenes that faithfully match user prompts, they still struggle to generate genuinely novel content. Existing approaches to enhance generative creativity either rely on interpolation of image features, which restricts exploration to predefined categories, or require time-intensive procedures such as embedding optimization or model fine-tuning. We propose VLM-Guided Adaptive Negative-Prompting, a training-free, inference-time method that promotes creative image generation while preserving the validity of the generated object. Our approach utilizes a vision-language model (VLM) that analyzes intermediate outputs of the generation process and adaptively steers it away from conventional visual concepts, encouraging the emergence of novel and surprising outputs. We evaluate creativity through both novelty and validity, using statistical metrics in the CLIP embedding space. Through extensive experiments, we show consistent gains in creative novelty with negligible computational overhead. Moreover, unlike existing methods that primarily generate single objects, our approach extends to complex scenarios, such as generating coherent sets of creative objects and preserving creativity within elaborate compositional prompts. Our method integrates seamlessly into existing diffusion pipelines, offering a practical route to producing creative outputs that venture beyond the constraints of textual descriptions.

Coaching, which involves classroom observation and expert feedback, is a widespread and fundamental part of teacher training. However, the majority of teachers do not have access to consistent, high quality coaching due to limited resources and access to expertise. We explore whether generative AI could become a cost-effective complement to expert feedback by serving as an automated teacher coach. In doing so, we propose three teacher coaching tasks for generative AI: (A) scoring transcript segments based on classroom observation instruments, (B) identifying highlights and missed opportunities for good instructional strategies, and (C) providing actionable suggestions for eliciting more student reasoning. We recruit expert math teachers to evaluate the zero-shot performance of ChatGPT on each of these tasks for elementary math classroom transcripts. Our results reveal that ChatGPT generates responses that are relevant to improving instruction, but they are often not novel or insightful. For example, 82% of the model's suggestions point to places in the transcript where the teacher is already implementing that suggestion. Our work highlights the challenges of producing insightful, novel and truthful feedback for teachers while paving the way for future research to address these obstacles and improve the capacity of generative AI to coach teachers.

High-quality conversational datasets are integral to the successful development of Intelligent Tutoring Systems (ITS) that employ a Large Language Model (LLM) backend. These datasets, when used to fine-tune the LLM backend, significantly enhance the quality of interactions between students and ITS. A common strategy for developing these datasets involves generating synthetic student-teacher dialogues using advanced GPT-4 models. However, challenges arise when these dialogues demand complex calculations, common in subjects like physics. Despite its advanced capabilities, GPT-4's performance falls short in reliably handling even simple multiplication tasks, marking a significant limitation in its utility for these subjects. To address these challenges, this paper introduces an innovative stateful prompt design. Our approach generates a mock conversation between a student and a tutorbot, both roles simulated by GPT-4. Each student response triggers a soliloquy (an inner monologue) in the GPT-tutorbot, which assesses whether its response would necessitate calculations. If so, it proceeds to script the required code in Python and then uses the resulting output to construct its response to the student. Our approach notably enhances the quality of synthetic conversation datasets, especially for subjects that are calculation-intensive. Our findings show that our Higgs model -- a LLaMA finetuned with datasets generated through our novel stateful prompt design -- proficiently utilizes Python for computations. Consequently, finetuning with our datasets enriched with code soliloquies enhances not just the accuracy but also the computational reliability of Higgs' responses.

Transformers have revolutionized machine learning, yet their inner workings remain opaque to many. We present Transformer Explainer, an interactive visualization tool designed for non-experts to learn about Transformers through the GPT-2 model. Our tool helps users understand complex Transformer concepts by integrating a model overview and enabling smooth transitions across abstraction levels of mathematical operations and model structures. It runs a live GPT-2 instance locally in the user's browser, empowering users to experiment with their own input and observe in real-time how the internal components and parameters of the Transformer work together to predict the next tokens. Our tool requires no installation or special hardware, broadening the public's education access to modern generative AI techniques. Our open-sourced tool is available at https://poloclub.github.io/transformer-explainer/. A video demo is available at https://youtu.be/ECR4oAwocjs.

Automated theorem proving (ATP) has become an appealing domain for exploring the reasoning ability of the recent successful generative language models. However, current ATP benchmarks mainly focus on symbolic inference, but rarely involve the understanding of complex number combination reasoning. In this work, we propose TRIGO, an ATP benchmark that not only requires a model to reduce a trigonometric expression with step-by-step proofs but also evaluates a generative LM's reasoning ability on formulas and its capability to manipulate, group, and factor number terms. We gather trigonometric expressions and their reduced forms from the web, annotate the simplification process manually, and translate it into the Lean formal language system. We then automatically generate additional examples from the annotated samples to expand the dataset. Furthermore, we develop an automatic generator based on Lean-Gym to create dataset splits of varying difficulties and distributions in order to thoroughly analyze the model's generalization ability. Our extensive experiments show our proposed TRIGO poses a new challenge for advanced generative LM's including GPT-4 which is pre-trained on a considerable amount of open-source formal theorem-proving language data, and provide a new tool to study the generative LM's ability on both formal and mathematical reasoning.

Expectation maximization (EM) algorithm is to find maximum likelihood solution for models having latent variables. A typical example is Gaussian Mixture Model (GMM) which requires Gaussian assumption, however, natural images are highly non-Gaussian so that GMM cannot be applied to perform clustering task on pixel space. To overcome such limitation, we propose a GAN based EM learning framework that can maximize the likelihood of images and estimate the latent variables with only the constraint of L-Lipschitz continuity. We call this model GAN-EM, which is a framework for image clustering, semi-supervised classification and dimensionality reduction. In M-step, we design a novel loss function for discriminator of GAN to perform maximum likelihood estimation (MLE) on data with soft class label assignments. Specifically, a conditional generator captures data distribution for K classes, and a discriminator tells whether a sample is real or fake for each class. Since our model is unsupervised, the class label of real data is regarded as latent variable, which is estimated by an additional network (E-net) in E-step. The proposed GAN-EM achieves state-of-the-art clustering and semi-supervised classification results on MNIST, SVHN and CelebA, as well as comparable quality of generated images to other recently developed generative models.

In this paper, we propose the Self-Attention Generative Adversarial Network (SAGAN) which allows attention-driven, long-range dependency modeling for image generation tasks. Traditional convolutional GANs generate high-resolution details as a function of only spatially local points in lower-resolution feature maps. In SAGAN, details can be generated using cues from all feature locations. Moreover, the discriminator can check that highly detailed features in distant portions of the image are consistent with each other. Furthermore, recent work has shown that generator conditioning affects GAN performance. Leveraging this insight, we apply spectral normalization to the GAN generator and find that this improves training dynamics. The proposed SAGAN achieves the state-of-the-art results, boosting the best published Inception score from 36.8 to 52.52 and reducing Frechet Inception distance from 27.62 to 18.65 on the challenging ImageNet dataset. Visualization of the attention layers shows that the generator leverages neighborhoods that correspond to object shapes rather than local regions of fixed shape.

This study evaluates the performance of ChatGPT variants, GPT-3.5 and GPT-4, both with and without prompt engineering, against solely student work and a mixed category containing both student and GPT-4 contributions in university-level physics coding assignments using the Python language. Comparing 50 student submissions to 50 AI-generated submissions across different categories, and marked blindly by three independent markers, we amassed n = 300 data points. Students averaged 91.9% (SE:0.4), surpassing the highest performing AI submission category, GPT-4 with prompt engineering, which scored 81.1% (SE:0.8) - a statistically significant difference (p = 2.482 times 10^{-10}). Prompt engineering significantly improved scores for both GPT-4 (p = 1.661 times 10^{-4}) and GPT-3.5 (p = 4.967 times 10^{-9}). Additionally, the blinded markers were tasked with guessing the authorship of the submissions on a four-point Likert scale from `Definitely AI' to `Definitely Human'. They accurately identified the authorship, with 92.1% of the work categorized as 'Definitely Human' being human-authored. Simplifying this to a binary `AI' or `Human' categorization resulted in an average accuracy rate of 85.3%. These findings suggest that while AI-generated work closely approaches the quality of university students' work, it often remains detectable by human evaluators.

AI co-scientists are emerging as a tool to assist human researchers in achieving their research goals. A crucial feature of these AI co-scientists is the ability to generate a research plan given a set of aims and constraints. The plan may be used by researchers for brainstorming, or may even be implemented after further refinement. However, language models currently struggle to generate research plans that follow all constraints and implicit requirements. In this work, we study how to leverage the vast corpus of existing research papers to train language models that generate better research plans. We build a scalable, diverse training corpus by automatically extracting research goals and goal-specific grading rubrics from papers across several domains. We then train models for research plan generation via reinforcement learning with self-grading. A frozen copy of the initial policy acts as the grader during training, with the rubrics creating a generator-verifier gap that enables improvements without external human supervision. To validate this approach, we conduct a study with human experts for machine learning research goals, spanning 225 hours. The experts prefer plans generated by our finetuned Qwen3-30B-A3B model over the initial model for 70% of research goals, and approve 84% of the automatically extracted goal-specific grading rubrics. To assess generality, we also extend our approach to research goals from medical papers, and new arXiv preprints, evaluating with a jury of frontier models. Our finetuning yields 12-22% relative improvements and significant cross-domain generalization, proving effective even in problem settings like medical research where execution feedback is infeasible. Together, these findings demonstrate the potential of a scalable, automated training recipe as a step towards improving general AI co-scientists.

Educational chatbots are a promising tool for assisting student learning. However, the development of effective chatbots in education has been challenging, as high-quality data is seldom available in this domain. In this paper, we propose a framework for generating synthetic teacher-student interactions grounded in a set of textbooks. Our approaches capture one aspect of learning interactions where curious students with partial knowledge interactively ask a teacher questions about the material in the textbook. We highlight various quality criteria that such dialogues should fulfill and compare several approaches relying on either prompting or fine-tuning large language models. We use synthetic dialogues to train educational chatbots and show benefits of further fine-tuning in different educational domains. However, human evaluation shows that our best data synthesis method still suffers from hallucinations and tends to reiterate information from previous conversations. Our findings offer insights for future efforts in synthesizing conversational data that strikes a balance between size and quality. We will open-source our data and code.

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.

The astonishing growth of generative tools in recent years has empowered many exciting applications in text-to-image generation and text-to-video generation. The underlying principle behind these generative tools is the concept of diffusion, a particular sampling mechanism that has overcome some shortcomings that were deemed difficult in the previous approaches. The goal of this tutorial is to discuss the essential ideas underlying the diffusion models. The target audience of this tutorial includes undergraduate and graduate students who are interested in doing research on diffusion models or applying these models to solve other problems.

Learning image classification and image generation using the same set of network parameters is a challenging problem. Recent advanced approaches perform well in one task often exhibit poor performance in the other. This work introduces an energy-based classifier and generator, namely EGC, which can achieve superior performance in both tasks using a single neural network. Unlike a conventional classifier that outputs a label given an image (i.e., a conditional distribution p(y|x)), the forward pass in EGC is a classifier that outputs a joint distribution p(x,y), enabling an image generator in its backward pass by marginalizing out the label y. This is done by estimating the energy and classification probability given a noisy image in the forward pass, while denoising it using the score function estimated in the backward pass. EGC achieves competitive generation results compared with state-of-the-art approaches on ImageNet-1k, CelebA-HQ and LSUN Church, while achieving superior classification accuracy and robustness against adversarial attacks on CIFAR-10. This work represents the first successful attempt to simultaneously excel in both tasks using a single set of network parameters. We believe that EGC bridges the gap between discriminative and generative learning.

Developing an educational test can be expensive and time-consuming, as each item must be written by experts and then evaluated by collecting hundreds of student responses. Moreover, many tests require multiple distinct sets of questions administered throughout the school year to closely monitor students' progress, known as parallel tests. In this study, we focus on tests of silent sentence reading efficiency, used to assess students' reading ability over time. To generate high-quality parallel tests, we propose to fine-tune large language models (LLMs) to simulate how previous students would have responded to unseen items. With these simulated responses, we can estimate each item's difficulty and ambiguity. We first use GPT-4 to generate new test items following a list of expert-developed rules and then apply a fine-tuned LLM to filter the items based on criteria from psychological measurements. We also propose an optimal-transport-inspired technique for generating parallel tests and show the generated tests closely correspond to the original test's difficulty and reliability based on crowdworker responses. Our evaluation of a generated test with 234 students from grades 2 to 8 produces test scores highly correlated (r=0.93) to those of a standard test form written by human experts and evaluated across thousands of K-12 students.

We present Noisy Student Training, a semi-supervised learning approach that works well even when labeled data is abundant. Noisy Student Training achieves 88.4% top-1 accuracy on ImageNet, which is 2.0% better than the state-of-the-art model that requires 3.5B weakly labeled Instagram images. On robustness test sets, it improves ImageNet-A top-1 accuracy from 61.0% to 83.7%, reduces ImageNet-C mean corruption error from 45.7 to 28.3, and reduces ImageNet-P mean flip rate from 27.8 to 12.2. Noisy Student Training extends the idea of self-training and distillation with the use of equal-or-larger student models and noise added to the student during learning. On ImageNet, we first train an EfficientNet model on labeled images and use it as a teacher to generate pseudo labels for 300M unlabeled images. We then train a larger EfficientNet as a student model on the combination of labeled and pseudo labeled images. We iterate this process by putting back the student as the teacher. During the learning of the student, we inject noise such as dropout, stochastic depth, and data augmentation via RandAugment to the student so that the student generalizes better than the teacher. Models are available at https://github.com/tensorflow/tpu/tree/master/models/official/efficientnet. Code is available at https://github.com/google-research/noisystudent.

Advancements in DNA sequencing technologies have significantly improved our ability to decode genomic sequences. However, the prediction and interpretation of these sequences remain challenging due to the intricate nature of genetic material. Large language models (LLMs) have introduced new opportunities for biological sequence analysis. Recent developments in genomic language models have underscored the potential of LLMs in deciphering DNA sequences. Nonetheless, existing models often face limitations in robustness and application scope, primarily due to constraints in model structure and training data scale. To address these limitations, we present GENERator, a generative genomic foundation model featuring a context length of 98k base pairs (bp) and 1.2B parameters. Trained on an expansive dataset comprising 386B bp of eukaryotic DNA, the GENERator demonstrates state-of-the-art performance across both established and newly proposed benchmarks. The model adheres to the central dogma of molecular biology, accurately generating protein-coding sequences that translate into proteins structurally analogous to known families. It also shows significant promise in sequence optimization, particularly through the prompt-responsive generation of promoter sequences with specific activity profiles. These capabilities position the GENERator as a pivotal tool for genomic research and biotechnological advancement, enhancing our ability to interpret and predict complex biological systems and enabling precise genomic interventions.

Modern text-to-image generative models can inadvertently reproduce copyrighted content memorized in their training data, raising serious concerns about potential copyright infringement. We introduce Guardians of Generation, a model agnostic inference time framework for dynamic copyright shielding in AI image generation. Our approach requires no retraining or modification of the generative model weights, instead integrating seamlessly with existing diffusion pipelines. It augments the generation process with an adaptive guidance mechanism comprising three components: a detection module, a prompt rewriting module, and a guidance adjustment module. The detection module monitors user prompts and intermediate generation steps to identify features indicative of copyrighted content before they manifest in the final output. If such content is detected, the prompt rewriting mechanism dynamically transforms the user's prompt by sanitizing or replacing references that could trigger copyrighted material while preserving the prompt's intended semantics. The adaptive guidance module adaptively steers the diffusion process away from flagged content by modulating the model's sampling trajectory. Together, these components form a robust shield that enables a tunable balance between preserving creative fidelity and ensuring copyright compliance. We validate our method on a variety of generative models such as Stable Diffusion, SDXL, and Flux, demonstrating substantial reductions in copyrighted content generation with negligible impact on output fidelity or alignment with user intent. This work provides a practical, plug-and-play safeguard for generative image models, enabling more responsible deployment under real-world copyright constraints. Source code is available at: https://respailab.github.io/gog

Much recent research on information retrieval has focused on how to transfer from one task (typically with abundant supervised data) to various other tasks where supervision is limited, with the implicit assumption that it is possible to generalize from one task to all the rest. However, this overlooks the fact that there are many diverse and unique retrieval tasks, each targeting different search intents, queries, and search domains. In this paper, we suggest to work on Few-shot Dense Retrieval, a setting where each task comes with a short description and a few examples. To amplify the power of a few examples, we propose Prompt-base Query Generation for Retriever (Promptagator), which leverages large language models (LLM) as a few-shot query generator, and creates task-specific retrievers based on the generated data. Powered by LLM's generalization ability, Promptagator makes it possible to create task-specific end-to-end retrievers solely based on a few examples {without} using Natural Questions or MS MARCO to train %question generators or dual encoders. Surprisingly, LLM prompting with no more than 8 examples allows dual encoders to outperform heavily engineered models trained on MS MARCO like ColBERT v2 by more than 1.2 nDCG on average on 11 retrieval sets. Further training standard-size re-rankers using the same generated data yields another 5.0 point nDCG improvement. Our studies determine that query generation can be far more effective than previously observed, especially when a small amount of task-specific knowledge is given.

Math word problems are critical K-8 educational tools, but writing them is time-consuming and requires domain expertise. We suggest that language models can support K-8 math education by automatically generating problems at scale. To be educational, generated problems must be 1) solvable, 2) accurate, and 3) appropriate. Existing datasets are unlabeled for these criteria, making them ill-suited for training problem generators. We introduce MATHWELL, a Llama-2 (70B) model iteratively finetuned to generate K-8 math word problems using data from expert annotation. Using MATHWELL, we generate the largest English word problem dataset to date, containing 20,490 problems. 3,484 are scored by domain experts who find MATHWELL has a 40% higher share of problems that have executable solutions and meet all criteria than alternatives, with 74% of its problems with executable solutions being solvable, accurate, and appropriate.

Adversarial Robustness Distillation (ARD) has emerged as an effective method to enhance the robustness of lightweight deep neural networks against adversarial attacks. Current ARD approaches have leveraged a large robust teacher network to train one robust lightweight student. However, due to the diverse range of edge devices and resource constraints, current approaches require training a new student network from scratch to meet specific constraints, leading to substantial computational costs and increased CO2 emissions. This paper proposes Progressive Adversarial Robustness Distillation (ProARD), enabling the efficient one-time training of a dynamic network that supports a diverse range of accurate and robust student networks without requiring retraining. We first make a dynamic deep neural network based on dynamic layers by encompassing variations in width, depth, and expansion in each design stage to support a wide range of architectures. Then, we consider the student network with the largest size as the dynamic teacher network. ProARD trains this dynamic network using a weight-sharing mechanism to jointly optimize the dynamic teacher network and its internal student networks. However, due to the high computational cost of calculating exact gradients for all the students within the dynamic network, a sampling mechanism is required to select a subset of students. We show that random student sampling in each iteration fails to produce accurate and robust students.

This paper presents Representation-Conditioned image Generation (RCG), a simple yet effective image generation framework which sets a new benchmark in class-unconditional image generation. RCG does not condition on any human annotations. Instead, it conditions on a self-supervised representation distribution which is mapped from the image distribution using a pre-trained encoder. During generation, RCG samples from such representation distribution using a representation diffusion model (RDM), and employs a pixel generator to craft image pixels conditioned on the sampled representation. Such a design provides substantial guidance during the generative process, resulting in high-quality image generation. Tested on ImageNet 256times256, RCG achieves a Frechet Inception Distance (FID) of 3.31 and an Inception Score (IS) of 253.4. These results not only significantly improve the state-of-the-art of class-unconditional image generation but also rival the current leading methods in class-conditional image generation, bridging the long-standing performance gap between these two tasks. Code is available at https://github.com/LTH14/rcg.

Generating educational questions of fairytales or storybooks is vital for improving children's literacy ability. However, it is challenging to generate questions that capture the interesting aspects of a fairytale story with educational meaningfulness. In this paper, we propose a novel question generation method that first learns the question type distribution of an input story paragraph, and then summarizes salient events which can be used to generate high-cognitive-demand questions. To train the event-centric summarizer, we finetune a pre-trained transformer-based sequence-to-sequence model using silver samples composed by educational question-answer pairs. On a newly proposed educational question answering dataset FairytaleQA, we show good performance of our method on both automatic and human evaluation metrics. Our work indicates the necessity of decomposing question type distribution learning and event-centric summary generation for educational question generation.

We are committed to learning human skill generators at key-step levels. The generation of skills is a challenging endeavor, but its successful implementation could greatly facilitate human skill learning and provide more experience for embodied intelligence. Although current video generation models can synthesis simple and atomic human operations, they struggle with human skills due to their complex procedure process. Human skills involve multi-step, long-duration actions and complex scene transitions, so the existing naive auto-regressive methods for synthesizing long videos cannot generate human skills. To address this, we propose a novel task, the Key-step Skill Generation (KS-Gen), aimed at reducing the complexity of generating human skill videos. Given the initial state and a skill description, the task is to generate video clips of key steps to complete the skill, rather than a full-length video. To support this task, we introduce a carefully curated dataset and define multiple evaluation metrics to assess performance. Considering the complexity of KS-Gen, we propose a new framework for this task. First, a multimodal large language model (MLLM) generates descriptions for key steps using retrieval argument. Subsequently, we use a Key-step Image Generator (KIG) to address the discontinuity between key steps in skill videos. Finally, a video generation model uses these descriptions and key-step images to generate video clips of the key steps with high temporal consistency. We offer a detailed analysis of the results, hoping to provide more insights on human skill generation. All models and data are available at https://github.com/MCG-NJU/KS-Gen.

Question generation is a conditioned language generation task that consists in generating a context-aware question given a context and the targeted answer. Train language modelling with a mere likelihood maximization has been widely used while suffering from exposure bias and the discordance between the training and the test metrics. In the way of addressing this issue, The presented work portrays a fully Transformer-based reinforcement learning generator-evaluation architecture for neural question generation. To edge the flexibility of the generation, a semantic-based reward score was externally infused during the training to drive the training of the language model. The global architecture is laid out in a generator-evaluator fashion optimized directly to n-gram and semantic-based metrics. Evaluation metrics for language modelling only based on n-gram overlapping do not consider semantic relations between reference and candidate sequences. To improve the evaluation step, a two-fold evaluation was carried out. On the one side, an n-gram overlapping evaluation using the BLEU score. On the other side, a semantic-based assessment using BERTScore and NUBIA. The results were corroborated by a binary human evaluation of the semantic relatedness of the generated question and the ground truth. The results obtained showed that use a semantic-based REINFORCE algorithm for the question generation syntactically reshapes the generated questions while preserving their underlying semantic meaning. Many downstream applications can be drawn from a successful question generation including the enlargement of question answering datasets, the improvement of conversational systems, the enhancement of autonomous educational assessment systems, and so forth.

In this paper, we propose Tutoring bot, a generative chatbot trained on a large scale of tutor-student conversations for English-language learning. To mimic a human tutor's behavior in language education, the tutor bot leverages diverse educational instructions and grounds to each instruction as additional input context for the tutor response generation. As a single instruction generally involves multiple dialogue turns to give the student sufficient speaking practice, the tutor bot is required to monitor and capture when the current instruction should be kept or switched to the next instruction. For that, the tutor bot is learned to not only generate responses but also infer its teaching action and progress on the current conversation simultaneously by a multi-task learning scheme. Our Tutoring bot is deployed under a non-commercial use license at https://tutoringai.com.

A common way of assessing language learners' mastery of vocabulary is via multiple-choice cloze (i.e., fill-in-the-blank) questions. But the creation of test items can be laborious for individual teachers or in large-scale language programs. In this paper, we evaluate a new method for automatically generating these types of questions using large language models (LLM). The VocaTT (vocabulary teaching and training) engine is written in Python and comprises three basic steps: pre-processing target word lists, generating sentences and candidate word options using GPT, and finally selecting suitable word options. To test the efficiency of this system, 60 questions were generated targeting academic words. The generated items were reviewed by expert reviewers who judged the well-formedness of the sentences and word options, adding comments to items judged not well-formed. Results showed a 75% rate of well-formedness for sentences and 66.85% rate for suitable word options. This is a marked improvement over the generator used earlier in our research which did not take advantage of GPT's capabilities. Post-hoc qualitative analysis reveals several points for improvement in future work including cross-referencing part-of-speech tagging, better sentence validation, and improving GPT prompts.

Generative adversarial networks (GANs) have achieved remarkable progress in recent years, but the continuously growing scale of models makes them challenging to deploy widely in practical applications. In particular, for real-time generation tasks, different devices require generators of different sizes due to varying computing power. In this paper, we introduce slimmable GANs (SlimGANs), which can flexibly switch the width of the generator to accommodate various quality-efficiency trade-offs at runtime. Specifically, we leverage multiple discriminators that share partial parameters to train the slimmable generator. To facilitate the consistency between generators of different widths, we present a stepwise inplace distillation technique that encourages narrow generators to learn from wide ones. As for class-conditional generation, we propose a sliceable conditional batch normalization that incorporates the label information into different widths. Our methods are validated, both quantitatively and qualitatively, by extensive experiments and a detailed ablation study.

The usage of generative artificial intelligence (AI) tools based on large language models, including ChatGPT, Bard, and Claude, for text generation has many exciting applications with the potential for phenomenal productivity gains. One issue is authorship attribution when using AI tools. This is especially important in an academic setting where the inappropriate use of generative AI tools may hinder student learning or stifle research by creating a large amount of automatically generated derivative work. Existing plagiarism detection systems can trace the source of submitted text but are not yet equipped with methods to accurately detect AI-generated text. This paper introduces the idea of direct origin detection and evaluates whether generative AI systems can recognize their output and distinguish it from human-written texts. We argue why current transformer-based models may be able to self-detect their own generated text and perform a small empirical study using zero-shot learning to investigate if that is the case. Results reveal varying capabilities of AI systems to identify their generated text. Google's Bard model exhibits the largest capability of self-detection with an accuracy of 94\%, followed by OpenAI's ChatGPT with 83\%. On the other hand, Anthropic's Claude model seems to be not able to self-detect.

Developing questions that are pedagogically sound, relevant, and promote learning is a challenging and time-consuming task for educators. Modern-day large language models (LLMs) generate high-quality content across multiple domains, potentially helping educators to develop high-quality questions. Automated educational question generation (AEQG) is important in scaling online education catering to a diverse student population. Past attempts at AEQG have shown limited abilities to generate questions at higher cognitive levels. In this study, we examine the ability of five state-of-the-art LLMs of different sizes to generate diverse and high-quality questions of different cognitive levels, as defined by Bloom's taxonomy. We use advanced prompting techniques with varying complexity for AEQG. We conducted expert and LLM-based evaluations to assess the linguistic and pedagogical relevance and quality of the questions. Our findings suggest that LLms can generate relevant and high-quality educational questions of different cognitive levels when prompted with adequate information, although there is a significant variance in the performance of the five LLms considered. We also show that automated evaluation is not on par with human evaluation.

The standard practice in Generative Adversarial Networks (GANs) discards the discriminator during sampling. However, this sampling method loses valuable information learned by the discriminator regarding the data distribution. In this work, we propose a collaborative sampling scheme between the generator and the discriminator for improved data generation. Guided by the discriminator, our approach refines the generated samples through gradient-based updates at a particular layer of the generator, shifting the generator distribution closer to the real data distribution. Additionally, we present a practical discriminator shaping method that can smoothen the loss landscape provided by the discriminator for effective sample refinement. Through extensive experiments on synthetic and image datasets, we demonstrate that our proposed method can improve generated samples both quantitatively and qualitatively, offering a new degree of freedom in GAN sampling.

We present an Arabic crossword puzzle generator from a given text that utilizes advanced language models such as GPT-4-Turbo, GPT-3.5-Turbo and Llama3-8B-Instruct, specifically developed for educational purposes, this innovative generator leverages a meticulously compiled dataset named Arabic-Clue-Instruct with over 50,000 entries encompassing text, answers, clues, and categories. This dataset is intricately designed to aid in the generation of pertinent clues linked to specific texts and keywords within defined categories. This project addresses the scarcity of advanced educational tools tailored for the Arabic language, promoting enhanced language learning and cognitive development. By providing a culturally and linguistically relevant tool, our objective is to make learning more engaging and effective through gamification and interactivity. Integrating state-of-the-art artificial intelligence with contemporary learning methodologies, this tool can generate crossword puzzles from any given educational text, thereby facilitating an interactive and enjoyable learning experience. This tool not only advances educational paradigms but also sets a new standard in interactive and cognitive learning technologies. The model and dataset are publicly available.

Recent advances in accelerating text-to-image (T2I) diffusion models have enabled the synthesis of high-fidelity images even in a single step. However, personalizing these models to incorporate novel concepts remains a challenge due to the limited capacity of one-step models to capture new concept distributions effectively. We propose a bidirectional concept distillation framework, EchoDistill, to enable one-step diffusion personalization (1-SDP). Our approach involves an end-to-end training process where a multi-step diffusion model (teacher) and a one-step diffusion model (student) are trained simultaneously. The concept is first distilled from the teacher model to the student, and then echoed back from the student to the teacher. During the EchoDistill, we share the text encoder between the two models to ensure consistent semantic understanding. Following this, the student model is optimized with adversarial losses to align with the real image distribution and with alignment losses to maintain consistency with the teacher's output. Furthermore, we introduce the bidirectional echoing refinement strategy, wherein the student model leverages its faster generation capability to feedback to the teacher model. This bidirectional concept distillation mechanism not only enhances the student ability to personalize novel concepts but also improves the generative quality of the teacher model. Our experiments demonstrate that this collaborative framework significantly outperforms existing personalization methods over the 1-SDP setup, establishing a novel paradigm for rapid and effective personalization in T2I diffusion models.

Background: Recently, ChatGPT and similar generative AI models have attracted hundreds of millions of users and become part of the public discourse. Many believe that such models will disrupt society and will result in a significant change in the education system and information generation in the future. So far, this belief is based on either colloquial evidence or benchmarks from the owners of the models -- both lack scientific rigour. Objective: Through a large-scale study comparing human-written versus ChatGPT-generated argumentative student essays, we systematically assess the quality of the AI-generated content. Methods: A large corpus of essays was rated using standard criteria by a large number of human experts (teachers). We augment the analysis with a consideration of the linguistic characteristics of the generated essays. Results: Our results demonstrate that ChatGPT generates essays that are rated higher for quality than human-written essays. The writing style of the AI models exhibits linguistic characteristics that are different from those of the human-written essays, e.g., it is characterized by fewer discourse and epistemic markers, but more nominalizations and greater lexical diversity. Conclusions: Our results clearly demonstrate that models like ChatGPT outperform humans in generating argumentative essays. Since the technology is readily available for anyone to use, educators must act immediately. We must re-invent homework and develop teaching concepts that utilize these AI models in the same way as math utilized the calculator: teach the general concepts first and then use AI tools to free up time for other learning objectives.

Two-step approaches, in which summary candidates are generated-then-reranked to return a single summary, can improve ROUGE scores over the standard single-step approach. Yet, standard decoding methods (i.e., beam search, nucleus sampling, and diverse beam search) produce candidates with redundant, and often low quality, content. In this paper, we design a novel method to generate candidates for re-ranking that addresses these issues. We ground each candidate abstract on its own unique content plan and generate distinct plan-guided abstracts using a model's top beam. More concretely, a standard language model (a BART LM) auto-regressively generates elemental discourse unit (EDU) content plans with an extractive copy mechanism. The top K beams from the content plan generator are then used to guide a separate LM, which produces a single abstractive candidate for each distinct plan. We apply an existing re-ranker (BRIO) to abstractive candidates generated from our method, as well as baseline decoding methods. We show large relevance improvements over previously published methods on widely used single document news article corpora, with ROUGE-2 F1 gains of 0.88, 2.01, and 0.38 on CNN / Dailymail, NYT, and Xsum, respectively. A human evaluation on CNN / DM validates these results. Similarly, on 1k samples from CNN / DM, we show that prompting GPT-3 to follow EDU plans outperforms sampling-based methods by 1.05 ROUGE-2 F1 points. Code to generate and realize plans is available at https://github.com/griff4692/edu-sum.