Daily Papers

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

Visual programming languages (VPLs) provide coding without typing texts. VPL makes coding easy to programmers with automatically adding usually used some code structure. Beginners in coding have generally two main challenges; transforming ideas into logical expressions and syntax errors. Syntax errors are impossible with VPLs because of there is no forgotten parentheses and semicolons. VPLs provide to focus on algorithm for programmers. VPL is a new trend for educational robotic environments. In this study, Robot Operating System (ROS) compatible web based visual programming system has been developed for evarobot. ROS provides libraries and tools to help software developers create robot applications. It provides hardware abstraction, device drivers, libraries, visualizers, message-passing, package management, and more. Blockly has been used as VPL for the study and to generate / use blocks (commucation, sensing etc.). Some applications were generated like teleoperation, SLAM and wander etc. In this system, communication between server and client is supported by rosbridge package. Web page connected to ROS which runs on server using roslibjs library. Rosbridge provides a JSON API to ROS functionality for non-ROS programs.

The advancement in healthcare has shifted focus toward patient-centric approaches, particularly in self-care and patient education, facilitated by access to Electronic Health Records (EHR). However, medical jargon in EHRs poses significant challenges in patient comprehension. To address this, we introduce a new task of automatically generating lay definitions, aiming to simplify complex medical terms into patient-friendly lay language. We first created the README dataset, an extensive collection of over 50,000 unique (medical term, lay definition) pairs and 300,000 mentions, each offering context-aware lay definitions manually annotated by domain experts. We have also engineered a data-centric Human-AI pipeline that synergizes data filtering, augmentation, and selection to improve data quality. We then used README as the training data for models and leveraged a Retrieval-Augmented Generation method to reduce hallucinations and improve the quality of model outputs. Our extensive automatic and human evaluations demonstrate that open-source mobile-friendly models, when fine-tuned with high-quality data, are capable of matching or even surpassing the performance of state-of-the-art closed-source large language models like ChatGPT. This research represents a significant stride in closing the knowledge gap in patient education and advancing patient-centric healthcare solutions.

Learning disorders are neurological conditions that affect the brain's ability to interconnect communication areas. Dyslexic students experience problems with reading, memorizing, and exposing concepts; however the magnitude of these can be mitigated through both therapies and the creation of compensatory mechanisms. Several efforts have been made to mitigate these issues, leading to the creation of digital resources for students with specific learning disorders attending primary and secondary education levels. Conversely, a standard approach is still missed in higher education. The VRAIlexia project has been created to tackle this issue by proposing two different tools: a mobile application integrating virtual reality (VR) to collect data quickly and easily, and an artificial intelligencebased software (AI) to analyze the collected data for customizing the supporting methodology for each student. The first one has been created and is being distributed among dyslexic students in Higher Education Institutions, for the conduction of specific psychological and psychometric tests. The second tool applies specific artificial intelligence algorithms to the data gathered via the application and other surveys. These AI techniques have allowed us to identify the most relevant difficulties faced by the students' cohort. Our different models have obtained around 90\% mean accuracy for predicting the support tools and learning strategies.

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).

The advent of large language models (LLMs) has opened up new opportunities in the field of mobile task automation. Their superior language understanding and reasoning capabilities allow users to automate complex and repetitive tasks. However, due to the inherent unreliability and high operational cost of LLMs, their practical applicability is quite limited. To address these issues, this paper introduces MobileGPT, an innovative LLM-based mobile task automator equipped with a human-like app memory. MobileGPT emulates the cognitive process of humans interacting with a mobile app -- explore, select, derive, and recall. This approach allows for a more precise and efficient learning of a task's procedure by breaking it down into smaller, modular sub-tasks that can be re-used, re-arranged, and adapted for various objectives. We implement MobileGPT using online LLMs services (GPT-3.5 and GPT-4) and evaluate its performance on a dataset of 185 tasks across 18 mobile apps. The results indicate that MobileGPT can automate and learn new tasks with 82.7% accuracy, and is able to adapt them to different contexts with near perfect (98.75%) accuracy while reducing both latency and cost by 62.5% and 68.8%, respectively, compared to the GPT-4 powered baseline.

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

Rapid advancements in large language models (LLMs) have increased interest in deploying them on mobile devices for on-device AI applications. Mobile users interact differently with LLMs compared to desktop users, creating unique expectations and data biases. Current benchmark datasets primarily target at server and desktop environments, and there is a notable lack of extensive datasets specifically designed for mobile contexts. Additionally, mobile devices face strict limitations in storage and computing resources, constraining model size and capabilities, thus requiring optimized efficiency and prioritized knowledge. To address these challenges, we introduce Mobile-MMLU, a large-scale benchmark dataset tailored for mobile intelligence. It consists of 16,186 questions across 80 mobile-related fields, designed to evaluate LLM performance in realistic mobile scenarios. A challenging subset, Mobile-MMLU-Pro, provides advanced evaluation similar in size to MMLU-Pro but significantly more difficult than our standard full set. Both benchmarks use multiple-choice, order-invariant questions focused on practical mobile interactions, such as recipe suggestions, travel planning, and essential daily tasks. The dataset emphasizes critical mobile-specific metrics like inference latency, energy consumption, memory usage, and response quality, offering comprehensive insights into model performance under mobile constraints. Moreover, it prioritizes privacy and adaptability, assessing models' ability to perform on-device processing, maintain user privacy, and adapt to personalized usage patterns. Mobile-MMLU family offers a standardized framework for developing and comparing mobile-optimized LLMs, enabling advancements in productivity and decision-making within mobile computing environments. Our code and data are available at: https://github.com/VILA-Lab/Mobile-MMLU.

The emergence and growing popularity of multimodal large language models (MLLMs) have significant potential to enhance various aspects of daily life, from improving communication to facilitating learning and problem-solving. Mobile phones, as essential daily companions, represent the most effective and accessible deployment platform for MLLMs, enabling seamless integration into everyday tasks. However, deploying MLLMs on mobile phones presents challenges due to limitations in memory size and computational capability, making it difficult to achieve smooth and real-time processing without extensive optimization. In this paper, we present BlueLM-V-3B, an algorithm and system co-design approach specifically tailored for the efficient deployment of MLLMs on mobile platforms. To be specific, we redesign the dynamic resolution scheme adopted by mainstream MLLMs and implement system optimization for hardware-aware deployment to optimize model inference on mobile phones. BlueLM-V-3B boasts the following key highlights: (1) Small Size: BlueLM-V-3B features a language model with 2.7B parameters and a vision encoder with 400M parameters. (2) Fast Speed: BlueLM-V-3B achieves a generation speed of 24.4 token/s on the MediaTek Dimensity 9300 processor with 4-bit LLM weight quantization. (3) Strong Performance: BlueLM-V-3B has attained the highest average score of 66.1 on the OpenCompass benchmark among models with leq 4B parameters and surpassed a series of models with much larger parameter sizes (e.g., MiniCPM-V-2.6, InternVL2-8B).

This research article highlights the potential of AI-powered chatbots in education and presents the results of using ChatGPT, a large language model, to complete the Vietnamese National High School Graduation Examination (VNHSGE). The study dataset included 30 essays in the literature test case and 1,700 multiple-choice questions designed for other subjects. The results showed that ChatGPT was able to pass the examination with an average score of 6-7, demonstrating the technology's potential to revolutionize the educational landscape. The analysis of ChatGPT performance revealed its proficiency in a range of subjects, including mathematics, English, physics, chemistry, biology, history, geography, civic education, and literature, which suggests its potential to provide effective support for learners. However, further research is needed to assess ChatGPT performance on more complex exam questions and its potential to support learners in different contexts. As technology continues to evolve and improve, we can expect to see the use of AI tools like ChatGPT become increasingly common in educational settings, ultimately enhancing the educational experience for both students and educators.

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.

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

Multimodal Large Language Models (MLLMs) have demonstrated remarkable capabilities in visual mathematical reasoning across various existing benchmarks. However, these benchmarks are predominantly based on clean or processed multimodal inputs, without incorporating the images provided by real-world Kindergarten through 12th grade (K-12) educational users. To address this gap, we introduce MathReal, a meticulously curated dataset comprising 2,000 mathematical questions with images captured by handheld mobile devices in authentic scenarios. Each question is an image, containing the question text and visual element. We systematically classify the real images into three primary categories: image quality degradation, perspective variation, and irrelevant content interference, which are further delineated into 14 subcategories. Additionally, MathReal spans five core knowledge and ability categories, which encompass three question types and are divided into three difficulty levels. To comprehensively evaluate the multimodal mathematical reasoning abilities of state-of-the-art MLLMs in real-world scenarios, we design six experimental settings that enable a systematic analysis of their performance. Through extensive experimentation, we find that the problem-solving abilities of existing MLLMs are significantly challenged in realistic educational contexts. Based on this, we conduct a thorough analysis of their performance and error patterns, providing insights into their recognition, comprehension, and reasoning capabilities, and outlining directions for future improvements. Data and code: https://github.com/junfeng0288/MathReal.

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

Online education platforms are powered by various NLP pipelines, which utilize models like BERT to aid in content curation. Since the inception of the pre-trained language models like BERT, there have also been many efforts toward adapting these pre-trained models to specific domains. However, there has not been a model specifically adapted for the education domain (particularly K-12) across subjects to the best of our knowledge. In this work, we propose to train a language model on a corpus of data curated by us across multiple subjects from various sources for K-12 education. We also evaluate our model, K12-BERT, on downstream tasks like hierarchical taxonomy tagging.

Large Language Models (LLMs) have become integral to daily life, especially advancing as intelligent assistants through on-device deployment on smartphones. However, existing LLM evaluation benchmarks predominantly focus on objective tasks like mathematics and coding in English, which do not necessarily reflect the practical use cases of on-device LLMs in real-world mobile scenarios, especially for Chinese users. To address these gaps, we introduce SmartBench, the first benchmark designed to evaluate the capabilities of on-device LLMs in Chinese mobile contexts. We analyze functionalities provided by representative smartphone manufacturers and divide them into five categories: text summarization, text Q&A, information extraction, content creation, and notification management, further detailed into 20 specific tasks. For each task, we construct high-quality datasets comprising 50 to 200 question-answer pairs that reflect everyday mobile interactions, and we develop automated evaluation criteria tailored for these tasks. We conduct comprehensive evaluations of on-device LLMs and MLLMs using SmartBench and also assess their performance after quantized deployment on real smartphone NPUs. Our contributions provide a standardized framework for evaluating on-device LLMs in Chinese, promoting further development and optimization in this critical area. Code and data will be available at https://github.com/vivo-ai-lab/SmartBench.

The interest in developing small language models (SLM) for on-device deployment is fast growing. However, the existing SLM design hardly considers the device hardware characteristics. Instead, this work presents a simple yet effective principle for SLM design: architecture searching for (near-)optimal runtime efficiency before pre-training. Guided by this principle, we develop PhoneLM SLM family (currently with 0.5B and 1.5B versions), that acheive the state-of-the-art capability-efficiency tradeoff among those with similar parameter size. We fully open-source the code, weights, and training datasets of PhoneLM for reproducibility and transparency, including both base and instructed versions. We also release a finetuned version of PhoneLM capable of accurate Android Intent invocation, and an end-to-end Android demo. All materials are available at https://github.com/UbiquitousLearning/PhoneLM.