Daily Papers

Mainstream 3D representation learning approaches are built upon contrastive or generative modeling pretext tasks, where great improvements in performance on various downstream tasks have been achieved. However, we find these two paradigms have different characteristics: (i) contrastive models are data-hungry that suffer from a representation over-fitting issue; (ii) generative models have a data filling issue that shows inferior data scaling capacity compared to contrastive models. This motivates us to learn 3D representations by sharing the merits of both paradigms, which is non-trivial due to the pattern difference between the two paradigms. In this paper, we propose Contrast with Reconstruct (ReCon) that unifies these two paradigms. ReCon is trained to learn from both generative modeling teachers and single/cross-modal contrastive teachers through ensemble distillation, where the generative student guides the contrastive student. An encoder-decoder style ReCon-block is proposed that transfers knowledge through cross attention with stop-gradient, which avoids pretraining over-fitting and pattern difference issues. ReCon achieves a new state-of-the-art in 3D representation learning, e.g., 91.26% accuracy on ScanObjectNN. Codes have been released at https://github.com/qizekun/ReCon.

Diffusion Transformers (DiTs) deliver state-of-the-art image quality, yet their training remains notoriously slow. A recent remedy -- representation alignment (REPA) that matches DiT hidden features to those of a non-generative teacher (e.g. DINO) -- dramatically accelerates the early epochs but plateaus or even degrades performance later. We trace this failure to a capacity mismatch: once the generative student begins modelling the joint data distribution, the teacher's lower-dimensional embeddings and attention patterns become a straitjacket rather than a guide. We then introduce HASTE (Holistic Alignment with Stage-wise Termination for Efficient training), a two-phase schedule that keeps the help and drops the hindrance. Phase I applies a holistic alignment loss that simultaneously distills attention maps (relational priors) and feature projections (semantic anchors) from the teacher into mid-level layers of the DiT, yielding rapid convergence. Phase II then performs one-shot termination that deactivates the alignment loss, once a simple trigger such as a fixed iteration is hit, freeing the DiT to focus on denoising and exploit its generative capacity. HASTE speeds up training of diverse DiTs without architecture changes. On ImageNet 256X256, it reaches the vanilla SiT-XL/2 baseline FID in 50 epochs and matches REPA's best FID in 500 epochs, amounting to a 28X reduction in optimization steps. HASTE also improves text-to-image DiTs on MS-COCO, demonstrating to be a simple yet principled recipe for efficient diffusion training across various tasks. Our code is available at https://github.com/NUS-HPC-AI-Lab/HASTE .

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.

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.

Recent advancements in large language models (LLMs) have raised concerns about inference costs, increasing the need for research into model compression. While knowledge distillation (KD) is a prominent method for this, research on KD for generative language models like LLMs is relatively sparse, and the approach of distilling student-friendly knowledge, which has shown promising performance in KD for classification models, remains unexplored in generative language models. To explore this approach, we propose PromptKD, a simple yet effective method that utilizes prompt tuning - for the first time in KD - to enable generative language models to transfer student-friendly knowledge. Unlike previous works in classification that require fine-tuning the entire teacher model for extracting student-friendly knowledge, PromptKD achieves similar effects by adding a small number of prompt tokens and tuning only the prompt with student guidance. Extensive experiments on instruction-following datasets using the GPT-2 model family show that PromptKD achieves state-of-the-art performance while adding only 0.0007% of the teacher's parameters as prompts. Further analysis suggests that distilling student-friendly knowledge alleviates exposure bias effectively throughout the entire training process, leading to performance enhancements.

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 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/.

With the ever-increasing number of news stories available online, classifying them by topic, regardless of the language they are written in, has become crucial for enhancing readers' access to relevant content. To address this challenge, we propose a teacher-student framework based on large language models (LLMs) for developing multilingual news classification models of reasonable size with no need for manual data annotation. The framework employs a Generative Pretrained Transformer (GPT) model as the teacher model to develop an IPTC Media Topic training dataset through automatic annotation of news articles in Slovenian, Croatian, Greek, and Catalan. The teacher model exhibits a high zero-shot performance on all four languages. Its agreement with human annotators is comparable to that between the human annotators themselves. To mitigate the computational limitations associated with the requirement of processing millions of texts daily, smaller BERT-like student models are fine-tuned on the GPT-annotated dataset. These student models achieve high performance comparable to the teacher model. Furthermore, we explore the impact of the training data size on the performance of the student models and investigate their monolingual, multilingual and zero-shot cross-lingual capabilities. The findings indicate that student models can achieve high performance with a relatively small number of training instances, and demonstrate strong zero-shot cross-lingual abilities. Finally, we publish the best-performing news topic classifier, enabling multilingual classification with the top-level categories of the IPTC Media Topic schema.

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.

Adapting instruction to the fine-grained needs of individual students is a powerful application of recent advances in large language models. These generative AI models can create tasks that correspond to students' interests and enact context personalization, enhancing students' interest in learning academic content. However, when there is a teacher in-the-loop creating or modifying tasks with generative AI, it is unclear how efficient this process might be, despite commercial generative AI tools' claims that they will save teachers time. In the present study, we teamed 7 middle school mathematics teachers with ChatGPT to create personalized versions of problems in their curriculum, to correspond to their students' interests. We look at the prompting moves teachers made, their efficiency when creating problems, and the reactions of their 521 7th grade students who received the personalized assignments. We find that having a teacher-in-the-loop results in generative AI-enhanced personalization being enacted at a relatively broad grain size, whereas students tend to prefer a smaller grain size where they receive specific popular culture references that interest them. Teachers spent a lot of effort adjusting popular culture references and addressing issues with the depth or realism of the problems generated, giving higher or lower levels of ownership to the generative AI. Teachers were able to improve in their ability to craft interesting problems in partnership with generative AI, but this process did not appear to become particularly time efficient as teachers learned and reflected on their students' data, iterating their approaches.

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.

With powerful large language models (LLMs) demonstrating superhuman reasoning capabilities, a critical question arises: Do LLMs genuinely reason, or do they merely recall answers from their extensive, web-scraped training datasets? Publicly released benchmarks inevitably become contaminated once incorporated into subsequent LLM training sets, undermining their reliability as faithful assessments. To address this, we introduce KUMO, a generative evaluation framework designed specifically for assessing reasoning in LLMs. KUMO synergistically combines LLMs with symbolic engines to dynamically produce diverse, multi-turn reasoning tasks that are partially observable and adjustable in difficulty. Through an automated pipeline, KUMO continuously generates novel tasks across open-ended domains, compelling models to demonstrate genuine generalization rather than memorization. We evaluated 23 state-of-the-art LLMs on 5,000 tasks across 100 domains created by KUMO, benchmarking their reasoning abilities against university students. Our findings reveal that many LLMs have outperformed university-level performance on easy reasoning tasks, and reasoning-scaled LLMs reach university-level performance on complex reasoning challenges. Moreover, LLM performance on KUMO tasks correlates strongly with results on newly released real-world reasoning benchmarks, underscoring KUMO's value as a robust, enduring assessment tool for genuine LLM reasoning capabilities.

Recent success in deep learning has generated immense interest among practitioners and students, inspiring many to learn about this new technology. While visual and interactive approaches have been successfully developed to help people more easily learn deep learning, most existing tools focus on simpler models. In this work, we present GAN Lab, the first interactive visualization tool designed for non-experts to learn and experiment with Generative Adversarial Networks (GANs), a popular class of complex deep learning models. With GAN Lab, users can interactively train generative models and visualize the dynamic training process's intermediate results. GAN Lab tightly integrates an model overview graph that summarizes GAN's structure, and a layered distributions view that helps users interpret the interplay between submodels. GAN Lab introduces new interactive experimentation features for learning complex deep learning models, such as step-by-step training at multiple levels of abstraction for understanding intricate training dynamics. Implemented using TensorFlow.js, GAN Lab is accessible to anyone via modern web browsers, without the need for installation or specialized hardware, overcoming a major practical challenge in deploying interactive tools for deep learning.

We find that large language models (LLMs) are more likely to modify human-written text than AI-generated text when tasked with rewriting. This tendency arises because LLMs often perceive AI-generated text as high-quality, leading to fewer modifications. We introduce a method to detect AI-generated content by prompting LLMs to rewrite text and calculating the editing distance of the output. We dubbed our geneRative AI Detection viA Rewriting method Raidar. Raidar significantly improves the F1 detection scores of existing AI content detection models -- both academic and commercial -- across various domains, including News, creative writing, student essays, code, Yelp reviews, and arXiv papers, with gains of up to 29 points. Operating solely on word symbols without high-dimensional features, our method is compatible with black box LLMs, and is inherently robust on new content. Our results illustrate the unique imprint of machine-generated text through the lens of the machines themselves.

Cervical disc herniation (CDH) is a prevalent musculoskeletal disorder that significantly impacts health and requires labor-intensive analysis from experts. Despite advancements in automated detection of medical imaging, two significant challenges hinder the real-world application of these methods. First, the computational complexity and resource demands present a significant gap for real-time application. Second, noise in MRI reduces the effectiveness of existing methods by distorting feature extraction. To address these challenges, we propose three key contributions: Firstly, we introduced MedDet, which leverages the multi-teacher single-student knowledge distillation for model compression and efficiency, meanwhile integrating generative adversarial training to enhance performance. Additionally, we customize the second-order nmODE to improve the model's resistance to noise in MRI. Lastly, we conducted comprehensive experiments on the CDH-1848 dataset, achieving up to a 5% improvement in mAP compared to previous methods. Our approach also delivers over 5 times faster inference speed, with approximately 67.8% reduction in parameters and 36.9% reduction in FLOPs compared to the teacher model. These advancements significantly enhance the performance and efficiency of automated CDH detection, demonstrating promising potential for future application in clinical practice. See project website https://steve-zeyu-zhang.github.io/MedDet

As generative artificial intelligence (GAI) enters the mental health landscape, questions arise about how individuals weigh AI tools against human therapists. Drawing on the Health Belief Model (HBM), this study examined belief-based predictors of intention to use GAI and therapists across two populations: a university sample (N = 1,155) and a nationally representative adult sample (N = 651). Using repeated-measures ANOVA and LASSO regression, we found that therapists were consistently valued for emotional, relational, and personalization benefits, while GAI was favored for accessibility and affordability. Yet structural advantages alone did not predict adoption; emotional benefit and personalization emerged as decisive factors. Adoption patterns diverged across groups: students treated GAI as a complement, whereas national adults approached it as a substitute. Concerns about privacy and reliability constrained GAI use in both groups. These findings extend HBM to multi-modality contexts and highlight design implications for trustworthy, emotionally resonant digital mental health tools.

Synthetic data has been widely used to train large language models, but their generative nature inevitably introduces noisy, non-informative, and misleading learning signals. In this paper, we propose Montessori-Instruct, a novel data synthesis framework that tailors the data synthesis ability of the teacher language model toward the student language model's learning process. Specifically, we utilize local data influence of synthetic training data points on students to characterize students' learning preferences. Then, we train the teacher model with Direct Preference Optimization (DPO) to generate synthetic data tailored toward student learning preferences. Experiments with Llama3-8B-Instruct (teacher) and Llama3-8B (student) on Alpaca Eval and MT-Bench demonstrate that Montessori-Instruct significantly outperforms standard synthesis methods by 18.35\% and 46.24\% relatively. Our method also beats data synthesized by a stronger teacher model, GPT-4o. Further analysis confirms the benefits of teacher's learning to generate more influential training data in the student's improved learning, the advantages of local data influence in accurately measuring student preferences, and the robustness of Montessori-Instruct across different student models. Our code and data are open-sourced at https://github.com/cxcscmu/Montessori-Instruct.

Current diffusion-based super-resolution (SR) approaches achieve commendable performance at the cost of high inference overhead. Therefore, distillation techniques are utilized to accelerate the multi-step teacher model into one-step student model. Nevertheless, these methods significantly raise training costs and constrain the performance of the student model by the teacher model. To overcome these tough challenges, we propose Consistency Trajectory Matching for Super-Resolution (CTMSR), a distillation-free strategy that is able to generate photo-realistic SR results in one step. Concretely, we first formulate a Probability Flow Ordinary Differential Equation (PF-ODE) trajectory to establish a deterministic mapping from low-resolution (LR) images with noise to high-resolution (HR) images. Then we apply the Consistency Training (CT) strategy to directly learn the mapping in one step, eliminating the necessity of pre-trained diffusion model. To further enhance the performance and better leverage the ground-truth during the training process, we aim to align the distribution of SR results more closely with that of the natural images. To this end, we propose to minimize the discrepancy between their respective PF-ODE trajectories from the LR image distribution by our meticulously designed Distribution Trajectory Matching (DTM) loss, resulting in improved realism of our recovered HR images. Comprehensive experimental results demonstrate that the proposed methods can attain comparable or even superior capabilities on both synthetic and real datasets while maintaining minimal inference latency.

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

We propose Parallel WaveGAN, a distillation-free, fast, and small-footprint waveform generation method using a generative adversarial network. In the proposed method, a non-autoregressive WaveNet is trained by jointly optimizing multi-resolution spectrogram and adversarial loss functions, which can effectively capture the time-frequency distribution of the realistic speech waveform. As our method does not require density distillation used in the conventional teacher-student framework, the entire model can be easily trained. Furthermore, our model is able to generate high-fidelity speech even with its compact architecture. In particular, the proposed Parallel WaveGAN has only 1.44 M parameters and can generate 24 kHz speech waveform 28.68 times faster than real-time on a single GPU environment. Perceptual listening test results verify that our proposed method achieves 4.16 mean opinion score within a Transformer-based text-to-speech framework, which is comparative to the best distillation-based Parallel WaveNet system.

Generative artificial intelligence (AI) has made unprecedented advances in vision language models over the past two years. During the generative process, new samples (images) are generated from an unknown high-dimensional distribution. Markov Chain Monte Carlo (MCMC) methods are particularly effective in drawing samples from such complex, high-dimensional distributions. This makes MCMC methods an integral component for models like EBMs, ensuring accurate sample generation. Gradient-based optimization is at the core of modern generative models. The update step during the optimization forms a Markov chain where the new update depends only on the current state. This allows exploration of the parameter space in a memoryless manner, thus combining the benefits of gradient-based optimization and MCMC sampling. MCMC methods have shown an equally important role in physically based rendering where complex light paths are otherwise quite challenging to sample from simple importance sampling techniques. A lot of research is dedicated towards bringing physical realism to samples (images) generated from diffusion-based generative models in a data-driven manner, however, a unified framework connecting these techniques is still missing. In this course, we take the first steps toward understanding each of these components and exploring how MCMC could potentially serve as a bridge, linking these closely related areas of research. Our course aims to provide necessary theoretical and practical tools to guide students, researchers and practitioners towards the common goal of generative physically based rendering. All Jupyter notebooks with demonstrations associated to this tutorial can be found on the project webpage: https://sinbag.github.io/mcmc/

Retrieving and extracting knowledge from extensive research documents and large databases presents significant challenges for researchers, students, and professionals in today's information-rich era. Existing retrieval systems, which rely on general-purpose Large Language Models (LLMs), often fail to provide accurate responses to domain-specific inquiries. Additionally, the high cost of pretraining or fine-tuning LLMs for specific domains limits their widespread adoption. To address these limitations, we propose a novel methodology that combines the generative capabilities of LLMs with the fast and accurate retrieval capabilities of vector databases. This advanced retrieval system can efficiently handle both tabular and non-tabular data, understand natural language user queries, and retrieve relevant information without fine-tuning. The developed model, Generative Text Retrieval (GTR), is adaptable to both unstructured and structured data with minor refinement. GTR was evaluated on both manually annotated and public datasets, achieving over 90% accuracy and delivering truthful outputs in 87% of cases. Our model achieved state-of-the-art performance with a Rouge-L F1 score of 0.98 on the MSMARCO dataset. The refined model, Generative Tabular Text Retrieval (GTR-T), demonstrated its efficiency in large database querying, achieving an Execution Accuracy (EX) of 0.82 and an Exact-Set-Match (EM) accuracy of 0.60 on the Spider dataset, using an open-source LLM. These efforts leverage Generative AI and In-Context Learning to enhance human-text interaction and make advanced AI capabilities more accessible. By integrating robust retrieval systems with powerful LLMs, our approach aims to democratize access to sophisticated AI tools, improving the efficiency, accuracy, and scalability of AI-driven information retrieval and database querying.

Generative AI is transforming education by enabling personalized learning, enhancing administrative efficiency, and fostering creative engagement. This paper explores the opportunities and challenges these tools bring to pedagogy, proposing actionable frameworks to address existing equity gaps. Ethical considerations such as algorithmic bias, data privacy, and AI role in human centric education are emphasized. The findings underscore the need for responsible AI integration that ensures accessibility, equity, and innovation in educational 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.

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.

Recent advances in generative artificial intelligence (AI) have shown promise in accurately grading open-ended student responses. However, few prior works have explored grading handwritten responses due to a lack of data and the challenge of combining visual and textual information. In this work, we leverage state-of-the-art multi-modal AI models, in particular GPT-4o, to automatically grade handwritten responses to college-level math exams. Using real student responses to questions in a probability theory exam, we evaluate GPT-4o's alignment with ground-truth scores from human graders using various prompting techniques. We find that while providing rubrics improves alignment, the model's overall accuracy is still too low for real-world settings, showing there is significant room for growth in this task.

Vision-Language Models (VLMs) have achieved remarkable progress, yet their large scale often renders them impractical for resource-constrained environments. This paper introduces Unified Reinforcement and Imitation Learning (RIL), a novel and efficient training algorithm designed to create powerful, lightweight VLMs. RIL distinctively combines the strengths of reinforcement learning with adversarial imitation learning. This enables smaller student VLMs not only to mimic the sophisticated text generation of large teacher models but also to systematically improve their generative capabilities through reinforcement signals. Key to our imitation framework is an LLM-based discriminator that adeptly distinguishes between student and teacher outputs, complemented by guidance from multiple large teacher VLMs to ensure diverse learning. This unified learning strategy, leveraging both reinforcement and imitation, empowers student models to achieve significant performance gains, making them competitive with leading closed-source VLMs. Extensive experiments on diverse vision-language benchmarks demonstrate that RIL significantly narrows the performance gap with state-of-the-art open- and closed-source VLMs and, in several instances, surpasses them.

Bootstrap-based Self-Supervised Learning (SSL) has achieved remarkable progress in audio understanding. However, existing methods typically operate at a single level of granularity, limiting their ability to model the diverse temporal and spectral structures inherent in complex audio signals. Furthermore, bootstrapping representations from scratch is computationally expensive, often requiring extensive training to converge. In this work, we propose the Convolutional Audio Transformer (CAT), a unified framework designed to address these challenges. First, to capture hierarchical audio features, CAT incorporates a Multi-resolution Block that aggregates information across varying granularities. Second, to enhance training efficiency, we introduce a Representation Regularization objective. Drawing inspiration from generative modeling, this auxiliary task guides the student model by aligning its predictions with high-quality semantic representations from frozen, pre-trained external encoders. Experimental results demonstrate that CAT significantly outperforms baselines on audio understanding benchmarks. Notably, it achieves competitive performance on the AudioSet 20k dataset with 5 times faster convergence than existing methods. Codes and checkpoints will be released soon at https://github.com/realzhouchushu/CAT.

Backdoor attacks pose a serious security threat for training neural networks as they surreptitiously introduce hidden functionalities into a model. Such backdoors remain silent during inference on clean inputs, evading detection due to inconspicuous behavior. However, once a specific trigger pattern appears in the input data, the backdoor activates, causing the model to execute its concealed function. Detecting such poisoned samples within vast datasets is virtually impossible through manual inspection. To address this challenge, we propose a novel approach that enables model training on potentially poisoned datasets by utilizing the power of recent diffusion models. Specifically, we create synthetic variations of all training samples, leveraging the inherent resilience of diffusion models to potential trigger patterns in the data. By combining this generative approach with knowledge distillation, we produce student models that maintain their general performance on the task while exhibiting robust resistance to backdoor triggers.

As Generative AI becomes a key component in physics education, a significant ethical challenge has emerged: the tendency of students to anthropomorphize Large Language Models (LLMs), treating them as authoritative "oracles" that retrieve fixed facts from an internal database. However, LLMs operate fundamentally as probabilistic engines. This paper describes the design and implementation of a didactic activity, a reduced version of the "20 Questions" game, aimed at making this stochastic nature directly observable. Unlike a human player who fixes a target object at the start of the game, students discover that the model generates answers based solely on local coherence with the interaction history. By utilizing functionalities such as re-sampling and history rewinding, students act as experimenters, observing how identical interaction histories can yield diverging narrative paths. We discuss how mapping these behaviors to familiar physics concepts provides the epistemic scaffolding necessary to promote informed skepticism, framing the verification of AI outputs not merely as a compliance rule, but as a technical necessity derived from the system's probabilistic nature.

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

Diffusion-based real-world image super-resolution (Real-ISR) methods have demonstrated impressive performance. To achieve efficient Real-ISR, many works employ Variational Score Distillation (VSD) to distill pre-trained stable-diffusion (SD) model for one-step SR with a fixed timestep. However, due to the different noise injection timesteps, the SD will perform different generative priors. Therefore, a fixed timestep is difficult for these methods to fully leverage the generative priors in SD, leading to suboptimal performance. To address this, we propose a Time-Aware one-step Diffusion Network for Real-ISR (TADSR). We first introduce a Time-Aware VAE Encoder, which projects the same image into different latent features based on timesteps. Through joint dynamic variation of timesteps and latent features, the student model can better align with the input pattern distribution of the pre-trained SD, thereby enabling more effective utilization of SD's generative capabilities. To better activate the generative prior of SD at different timesteps, we propose a Time-Aware VSD loss that bridges the timesteps of the student model and those of the teacher model, thereby producing more consistent generative prior guidance conditioned on timesteps. Additionally, though utilizing the generative prior in SD at different timesteps, our method can naturally achieve controllable trade-offs between fidelity and realism by changing the timestep condition. Experimental results demonstrate that our method achieves both state-of-the-art performance and controllable SR results with only a single step.

Recent advances in autoregressive (AR) generative models have produced increasingly powerful systems for media synthesis. Among them, next-scale prediction has emerged as a popular paradigm, where models generate images in a coarse-to-fine manner. However, scale-wise AR models suffer from exposure bias, which undermines generation quality. We identify two primary causes of this issue: (1) train-test mismatch, where the model must rely on its own imperfect predictions during inference, and (2) imbalance in scale-wise learning difficulty, where certain scales exhibit disproportionately higher optimization complexity. Through a comprehensive analysis of training dynamics, we propose Self-Autoregressive Refinement (SAR) to address these limitations. SAR introduces a Stagger-Scale Rollout (SSR) mechanism that performs lightweight autoregressive rollouts to expose the model to its own intermediate predictions, thereby aligning train-test patterns, and a complementary Contrastive Student-Forcing Loss (CSFL) that provides adequate supervision for self-generated contexts to ensure stable training. Experimental results show that applying SAR to pretrained AR models consistently improves generation quality with minimal computational overhead. For instance, SAR yields a 5.2% FID reduction on FlexVAR-d16 trained on ImageNet 256 within 10 epochs (5 hours on 32xA100 GPUs). Given its efficiency, scalability, and effectiveness, we expect SAR to serve as a reliable post-training method for visual autoregressive generation.

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.

Recent advances in one-step generative models typically follow a two-stage process: first training a teacher diffusion model and then distilling it into a one-step student model. This distillation process traditionally relies on both the teacher model's score function to compute the distillation loss and its weights for student initialization. In this paper, we explore whether one-step generative models can be trained directly without this distillation process. First, we show that the teacher's score function is not essential and propose a family of distillation methods that achieve competitive results without relying on score estimation. Next, we demonstrate that initialization from teacher weights is indispensable in successful training. Surprisingly, we find that this benefit is not due to improved ``input-output" mapping but rather the learned feature representations, which dominate distillation quality. Our findings provide a better understanding of the role of initialization in one-step model training and its impact on distillation quality.

The fashion e-commerce industry has witnessed significant growth in recent years, prompting exploring image-based virtual try-on techniques to incorporate Augmented Reality (AR) experiences into online shopping platforms. However, existing research has primarily overlooked a crucial aspect - the runtime of the underlying machine-learning model. While existing methods prioritize enhancing output quality, they often disregard the execution time, which restricts their applications on a limited range of devices. To address this gap, we propose Distilled Mobile Real-time Virtual Try-On (DM-VTON), a novel virtual try-on framework designed to achieve simplicity and efficiency. Our approach is based on a knowledge distillation scheme that leverages a strong Teacher network as supervision to guide a Student network without relying on human parsing. Notably, we introduce an efficient Mobile Generative Module within the Student network, significantly reducing the runtime while ensuring high-quality output. Additionally, we propose Virtual Try-on-guided Pose for Data Synthesis to address the limited pose variation observed in training images. Experimental results show that the proposed method can achieve 40 frames per second on a single Nvidia Tesla T4 GPU and only take up 37 MB of memory while producing almost the same output quality as other state-of-the-art methods. DM-VTON stands poised to facilitate the advancement of real-time AR applications, in addition to the generation of lifelike attired human figures tailored for diverse specialized training tasks. https://sites.google.com/view/ltnghia/research/DMVTON

Estimating the difficulty of multiple-choice questions would be great help for educators who must spend substantial time creating and piloting stimuli for their tests, and for learners who want to practice. Supervised approaches to difficulty estimation have yielded to date mixed results. In this contribution we leverage an aspect of generative large models which might be seen as a weakness when answering questions, namely their uncertainty, and exploit it towards exploring correlations between two different metrics of uncertainty, and the actual student response distribution. While we observe some present but weak correlations, we also discover that the models' behaviour is different in the case of correct vs wrong answers, and that correlations differ substantially according to the different question types which are included in our fine-grained, previously unused dataset of 451 questions from a Biopsychology course. In discussing our findings, we also suggest potential avenues to further leverage model uncertainty as an additional proxy for item difficulty.

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.

Diffusion models (DMs) produce high-quality images, yet their sampling remains costly when adapted to new domains. Distilled DMs are faster but typically remain confined within their teacher's domain. Thus, fast and high-quality generation for novel domains relies on two-stage pipelines: Adapt-then-Distill or Distill-then-Adapt. However, both add design complexity and often degrade quality or diversity. We introduce Uni-DAD, a single-stage pipeline that unifies DM distillation and adaptation. It couples two training signals: (i) a dual-domain distribution-matching distillation (DMD) objective that guides the student toward the distributions of the source teacher and a target teacher, and (ii) a multi-head generative adversarial network (GAN) loss that encourages target realism across multiple feature scales. The source domain distillation preserves diverse source knowledge, while the multi-head GAN stabilizes training and reduces overfitting, especially in few-shot regimes. The inclusion of a target teacher facilitates adaptation to more structurally distant domains. We evaluate Uni-DAD on two comprehensive benchmarks for few-shot image generation (FSIG) and subject-driven personalization (SDP) using diffusion backbones. It delivers better or comparable quality to state-of-the-art (SoTA) adaptation methods even with less than 4 sampling steps, and often surpasses two-stage pipelines in quality and diversity. Code: https://github.com/yaramohamadi/uni-DAD.

Recent progress in 3D reconstruction has enabled realistic 3D models from dense image captures, yet challenges persist with sparse views, often leading to artifacts in unseen areas. Recent works leverage Video Diffusion Models (VDMs) to generate dense observations, filling the gaps when only sparse views are available for 3D reconstruction tasks. A significant limitation of these methods is their slow sampling speed when using VDMs. In this paper, we present FVGen, a novel framework that addresses this challenge by enabling fast novel view synthesis using VDMs in as few as four sampling steps. We propose a novel video diffusion model distillation method that distills a multi-step denoising teacher model into a few-step denoising student model using Generative Adversarial Networks (GANs) and softened reverse KL-divergence minimization. Extensive experiments on real-world datasets show that, compared to previous works, our framework generates the same number of novel views with similar (or even better) visual quality while reducing sampling time by more than 90%. FVGen significantly improves time efficiency for downstream reconstruction tasks, particularly when working with sparse input views (more than 2) where pre-trained VDMs need to be run multiple times to achieve better spatial coverage.

Demand for 2K video synthesis is rising with increasing consumer expectations for ultra-clear visuals. While diffusion transformers (DiTs) have demonstrated remarkable capabilities in high-quality video generation, scaling them to 2K resolution remains computationally prohibitive due to quadratic growth in memory and processing costs. In this work, we propose Turbo2K, an efficient and practical framework for generating detail-rich 2K videos while significantly improving training and inference efficiency. First, Turbo2K operates in a highly compressed latent space, reducing computational complexity and memory footprint, making high-resolution video synthesis feasible. However, the high compression ratio of the VAE and limited model size impose constraints on generative quality. To mitigate this, we introduce a knowledge distillation strategy that enables a smaller student model to inherit the generative capacity of a larger, more powerful teacher model. Our analysis reveals that, despite differences in latent spaces and architectures, DiTs exhibit structural similarities in their internal representations, facilitating effective knowledge transfer. Second, we design a hierarchical two-stage synthesis framework that first generates multi-level feature at lower resolutions before guiding high-resolution video generation. This approach ensures structural coherence and fine-grained detail refinement while eliminating redundant encoding-decoding overhead, further enhancing computational efficiency.Turbo2K achieves state-of-the-art efficiency, generating 5-second, 24fps, 2K videos with significantly reduced computational cost. Compared to existing methods, Turbo2K is up to 20times faster for inference, making high-resolution video generation more scalable and practical for real-world applications.

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.

Knowledge Distillation (KD) is a promising technique for reducing the high computational demand of large language models (LLMs). However, previous KD methods are primarily applied to white-box classification models or training small models to imitate black-box model APIs like ChatGPT. How to effectively distill the knowledge from white-box generative LLMs is still under-explored, which becomes more and more important with the prosperity of LLMs. In this work, we propose MiniLLM that distills smaller language models from generative larger language models. We first replace the forward Kullback-Leibler divergence (KLD) objective in the standard KD approaches with reverse KLD, which is more suitable for KD on generative language models, to prevent the student model from overestimating the low-probability regions of the teacher distribution. Then, we derive an effective optimization approach to learn this objective. Extensive experiments in the instruction-following setting show that the MiniLLM models generate more precise responses with the higher overall quality, lower exposure bias, better calibration, and higher long-text generation performance. Our method is also scalable for different model families with 120M to 13B parameters. We will release our code and model checkpoints at https://aka.ms/MiniLLM.

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.

Deep generative models are a class of techniques that train deep neural networks to model the distribution of training samples. Research has fragmented into various interconnected approaches, each of which make trade-offs including run-time, diversity, and architectural restrictions. In particular, this compendium covers energy-based models, variational autoencoders, generative adversarial networks, autoregressive models, normalizing flows, in addition to numerous hybrid approaches. These techniques are compared and contrasted, explaining the premises behind each and how they are interrelated, while reviewing current state-of-the-art advances and implementations.

Generative models are a class of machine learning models that aim to learn the underlying probability distribution of data. Unlike discriminative models, generative models focus on capturing the data's inherent structure, allowing them to generate new samples that resemble the original data. To fully exploit the potential of modeling probability distributions using quantum physics, a quantum-inspired generative model known as the Born machines have shown great advancements in learning classical and quantum data over matrix product state(MPS) framework. The Born machines support tractable log-likelihood, autoregressive and mask sampling, and have shown outstanding performance in various unsupervised learning tasks. However, much of the current research has been centered on improving the expressive power of MPS, predominantly embedding each token directly by a corresponding tensor index. In this study, we generalize the embedding method into trainable quantum measurement operators that can be simultaneously honed with MPS. Our study indicated that combined with trainable embedding, Born machines can exhibit better performance and learn deeper correlations from the dataset.

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.

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.

In this work, we introduce a self-supervised feature representation learning framework DreamTeacher that utilizes generative networks for pre-training downstream image backbones. We propose to distill knowledge from a trained generative model into standard image backbones that have been well engineered for specific perception tasks. We investigate two types of knowledge distillation: 1) distilling learned generative features onto target image backbones as an alternative to pretraining these backbones on large labeled datasets such as ImageNet, and 2) distilling labels obtained from generative networks with task heads onto logits of target backbones. We perform extensive analyses on multiple generative models, dense prediction benchmarks, and several pre-training regimes. We empirically find that our DreamTeacher significantly outperforms existing self-supervised representation learning approaches across the board. Unsupervised ImageNet pre-training with DreamTeacher leads to significant improvements over ImageNet classification pre-training on downstream datasets, showcasing generative models, and diffusion generative models specifically, as a promising approach to representation learning on large, diverse datasets without requiring manual annotation.

The term "generative AI" refers to computational techniques that are capable of generating seemingly new, meaningful content such as text, images, or audio from training data. The widespread diffusion of this technology with examples such as Dall-E 2, GPT-4, and Copilot is currently revolutionizing the way we work and communicate with each other. In this article, we provide a conceptualization of generative AI as an entity in socio-technical systems and provide examples of models, systems, and applications. Based on that, we introduce limitations of current generative AI and provide an agenda for Business & Information Systems Engineering (BISE) research. Different from previous works, we focus on generative AI in the context of information systems, and, to this end, we discuss several opportunities and challenges that are unique to the BISE community and make suggestions for impactful directions for BISE 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.

Generative adversarial networks (GANs) are a class of deep generative models which aim to learn a target distribution in an unsupervised fashion. While they were successfully applied to many problems, training a GAN is a notoriously challenging task and requires a significant number of hyperparameter tuning, neural architecture engineering, and a non-trivial amount of "tricks". The success in many practical applications coupled with the lack of a measure to quantify the failure modes of GANs resulted in a plethora of proposed losses, regularization and normalization schemes, as well as neural architectures. In this work we take a sober view of the current state of GANs from a practical perspective. We discuss and evaluate common pitfalls and reproducibility issues, open-source our code on Github, and provide pre-trained models on TensorFlow Hub.

Powerful generative models, particularly in Natural Language Modelling, are commonly trained by maximizing a variational lower bound on the data log likelihood. These models often suffer from poor use of their latent variable, with ad-hoc annealing factors used to encourage retention of information in the latent variable. We discuss an alternative and general approach to latent variable modelling, based on an objective that combines the data log likelihood as well as the likelihood of a perfect reconstruction through an autoencoder. Tying these together ensures by design that the latent variable captures information about the observations, whilst retaining the ability to generate well. Interestingly, though this approach is a priori unrelated to VAEs, the lower bound attained is identical to the standard VAE bound but with the addition of a simple pre-factor; thus, providing a formal interpretation of the commonly used, ad-hoc pre-factors in training VAEs.

Generative AI and large language models have the potential to drastically improve the landscape of computing education by automatically generating personalized feedback and content. Recent works have studied the capabilities of these models for different programming education scenarios; however, these works considered only text-based programming, in particular, Python programming. Consequently, they leave open the question of how well these models would perform in visual programming domains popularly used for K-8 programming education. The main research question we study is: Do state-of-the-art generative models show advanced capabilities in visual programming on par with their capabilities in text-based Python programming? In our work, we evaluate two models, ChatGPT (based on GPT-3.5) and GPT-4, in visual programming domains for various scenarios and assess performance using expert-based annotations. In particular, we base our evaluation using reference tasks from the domains of Hour of Code: Maze Challenge by Code-dot-org and Karel. Our results show that these models perform poorly and struggle to combine spatial, logical, and programming skills crucial for visual programming. These results also provide exciting directions for future work on developing techniques to improve the performance of generative models in visual programming.

Which generative model is the most suitable for Continual Learning? This paper aims at evaluating and comparing generative models on disjoint sequential image generation tasks. We investigate how several models learn and forget, considering various strategies: rehearsal, regularization, generative replay and fine-tuning. We used two quantitative metrics to estimate the generation quality and memory ability. We experiment with sequential tasks on three commonly used benchmarks for Continual Learning (MNIST, Fashion MNIST and CIFAR10). We found that among all models, the original GAN performs best and among Continual Learning strategies, generative replay outperforms all other methods. Even if we found satisfactory combinations on MNIST and Fashion MNIST, training generative models sequentially on CIFAR10 is particularly instable, and remains a challenge. Our code is available online \url{https://github.com/TLESORT/Generative\_Continual\_Learning}.

Deep Generative AI has been a long-standing essential topic in the machine learning community, which can impact a number of application areas like text generation and computer vision. The major paradigm to train a generative model is maximum likelihood estimation, which pushes the learner to capture and approximate the target data distribution by decreasing the divergence between the model distribution and the target distribution. This formulation successfully establishes the objective of generative tasks, while it is incapable of satisfying all the requirements that a user might expect from a generative model. Reinforcement learning, serving as a competitive option to inject new training signals by creating new objectives that exploit novel signals, has demonstrated its power and flexibility to incorporate human inductive bias from multiple angles, such as adversarial learning, hand-designed rules and learned reward model to build a performant model. Thereby, reinforcement learning has become a trending research field and has stretched the limits of generative AI in both model design and application. It is reasonable to summarize and conclude advances in recent years with a comprehensive review. Although there are surveys in different application areas recently, this survey aims to shed light on a high-level review that spans a range of application areas. We provide a rigorous taxonomy in this area and make sufficient coverage on various models and applications. Notably, we also surveyed the fast-developing large language model area. We conclude this survey by showing the potential directions that might tackle the limit of current models and expand the frontiers for generative AI.

Generative models form the backbone of modern machine learning, underpinning state-of-the-art systems in text, vision, and multimodal applications. While Maximum Likelihood Estimation has traditionally served as the dominant training paradigm, recent work have highlighted its limitations, particularly in generalization and susceptibility to catastrophic forgetting compared to Reinforcement Learning techniques, such as Policy Gradient methods. However, these approaches depend on explicit reward signals, which are often unavailable in practice, leaving open the fundamental problem of how to align generative models when only high-quality datasets are accessible. In this work, we address this challenge via a Bilevel Optimization framework, where the reward function is treated as the optimization variable of an outer-level problem, while a policy gradient objective defines the inner-level. We then conduct a theoretical analysis of this optimization problem in a tractable setting and extract insights that, as we demonstrate, generalize to applications such as tabular classification and model-based reinforcement learning. We release the code at https://github.com/abenechehab/nll_to_po .

Generative models are now used to create a variety of high-quality digital artifacts. Yet their use in designing physical objects has received far less attention. In this paper, we advocate for the construction toy, LEGO, as a platform for developing generative models of sequential assembly. We develop a generative model based on graph-structured neural networks that can learn from human-built structures and produce visually compelling designs. Our code is released at: https://github.com/uoguelph-mlrg/GenerativeLEGO.

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.

Large monolithic generative models trained on massive amounts of data have become an increasingly dominant approach in AI research. In this paper, we argue that we should instead construct large generative systems by composing smaller generative models together. We show how such a compositional generative approach enables us to learn distributions in a more data-efficient manner, enabling generalization to parts of the data distribution unseen at training time. We further show how this enables us to program and construct new generative models for tasks completely unseen at training. Finally, we show that in many cases, we can discover separate compositional components from data.

During the last two years there has been a plethora of large generative models such as ChatGPT or Stable Diffusion that have been published. Concretely, these models are able to perform tasks such as being a general question and answering system or automatically creating artistic images that are revolutionizing several sectors. Consequently, the implications that these generative models have in the industry and society are enormous, as several job positions may be transformed. For example, Generative AI is capable of transforming effectively and creatively texts to images, like the DALLE-2 model; text to 3D images, like the Dreamfusion model; images to text, like the Flamingo model; texts to video, like the Phenaki model; texts to audio, like the AudioLM model; texts to other texts, like ChatGPT; texts to code, like the Codex model; texts to scientific texts, like the Galactica model or even create algorithms like AlphaTensor. This work consists on an attempt to describe in a concise way the main models are sectors that are affected by generative AI and to provide a taxonomy of the main generative models published recently.

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.

Generative adversarial networks (GAN) are a powerful subclass of generative models. Despite a very rich research activity leading to numerous interesting GAN algorithms, it is still very hard to assess which algorithm(s) perform better than others. We conduct a neutral, multi-faceted large-scale empirical study on state-of-the art models and evaluation measures. We find that most models can reach similar scores with enough hyperparameter optimization and random restarts. This suggests that improvements can arise from a higher computational budget and tuning more than fundamental algorithmic changes. To overcome some limitations of the current metrics, we also propose several data sets on which precision and recall can be computed. Our experimental results suggest that future GAN research should be based on more systematic and objective evaluation procedures. Finally, we did not find evidence that any of the tested algorithms consistently outperforms the non-saturating GAN introduced in goodfellow2014generative.

Deep generative models are routinely used in generating samples from complex, high-dimensional distributions. Despite their apparent successes, their statistical properties are not well understood. A common assumption is that with enough training data and sufficiently large neural networks, deep generative model samples will have arbitrarily small errors in sampling from any continuous target distribution. We set up a unifying framework that debunks this belief. We demonstrate that broad classes of deep generative models, including variational autoencoders and generative adversarial networks, are not universal generators. Under the predominant case of Gaussian latent variables, these models can only generate concentrated samples that exhibit light tails. Using tools from concentration of measure and convex geometry, we give analogous results for more general log-concave and strongly log-concave latent variable distributions. We extend our results to diffusion models via a reduction argument. We use the Gromov--Levy inequality to give similar guarantees when the latent variables lie on manifolds with positive Ricci curvature. These results shed light on the limited capacity of common deep generative models to handle heavy tails. We illustrate the empirical relevance of our work with simulations and financial data.

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).

Generative models (e.g., GANs, diffusion models) learn the underlying data distribution in an unsupervised manner. However, many applications of interest require sampling from a particular region of the output space or sampling evenly over a range of characteristics. For efficient sampling in these scenarios, we propose Generative Visual Prompt (PromptGen), a framework for distributional control over pre-trained generative models by incorporating knowledge of other off-the-shelf models. PromptGen defines control as energy-based models (EBMs) and samples images in a feed-forward manner by approximating the EBM with invertible neural networks, avoiding optimization at inference. Our experiments demonstrate how PromptGen can efficiently sample from several unconditional generative models (e.g., StyleGAN2, StyleNeRF, diffusion autoencoder, NVAE) in a controlled or/and de-biased manner using various off-the-shelf models: (1) with the CLIP model as control, PromptGen can sample images guided by text, (2) with image classifiers as control, PromptGen can de-bias generative models across a set of attributes or attribute combinations, and (3) with inverse graphics models as control, PromptGen can sample images of the same identity in different poses. (4) Finally, PromptGen reveals that the CLIP model shows a "reporting bias" when used as control, and PromptGen can further de-bias this controlled distribution in an iterative manner. The code is available at https://github.com/ChenWu98/Generative-Visual-Prompt.

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

Different users find different images generated for the same prompt desirable. This gives rise to personalized image generation which involves creating images aligned with an individual's visual preference. Current generative models are, however, unpersonalized, as they are tuned to produce outputs that appeal to a broad audience. Using them to generate images aligned with individual users relies on iterative manual prompt engineering by the user which is inefficient and undesirable. We propose to personalize the image generation process by first capturing the generic preferences of the user in a one-time process by inviting them to comment on a small selection of images, explaining why they like or dislike each. Based on these comments, we infer a user's structured liked and disliked visual attributes, i.e., their visual preference, using a large language model. These attributes are used to guide a text-to-image model toward producing images that are tuned towards the individual user's visual preference. Through a series of user studies and large language model guided evaluations, we demonstrate that the proposed method results in generations that are well aligned with individual users' visual preferences.

Modern generative models have demonstrated the ability to solve challenging mathematical problems. In many real-world settings, however, mathematical solutions must be expressed visually through diagrams, plots, geometric constructions, and structured symbolic layouts, where correctness depends on precise visual composition. This naturally raises the question of whether generative models can still do so when the answer must be rendered visually rather than written in text? To study this problem, we introduce MathGen, a rigorous benchmark of 900 problems spanning seven core domains, each paired with an executable verifier under a Script-as-a-Judge protocol for deterministic and objective evaluation. Experiments on representative open-source and proprietary text-to-image models show that mathematical fidelity remains a major bottleneck: even the best closed-source model reaches only 42.0% overall accuracy, while open-source models achieve just ~ 1-11%, often near 0% on structured tasks. Overall, current T2I models remain far from competent at even elementary mathematical visual generation.

Generative models are trained with the simple objective of imitating the conditional probability distribution induced by the data they are trained on. Therefore, when trained on data generated by humans, we may not expect the artificial model to outperform the humans on their original objectives. In this work, we study the phenomenon of transcendence: when a generative model achieves capabilities that surpass the abilities of the experts generating its data. We demonstrate transcendence by training an autoregressive transformer to play chess from game transcripts, and show that the trained model can sometimes achieve better performance than all players in the dataset. We theoretically prove that transcendence is enabled by low-temperature sampling, and rigorously assess this experimentally. Finally, we discuss other sources of transcendence, laying the groundwork for future investigation of this phenomenon in a broader setting.

Self-supervised learning excels at learning representations from large amounts of data. At the same time, generative models offer the complementary property of learning information about the underlying data generation process. In this study, we aim at establishing a principled connection between these two paradigms and highlight the benefits of their complementarity. In particular, we perform an analysis of self-supervised learning objectives, elucidating the underlying probabilistic graphical models and presenting a standardized methodology for their derivation from first principles. The analysis suggests a natural means of integrating self-supervised learning with likelihood-based generative models. We instantiate this concept within the realm of cluster-based self-supervised learning and energy models, introducing a lower bound proven to reliably penalize the most important failure modes and unlocking full unification. Our theoretical findings are substantiated through experiments on synthetic and real-world data, including SVHN, CIFAR10, and CIFAR100, demonstrating that our objective function allows to jointly train a backbone network in a discriminative and generative fashion, consequently outperforming existing self-supervised learning strategies in terms of clustering, generation and out-of-distribution detection performance by a wide margin. We also demonstrate that the solution can be integrated into a neuro-symbolic framework to tackle a simple yet non-trivial instantiation of the symbol grounding problem. The code is publicly available at https://github.com/emsansone/GEDI.

Generating high-resolution, photo-realistic images has been a long-standing goal in machine learning. Recently, Nguyen et al. (2016) showed one interesting way to synthesize novel images by performing gradient ascent in the latent space of a generator network to maximize the activations of one or multiple neurons in a separate classifier network. In this paper we extend this method by introducing an additional prior on the latent code, improving both sample quality and sample diversity, leading to a state-of-the-art generative model that produces high quality images at higher resolutions (227x227) than previous generative models, and does so for all 1000 ImageNet categories. In addition, we provide a unified probabilistic interpretation of related activation maximization methods and call the general class of models "Plug and Play Generative Networks". PPGNs are composed of 1) a generator network G that is capable of drawing a wide range of image types and 2) a replaceable "condition" network C that tells the generator what to draw. We demonstrate the generation of images conditioned on a class (when C is an ImageNet or MIT Places classification network) and also conditioned on a caption (when C is an image captioning network). Our method also improves the state of the art of Multifaceted Feature Visualization, which generates the set of synthetic inputs that activate a neuron in order to better understand how deep neural networks operate. Finally, we show that our model performs reasonably well at the task of image inpainting. While image models are used in this paper, the approach is modality-agnostic and can be applied to many types of data.

Generative AI has experienced remarkable growth in recent years, leading to a wide array of applications across diverse domains. In this paper, we present a comprehensive survey of more than 350 generative AI applications, providing a structured taxonomy and concise descriptions of various unimodal and even multimodal generative AIs. The survey is organized into sections, covering a wide range of unimodal generative AI applications such as text, images, video, gaming and brain information. Our survey aims to serve as a valuable resource for researchers and practitioners to navigate the rapidly expanding landscape of generative AI, facilitating a better understanding of the current state-of-the-art and fostering further innovation in the field.

Explanatory inference is the creation and evaluation of hypotheses that provide explanations, and is sometimes known as abduction or abductive inference. Generative AI is a new set of artificial intelligence models based on novel algorithms for generating text, images, and sounds. This paper proposes a set of benchmarks for assessing the ability of AI programs to perform explanatory inference, and uses them to determine the extent to which ChatGPT, a leading generative AI model, is capable of making explanatory inferences. Tests on the benchmarks reveal that ChatGPT performs creative and evaluative inferences in many domains, although it is limited to verbal and visual modalities. Claims that ChatGPT and similar models are incapable of explanation, understanding, causal reasoning, meaning, and creativity are rebutted.

Generative models for Information Retrieval, where ranking of documents is viewed as the task of generating a query from a document's language model, were very successful in various IR tasks in the past. However, with the advent of modern deep neural networks, attention has shifted to discriminative ranking functions that model the semantic similarity of documents and queries instead. Recently, deep generative models such as GPT2 and BART have been shown to be excellent text generators, but their effectiveness as rankers have not been demonstrated yet. In this work, we revisit the generative framework for information retrieval and show that our generative approaches are as effective as state-of-the-art semantic similarity-based discriminative models for the answer selection task. Additionally, we demonstrate the effectiveness of unlikelihood losses for IR.

The ability of the Generative Adversarial Networks (GANs) framework to learn generative models mapping from simple latent distributions to arbitrarily complex data distributions has been demonstrated empirically, with compelling results showing that the latent space of such generators captures semantic variation in the data distribution. Intuitively, models trained to predict these semantic latent representations given data may serve as useful feature representations for auxiliary problems where semantics are relevant. However, in their existing form, GANs have no means of learning the inverse mapping -- projecting data back into the latent space. We propose Bidirectional Generative Adversarial Networks (BiGANs) as a means of learning this inverse mapping, and demonstrate that the resulting learned feature representation is useful for auxiliary supervised discrimination tasks, competitive with contemporary approaches to unsupervised and self-supervised feature learning.

The field of deep generative modeling has grown rapidly and consistently over the years. With the availability of massive amounts of training data coupled with advances in scalable unsupervised learning paradigms, recent large-scale generative models show tremendous promise in synthesizing high-resolution images and text, as well as structured data such as videos and molecules. However, we argue that current large-scale generative AI models do not sufficiently address several fundamental issues that hinder their widespread adoption across domains. In this work, we aim to identify key unresolved challenges in modern generative AI paradigms that should be tackled to further enhance their capabilities, versatility, and reliability. By identifying these challenges, we aim to provide researchers with valuable insights for exploring fruitful research directions, thereby fostering the development of more robust and accessible generative AI solutions.

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.

Existing approaches for analyzing neural network activations, such as PCA and sparse autoencoders, rely on strong structural assumptions. Generative models offer an alternative: they can uncover structure without such assumptions and act as priors that improve intervention fidelity. We explore this direction by training diffusion models on one billion residual stream activations, creating "meta-models" that learn the distribution of a network's internal states. We find that diffusion loss decreases smoothly with compute and reliably predicts downstream utility. In particular, applying the meta-model's learned prior to steering interventions improves fluency, with larger gains as loss decreases. Moreover, the meta-model's neurons increasingly isolate concepts into individual units, with sparse probing scores that scale as loss decreases. These results suggest generative meta-models offer a scalable path toward interpretability without restrictive structural assumptions. Project page: https://generative-latent-prior.github.io.

Latent variable generative models have emerged as powerful tools for generative tasks including image and video synthesis. These models are enabled by pretrained autoencoders that map high resolution data into a compressed lower dimensional latent space, where the generative models can subsequently be developed while requiring fewer computational resources. Despite their effectiveness, the direct application of latent variable models to higher dimensional domains such as videos continues to pose challenges for efficient training and inference. In this paper, we propose an autoencoder that projects volumetric data onto a four-plane factorized latent space that grows sublinearly with the input size, making it ideal for higher dimensional data like videos. The design of our factorized model supports straightforward adoption in a number of conditional generation tasks with latent diffusion models (LDMs), such as class-conditional generation, frame prediction, and video interpolation. Our results show that the proposed four-plane latent space retains a rich representation needed for high-fidelity reconstructions despite the heavy compression, while simultaneously enabling LDMs to operate with significant improvements in speed and memory.

The rapid advancement of generative models has enabled modern AI systems to comprehend and produce highly sophisticated content, even achieving human-level performance in specific domains. However, these models remain fundamentally constrained by catastrophic forgetting - a persistent challenge where adapting to new tasks typically leads to significant degradation in performance on previously learned tasks. To address this practical limitation, numerous approaches have been proposed to enhance the adaptability and scalability of generative models in real-world applications. In this work, we present a comprehensive survey of continual learning methods for mainstream generative models, including large language models, multimodal large language models, vision language action models, and diffusion models. Drawing inspiration from the memory mechanisms of the human brain, we systematically categorize these approaches into three paradigms: architecture-based, regularization-based, and replay-based methods, while elucidating their underlying methodologies and motivations. We further analyze continual learning setups for different generative models, including training objectives, benchmarks, and core backbones, offering deeper insights into the field. The project page of this paper is available at https://github.com/Ghy0501/Awesome-Continual-Learning-in-Generative-Models.

Text-to-image generative models have enabled high-resolution image synthesis across different domains, but require users to specify the content they wish to generate. In this paper, we consider the inverse problem -- given a collection of different images, can we discover the generative concepts that represent each image? We present an unsupervised approach to discover generative concepts from a collection of images, disentangling different art styles in paintings, objects, and lighting from kitchen scenes, and discovering image classes given ImageNet images. We show how such generative concepts can accurately represent the content of images, be recombined and composed to generate new artistic and hybrid images, and be further used as a representation for downstream classification tasks.

Recommender Systems are built to retrieve relevant items to satisfy users' information needs. The candidate corpus usually consists of a finite set of items that are ready to be served, such as videos, products, or articles. With recent advances in Generative AI such as GPT and Diffusion models, a new form of recommendation task is yet to be explored where items are to be created by generative models with personalized prompts. Taking image generation as an example, with a single prompt from the user and access to a generative model, it is possible to generate hundreds of new images in a few minutes. How shall we attain personalization in the presence of "infinite" items? In this preliminary study, we propose a two-stage framework, namely Prompt-Model Retrieval and Generated Item Ranking, to approach this new task formulation. We release GEMRec-18K, a prompt-model interaction dataset with 18K images generated by 200 publicly-available generative models paired with a diverse set of 90 textual prompts. Our findings demonstrate the promise of generative model recommendation as a novel personalization problem and the limitations of existing evaluation metrics. We highlight future directions for the RecSys community to advance towards generative recommender systems. Our code and dataset are available at https://github.com/MAPS-research/GEMRec.

Generative Artificial Intelligence (AI) has rapidly advanced the field of computer vision by enabling machines to create and interpret visual data with unprecedented sophistication. This transformation builds upon a foundation of generative models to produce realistic images, videos, and 3D/4D content. Conventional generative models primarily focus on visual fidelity while often neglecting the physical plausibility of the generated content. This gap limits their effectiveness in applications that require adherence to real-world physical laws, such as robotics, autonomous systems, and scientific simulations. As generative models evolve to increasingly integrate physical realism and dynamic simulation, their potential to function as "world simulators" expands. Therefore, the field of physics-aware generation in computer vision is rapidly growing, calling for a comprehensive survey to provide a structured analysis of current efforts. To serve this purpose, the survey presents a systematic review, categorizing methods based on how they incorporate physical knowledge, either through explicit simulation or implicit learning. It also analyzes key paradigms, discusses evaluation protocols, and identifies future research directions. By offering a comprehensive overview, this survey aims to help future developments in physically grounded generation for computer vision. The reviewed papers are summarized at https://tinyurl.com/Physics-Aware-Generation.

Generative models aim to simulate realistic effects of various actions across different contexts, from text generation to visual effects. Despite significant efforts to build real-world simulators, the application of generative models to virtual worlds, like financial markets, remains under-explored. In financial markets, generative models can simulate complex market effects of participants with various behaviors, enabling interaction under different market conditions, and training strategies without financial risk. This simulation relies on the finest structured data in financial market like orders thus building the finest realistic simulation. We propose Large Market Model (LMM), an order-level generative foundation model, for financial market simulation, akin to language modeling in the digital world. Our financial Market Simulation engine (MarS), powered by LMM, addresses the domain-specific need for realistic, interactive and controllable order generation. Key observations include LMM's strong scalability across data size and model complexity, and MarS's robust and practicable realism in controlled generation with market impact. We showcase MarS as a forecast tool, detection system, analysis platform, and agent training environment, thus demonstrating MarS's "paradigm shift" potential for a variety of financial applications. We release the code of MarS at https://github.com/microsoft/MarS/.

In machine learning, generative modeling aims to learn to generate new data statistically similar to the training data distribution. In this paper, we survey learning generative models under limited data, few shots and zero shot, referred to as Generative Modeling under Data Constraint (GM-DC). This is an important topic when data acquisition is challenging, e.g. healthcare applications. We discuss background, challenges, and propose two taxonomies: one on GM-DC tasks and another on GM-DC approaches. Importantly, we study interactions between different GM-DC tasks and approaches. Furthermore, we highlight research gaps, research trends, and potential avenues for future exploration. Project website: https://gmdc-survey.github.io.

While recent generative models can produce engaging music, their utility is limited. The variation in the music is often left to chance, resulting in compositions that lack structure. Pieces extending beyond a minute can become incoherent or repetitive. This paper introduces an approach for generating structured, arbitrarily long musical pieces. Central to this approach is the creation of musical segments using a conditional generative model, with transitions between these segments. The generation of prompts that determine the high-level composition is distinct from the creation of finer, lower-level details. A large language model is then used to suggest the musical form.

We explore building generative neural network models of popular reinforcement learning environments. Our world model can be trained quickly in an unsupervised manner to learn a compressed spatial and temporal representation of the environment. By using features extracted from the world model as inputs to an agent, we can train a very compact and simple policy that can solve the required task. We can even train our agent entirely inside of its own hallucinated dream generated by its world model, and transfer this policy back into the actual environment. An interactive version of this paper is available at https://worldmodels.github.io/

In image generation, Multiple Latent Variable Generative Models (MLVGMs) employ multiple latent variables to gradually shape the final images, from global characteristics to finer and local details (e.g., StyleGAN, NVAE), emerging as powerful tools for diverse applications. Yet their generative dynamics remain only empirically observed, without a systematic understanding of each latent variable's impact. In this work, we propose a novel framework that quantifies the contribution of each latent variable using Mutual Information (MI) as a metric. Our analysis reveals that current MLVGMs often underutilize some latent variables, and provides actionable insights for their use in downstream applications. With this foundation, we introduce a method for generating synthetic data for Self-Supervised Contrastive Representation Learning (SSCRL). By leveraging the hierarchical and disentangled variables of MLVGMs, our approach produces diverse and semantically meaningful views without the need for real image data. Additionally, we introduce a Continuous Sampling (CS) strategy, where the generator dynamically creates new samples during SSCRL training, greatly increasing data variability. Our comprehensive experiments demonstrate the effectiveness of these contributions, showing that MLVGMs' generated views compete on par with or even surpass views generated from real data. This work establishes a principled approach to understanding and exploiting MLVGMs, advancing both generative modeling and self-supervised learning. Code and pre-trained models at: https://github.com/SerezD/mi_ml_gen.

While generative models produce high-quality images of concepts learned from a large-scale database, a user often wishes to synthesize instantiations of their own concepts (for example, their family, pets, or items). Can we teach a model to quickly acquire a new concept, given a few examples? Furthermore, can we compose multiple new concepts together? We propose Custom Diffusion, an efficient method for augmenting existing text-to-image models. We find that only optimizing a few parameters in the text-to-image conditioning mechanism is sufficiently powerful to represent new concepts while enabling fast tuning (~6 minutes). Additionally, we can jointly train for multiple concepts or combine multiple fine-tuned models into one via closed-form constrained optimization. Our fine-tuned model generates variations of multiple, new concepts and seamlessly composes them with existing concepts in novel settings. Our method outperforms several baselines and concurrent works, regarding both qualitative and quantitative evaluations, while being memory and computationally efficient.

With the growing availability of data within various scientific domains, generative models hold enormous potential to accelerate scientific discovery. They harness powerful representations learned from datasets to speed up the formulation of novel hypotheses with the potential to impact material discovery broadly. We present the Generative Toolkit for Scientific Discovery (GT4SD). This extensible open-source library enables scientists, developers, and researchers to train and use state-of-the-art generative models to accelerate scientific discovery focused on material design.

Recent text-to-image generative models have demonstrated an unparalleled ability to generate diverse and creative imagery guided by a target text prompt. While revolutionary, current state-of-the-art diffusion models may still fail in generating images that fully convey the semantics in the given text prompt. We analyze the publicly available Stable Diffusion model and assess the existence of catastrophic neglect, where the model fails to generate one or more of the subjects from the input prompt. Moreover, we find that in some cases the model also fails to correctly bind attributes (e.g., colors) to their corresponding subjects. To help mitigate these failure cases, we introduce the concept of Generative Semantic Nursing (GSN), where we seek to intervene in the generative process on the fly during inference time to improve the faithfulness of the generated images. Using an attention-based formulation of GSN, dubbed Attend-and-Excite, we guide the model to refine the cross-attention units to attend to all subject tokens in the text prompt and strengthen - or excite - their activations, encouraging the model to generate all subjects described in the text prompt. We compare our approach to alternative approaches and demonstrate that it conveys the desired concepts more faithfully across a range of text prompts.

Diffusion-based generative models have emerged as powerful tools in the realm of generative modeling. Despite extensive research on denoising across various timesteps and noise levels, a conflict persists regarding the relative difficulties of the denoising tasks. While various studies argue that lower timesteps present more challenging tasks, others contend that higher timesteps are more difficult. To address this conflict, our study undertakes a comprehensive examination of task difficulties, focusing on convergence behavior and changes in relative entropy between consecutive probability distributions across timesteps. Our observational study reveals that denoising at earlier timesteps poses challenges characterized by slower convergence and higher relative entropy, indicating increased task difficulty at these lower timesteps. Building on these observations, we introduce an easy-to-hard learning scheme, drawing from curriculum learning, to enhance the training process of diffusion models. By organizing timesteps or noise levels into clusters and training models with ascending orders of difficulty, we facilitate an order-aware training regime, progressing from easier to harder denoising tasks, thereby deviating from the conventional approach of training diffusion models simultaneously across all timesteps. Our approach leads to improved performance and faster convergence by leveraging benefits of curriculum learning, while maintaining orthogonality with existing improvements in diffusion training techniques. We validate these advantages through comprehensive experiments in image generation tasks, including unconditional, class-conditional, and text-to-image generation.

Recent advances in generative artificial intelligence (AI) have captured worldwide attention. Tools such as Dalle-2 and ChatGPT suggest that tasks previously thought to be beyond the capabilities of AI may now augment the productivity of creative media in various new ways, including through the generation of synthetic video. This research paper explores the utility of using AI-generated synthetic video to create viable educational content for online educational settings. To date, there is limited research investigating the real-world educational value of AI-generated synthetic media. To address this gap, we examined the impact of using AI-generated synthetic video in an online learning platform on both learners content acquisition and learning experience. We took a mixed-method approach, randomly assigning adult learners (n=83) into one of two micro-learning conditions, collecting pre- and post-learning assessments, and surveying participants on their learning experience. The control condition included a traditionally produced instructor video, while the experimental condition included a synthetic video with a realistic AI-generated character. The results show that learners in both conditions demonstrated significant improvement from pre- to post-learning (p<.001), with no significant differences in gains between the two conditions (p=.80). In addition, no differences were observed in how learners perceived the traditional and synthetic videos. These findings suggest that AI-generated synthetic learning videos have the potential to be a viable substitute for videos produced via traditional methods in online educational settings, making high quality educational content more accessible across the globe.

Generative AI tools hold promise to increase human productivity. This paper presents results from a controlled experiment with GitHub Copilot, an AI pair programmer. Recruited software developers were asked to implement an HTTP server in JavaScript as quickly as possible. The treatment group, with access to the AI pair programmer, completed the task 55.8% faster than the control group. Observed heterogenous effects show promise for AI pair programmers to help people transition into software development careers.

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.

Generative Artificial Intelligence is emerging as an important technology, promising to be transformative in many areas. At the same time, generative AI techniques are based on sampling from probabilistic models, and by default, they come with no guarantees about correctness, safety, fairness, or other properties. Statistical methods offer a promising potential approach to improve the reliability of generative AI techniques. In addition, statistical methods are also promising for improving the quality and efficiency of AI evaluation, as well as for designing interventions and experiments in AI. In this paper, we review some of the existing work on these topics, explaining both the general statistical techniques used, as well as their applications to generative AI. We also discuss limitations and potential future directions.

State-of-the-art generative models exhibit powerful image-generation capabilities, introducing various ethical and legal challenges to service providers hosting these models. Consequently, Content Removal Techniques (CRTs) have emerged as a growing area of research to control outputs without full-scale retraining. Recent work has explored the use of Machine Unlearning in generative models to address content removal. However, the focus of such research has been on diffusion models, and unlearning in Generative Adversarial Networks (GANs) has remained largely unexplored. We address this gap by proposing Text-to-Unlearn, a novel framework that selectively unlearns concepts from pre-trained GANs using only text prompts, enabling feature unlearning, identity unlearning, and fine-grained tasks like expression and multi-attribute removal in models trained on human faces. Leveraging natural language descriptions, our approach guides the unlearning process without requiring additional datasets or supervised fine-tuning, offering a scalable and efficient solution. To evaluate its effectiveness, we introduce an automatic unlearning assessment method adapted from state-of-the-art image-text alignment metrics, providing a comprehensive analysis of the unlearning methodology. To our knowledge, Text-to-Unlearn is the first cross-modal unlearning framework for GANs, representing a flexible and efficient advancement in managing generative model behavior.

We introduce GenAgent, unifying visual understanding and generation through an agentic multimodal model. Unlike unified models that face expensive training costs and understanding-generation trade-offs, GenAgent decouples these capabilities through an agentic framework: understanding is handled by the multimodal model itself, while generation is achieved by treating image generation models as invokable tools. Crucially, unlike existing modular systems constrained by static pipelines, this design enables autonomous multi-turn interactions where the agent generates multimodal chains-of-thought encompassing reasoning, tool invocation, judgment, and reflection to iteratively refine outputs. We employ a two-stage training strategy: first, cold-start with supervised fine-tuning on high-quality tool invocation and reflection data to bootstrap agent behaviors; second, end-to-end agentic reinforcement learning combining pointwise rewards (final image quality) and pairwise rewards (reflection accuracy), with trajectory resampling for enhanced multi-turn exploration. GenAgent significantly boosts base generator(FLUX.1-dev) performance on GenEval++ (+23.6\%) and WISE (+14\%). Beyond performance gains, our framework demonstrates three key properties: 1) cross-tool generalization to generators with varying capabilities, 2) test-time scaling with consistent improvements across interaction rounds, and 3) task-adaptive reasoning that automatically adjusts to different tasks. Our code will be available at https://github.com/deep-kaixun/GenAgent{this url}.

Idempotent generative networks (IGNs) are a new line of generative models based on idempotent mapping to a target manifold. IGNs support both single-and multi-step generation, allowing for a flexible trade-off between computational cost and sample quality. But similar to Generative Adversarial Networks (GANs), conventional IGNs require adversarial training and are prone to training instabilities and mode collapse. Diffusion and score-based models are popular approaches to generative modeling that iteratively transport samples from one distribution, usually a Gaussian, to a target data distribution. These models have gained popularity due to their stable training dynamics and high-fidelity generation quality. However, this stability and quality come at the cost of high computational cost, as the data must be transported incrementally along the entire trajectory. New sampling methods, model distillation, and consistency models have been developed to reduce the sampling cost and even perform one-shot sampling from diffusion models. In this work, we unite diffusion and IGNs by distilling idempotent models from diffusion model scores, called SIGN. Our proposed method is highly stable and does not require adversarial losses. We provide a theoretical analysis of our proposed score-based training methods and empirically show that IGNs can be effectively distilled from a pre-trained diffusion model, enabling faster inference than iterative score-based models. SIGNs can perform multi-step sampling, allowing users to trade off quality for efficiency. These models operate directly on the source domain; they can project corrupted or alternate distributions back onto the target manifold, enabling zero-shot editing of inputs. We validate our models on multiple image datasets, achieving state-of-the-art results for idempotent models on the CIFAR and CelebA datasets.

While generative models have become powerful tools for image synthesis, they are typically optimized for executing carefully crafted textual prompts, offering limited support for the open-ended visual exploration that often precedes idea formation. In contrast, designers frequently draw inspiration from loosely connected visual references, seeking emergent connections that spark new ideas. We propose Inspiration Seeds, a generative framework that shifts image generation from final execution to exploratory ideation. Given two input images, our model produces diverse, visually coherent compositions that reveal latent relationships between inputs, without relying on user-specified text prompts. Our approach is feed-forward, trained on synthetic triplets of decomposed visual aspects derived entirely through visual means: we use CLIP Sparse Autoencoders to extract editing directions in CLIP latent space and isolate concept pairs. By removing the reliance on language and enabling fast, intuitive recombination, our method supports visual ideation at the early and ambiguous stages of creative work.

This paper proposes a new type of generative model that is able to quickly learn a latent representation without an encoder. This is achieved using empirical Bayes to calculate the expectation of the posterior, which is implemented by initialising a latent vector with zeros, then using the gradient of the log-likelihood of the data with respect to this zero vector as new latent points. The approach has similar characteristics to autoencoders, but with a simpler architecture, and is demonstrated in a variational autoencoder equivalent that permits sampling. This also allows implicit representation networks to learn a space of implicit functions without requiring a hypernetwork, retaining their representation advantages across datasets. The experiments show that the proposed method converges faster, with significantly lower reconstruction error than autoencoders, while requiring half the parameters.

Generative modeling can be formulated as learning a mapping f such that its pushforward distribution matches the data distribution. The pushforward behavior can be carried out iteratively at inference time, for example in diffusion and flow-based models. In this paper, we propose a new paradigm called Drifting Models, which evolve the pushforward distribution during training and naturally admit one-step inference. We introduce a drifting field that governs the sample movement and achieves equilibrium when the distributions match. This leads to a training objective that allows the neural network optimizer to evolve the distribution. In experiments, our one-step generator achieves state-of-the-art results on ImageNet at 256 x 256 resolution, with an FID of 1.54 in latent space and 1.61 in pixel space. We hope that our work opens up new opportunities for high-quality one-step generation.

The advent of large language models (LLMs) has ushered in a new paradigm of search engines that use generative models to gather and summarize information to answer user queries. This emerging technology, which we formalize under the unified framework of generative engines (GEs), can generate accurate and personalized responses, rapidly replacing traditional search engines like Google and Bing. Generative Engines typically satisfy queries by synthesizing information from multiple sources and summarizing them using LLMs. While this shift significantly improves user utility and generative search engine traffic, it poses a huge challenge for the third stakeholder - website and content creators. Given the black-box and fast-moving nature of generative engines, content creators have little to no control over when and how their content is displayed. With generative engines here to stay, we must ensure the creator economy is not disadvantaged. To address this, we introduce Generative Engine Optimization (GEO), the first novel paradigm to aid content creators in improving their content visibility in GE responses through a flexible black-box optimization framework for optimizing and defining visibility metrics. We facilitate systematic evaluation by introducing GEO-bench, a large-scale benchmark of diverse user queries across multiple domains, along with relevant web sources to answer these queries. Through rigorous evaluation, we demonstrate that GEO can boost visibility by up to 40\% in GE responses. Moreover, we show the efficacy of these strategies varies across domains, underscoring the need for domain-specific optimization methods. Our work opens a new frontier in information discovery systems, with profound implications for both developers of GEs and content creators.

Traditional recommender systems (RS) have used user-item rating histories as their primary data source, with collaborative filtering being one of the principal methods. However, generative models have recently developed abilities to model and sample from complex data distributions, including not only user-item interaction histories but also text, images, and videos - unlocking this rich data for novel recommendation tasks. Through this comprehensive and multi-disciplinary survey, we aim to connect the key advancements in RS using Generative Models (Gen-RecSys), encompassing: a foundational overview of interaction-driven generative models; the application of large language models (LLM) for generative recommendation, retrieval, and conversational recommendation; and the integration of multimodal models for processing and generating image and video content in RS. Our holistic perspective allows us to highlight necessary paradigms for evaluating the impact and harm of Gen-RecSys and identify open challenges. A more up-to-date version of the papers is maintained at: https://github.com/yasdel/LLM-RecSys.

Many deep generative models are defined as a push-forward of a Gaussian measure by a continuous generator, such as Generative Adversarial Networks (GANs) or Variational Auto-Encoders (VAEs). This work explores the latent space of such deep generative models. A key issue with these models is their tendency to output samples outside of the support of the target distribution when learning disconnected distributions. We investigate the relationship between the performance of these models and the geometry of their latent space. Building on recent developments in geometric measure theory, we prove a sufficient condition for optimality in the case where the dimension of the latent space is larger than the number of modes. Through experiments on GANs, we demonstrate the validity of our theoretical results and gain new insights into the latent space geometry of these models. Additionally, we propose a truncation method that enforces a simplicial cluster structure in the latent space and improves the performance of GANs.

While generative AI excels in content generation, it does not always increase user engagement. This can be attributed to two main factors. First, generative AI generates content without incorporating explicit or implicit feedback about user interactions. Even if the generated content seems to be more informative or well-written, it does not necessarily lead to an increase in user activities, such as clicks. Second, there is a concern with the quality of the content generative AI produces, which often lacks the distinctiveness and authenticity that human-created content possesses. These two factors can lead to content that fails to meet specific needs and preferences of users, ultimately reducing its potential to be engaging. This paper presents a generic framework of how to improve user engagement with generative AI by leveraging user feedback. Our solutions employ rejection sampling, a technique used in reinforcement learning, to boost engagement metrics. We leveraged the framework in the context of email notification subject lines generation for an online social network, and achieved significant engagement metric lift including +1% Session and +0.4% Weekly Active Users. We believe our work offers a universal framework that enhances user engagement with generative AI, particularly when standard generative AI reaches its limits in terms of enhancing content to be more captivating. To the best of our knowledge, this represents an early milestone in the industry's successful use of generative AI to enhance user engagement.

We present RoboGen, a generative robotic agent that automatically learns diverse robotic skills at scale via generative simulation. RoboGen leverages the latest advancements in foundation and generative models. Instead of directly using or adapting these models to produce policies or low-level actions, we advocate for a generative scheme, which uses these models to automatically generate diversified tasks, scenes, and training supervisions, thereby scaling up robotic skill learning with minimal human supervision. Our approach equips a robotic agent with a self-guided propose-generate-learn cycle: the agent first proposes interesting tasks and skills to develop, and then generates corresponding simulation environments by populating pertinent objects and assets with proper spatial configurations. Afterwards, the agent decomposes the proposed high-level task into sub-tasks, selects the optimal learning approach (reinforcement learning, motion planning, or trajectory optimization), generates required training supervision, and then learns policies to acquire the proposed skill. Our work attempts to extract the extensive and versatile knowledge embedded in large-scale models and transfer them to the field of robotics. Our fully generative pipeline can be queried repeatedly, producing an endless stream of skill demonstrations associated with diverse tasks and environments.

The rapid adoption of Generative AI (GenAI) is significantly reshaping human cognition, influencing how we engage with information, think, reason, and learn. This paper synthesizes existing literature on GenAI's effects on different aspects of human cognition. Drawing on Krathwohl's revised Bloom's Taxonomy and Dewey's conceptualization of reflective thought, we examine the mechanisms through which GenAI is affecting the development of different cognitive abilities. Accordingly, we provide implications for rethinking and designing educational experiences that foster critical thinking and deeper cognitive engagement and discuss future directions to explore the long-term cognitive effects of GenAI.

Recent advancements in generative models have significantly facilitated the development of personalized content creation. Given a small set of images with user-specific concept, personalized image generation allows to create images that incorporate the specified concept and adhere to provided text descriptions. Due to its wide applications in content creation, significant effort has been devoted to this field in recent years. Nonetheless, the technologies used for personalization have evolved alongside the development of generative models, with their distinct and interrelated components. In this survey, we present a comprehensive review of generalized personalized image generation across various generative models, including traditional GANs, contemporary text-to-image diffusion models, and emerging multi-model autoregressive models. We first define a unified framework that standardizes the personalization process across different generative models, encompassing three key components, i.e., inversion spaces, inversion methods, and personalization schemes. This unified framework offers a structured approach to dissecting and comparing personalization techniques across different generative architectures. Building upon this unified framework, we further provide an in-depth analysis of personalization techniques within each generative model, highlighting their unique contributions and innovations. Through comparative analysis, this survey elucidates the current landscape of personalized image generation, identifying commonalities and distinguishing features among existing methods. Finally, we discuss the open challenges in the field and propose potential directions for future research. We keep tracing related works at https://github.com/csyxwei/Awesome-Personalized-Image-Generation.

A key advance in learning generative models is the use of amortized inference distributions that are jointly trained with the models. We find that existing training objectives for variational autoencoders can lead to inaccurate amortized inference distributions and, in some cases, improving the objective provably degrades the inference quality. In addition, it has been observed that variational autoencoders tend to ignore the latent variables when combined with a decoding distribution that is too flexible. We again identify the cause in existing training criteria and propose a new class of objectives (InfoVAE) that mitigate these problems. We show that our model can significantly improve the quality of the variational posterior and can make effective use of the latent features regardless of the flexibility of the decoding distribution. Through extensive qualitative and quantitative analyses, we demonstrate that our models outperform competing approaches on multiple performance metrics.

Synthetic data is becoming increasingly important for accelerating the development of language models, both large and small. Despite several successful use cases, researchers also raised concerns around model collapse and drawbacks of imitating other models. This discrepancy can be attributed to the fact that synthetic data varies in quality and diversity. Effective use of synthetic data usually requires significant human effort in curating the data. We focus on using synthetic data for post-training, specifically creating data by powerful models to teach a new skill or behavior to another model, we refer to this setting as Generative Teaching. We introduce AgentInstruct, an extensible agentic framework for automatically creating large amounts of diverse and high-quality synthetic data. AgentInstruct can create both the prompts and responses, using only raw data sources like text documents and code files as seeds. We demonstrate the utility of AgentInstruct by creating a post training dataset of 25M pairs to teach language models different skills, such as text editing, creative writing, tool usage, coding, reading comprehension, etc. The dataset can be used for instruction tuning of any base model. We post-train Mistral-7b with the data. When comparing the resulting model Orca-3 to Mistral-7b-Instruct (which uses the same base model), we observe significant improvements across many benchmarks. For example, 40% improvement on AGIEval, 19% improvement on MMLU, 54% improvement on GSM8K, 38% improvement on BBH and 45% improvement on AlpacaEval. Additionally, it consistently outperforms other models such as LLAMA-8B-instruct and GPT-3.5-turbo.

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.

Learning graph generative models over latent spaces has received less attention compared to models that operate on the original data space and has so far demonstrated lacklustre performance. We present GLAD a latent space graph generative model. Unlike most previous latent space graph generative models, GLAD operates on a discrete latent space that preserves to a significant extent the discrete nature of the graph structures making no unnatural assumptions such as latent space continuity. We learn the prior of our discrete latent space by adapting diffusion bridges to its structure. By operating over an appropriately constructed latent space we avoid relying on decompositions that are often used in models that operate in the original data space. We present experiments on a series of graph benchmark datasets which clearly show the superiority of the discrete latent space and obtain state of the art graph generative performance, making GLAD the first latent space graph generative model with competitive performance. Our source code is published at: https://github.com/v18nguye/GLAD.

The increased capabilities of generative AI have dramatically expanded its possible use cases in medicine. We provide a comprehensive overview of generative AI use cases for clinicians, patients, clinical trial organizers, researchers, and trainees. We then discuss the many challenges -- including maintaining privacy and security, improving transparency and interpretability, upholding equity, and rigorously evaluating models -- which must be overcome to realize this potential, and the open research directions they give rise to.

The goal of image composition is merging a foreground object into a background image to obtain a realistic composite image. Recently, generative composition methods are built on large pretrained diffusion models, due to their unprecedented image generation ability. They train a model on abundant pairs of foregrounds and backgrounds, so that it can be directly applied to a new pair of foreground and background at test time. However, the generated results often lose the foreground details and exhibit noticeable artifacts. In this work, we propose an embarrassingly simple approach named DreamCom inspired by DreamBooth. Specifically, given a few reference images for a subject, we finetune text-guided inpainting diffusion model to associate this subject with a special token and inpaint this subject in the specified bounding box. We also construct a new dataset named MureCom well-tailored for this task.

Generative Adversarial Networks (GANs) have achieved remarkable results in the task of generating realistic natural images. In most successful applications, GAN models share two common aspects: solving a challenging saddle point optimization problem, interpreted as an adversarial game between a generator and a discriminator functions; and parameterizing the generator and the discriminator as deep convolutional neural networks. The goal of this paper is to disentangle the contribution of these two factors to the success of GANs. In particular, we introduce Generative Latent Optimization (GLO), a framework to train deep convolutional generators using simple reconstruction losses. Throughout a variety of experiments, we show that GLO enjoys many of the desirable properties of GANs: synthesizing visually-appealing samples, interpolating meaningfully between samples, and performing linear arithmetic with noise vectors; all of this without the adversarial optimization scheme.

Recent advancements in generative models have unlocked the capabilities to render photo-realistic data in a controllable fashion. Trained on the real data, these generative models are capable of producing realistic samples with minimal to no domain gap, as compared to the traditional graphics rendering. However, using the data generated using such models for training downstream tasks remains under-explored, mainly due to the lack of 3D consistent annotations. Moreover, controllable generative models are learned from massive data and their latent space is often too vast to obtain meaningful sample distributions for downstream task with limited generation. To overcome these challenges, we extract 3D consistent annotations from an existing controllable generative model, making the data useful for downstream tasks. Our experiments show competitive performance against state-of-the-art models using only generated synthetic data, demonstrating potential for solving downstream tasks. Project page: https://synth-forge.github.io

We propose a new approach for generative modeling based on training a neural network to be idempotent. An idempotent operator is one that can be applied sequentially without changing the result beyond the initial application, namely f(f(z))=f(z). The proposed model f is trained to map a source distribution (e.g, Gaussian noise) to a target distribution (e.g. realistic images) using the following objectives: (1) Instances from the target distribution should map to themselves, namely f(x)=x. We define the target manifold as the set of all instances that f maps to themselves. (2) Instances that form the source distribution should map onto the defined target manifold. This is achieved by optimizing the idempotence term, f(f(z))=f(z) which encourages the range of f(z) to be on the target manifold. Under ideal assumptions such a process provably converges to the target distribution. This strategy results in a model capable of generating an output in one step, maintaining a consistent latent space, while also allowing sequential applications for refinement. Additionally, we find that by processing inputs from both target and source distributions, the model adeptly projects corrupted or modified data back to the target manifold. This work is a first step towards a ``global projector'' that enables projecting any input into a target data distribution.

The remarkable success of multimodal large language models (MLLMs) has driven advances in multimodal embeddings, yet existing models remain inherently discriminative, limiting their ability to benefit from reasoning-driven generation paradigm. In this work, we pioneer the exploration of generative embeddings, unifying embedding tasks within a generative paradigm. We propose UME-R1, a universal multimodal embedding framework consisting of a two-stage training strategy: a cold-start supervised fine-tuning equips the model with reasoning capabilities and enables it to generate both discriminative and generative embeddings; a subsequent reinforcement learning enhances reasoning and further optimizes generative embedding quality. This pioneering work reveals four key insights: 1) generative embeddings unlock substantial performance gains over conventional discriminative embeddings by leveraging the powerful generative reasoning capabilities of MLLMs; 2) discriminative and generative embeddings are complementary, whose combined oracle performance far exceeding that of either alone; 3) RL can effectively enhance generative embeddings, establishing a scalable optimization paradigm.; 4) repeated sampling at inference boosts downstream task coverage (pass@k), highlighting the inference-time scalability potential of generative embeddings. Evaluated on the MMEB-V2 benchmark across 78 tasks spanning video, image, and visual documents, UME-R1 significantly outperforms conventional discriminative embedding models and offers a foundation for more interpretable, reasoning-driven generative multimodal embeddings. Our code, models, and datasets will be publicly available at https://github.com/XMUDeepLIT/UME-R1.