Daily Papers

On-policy distillation (OPD) is appealing for large language model (LLM) post-training because it evaluates teacher feedback on student-generated rollouts rather than fixed teacher traces. In long-horizon settings, however, the common sampled-token variant is fragile: it reduces distribution matching to a one-token signal and becomes increasingly unreliable as rollouts drift away from prefixes the teacher commonly visits. We revisit OPD from the estimator and implementation sides. Theoretically, token-level OPD is biased relative to sequence-level reverse-KL, but it has a much tighter worst-case variance bound; our toy study shows the same tradeoff empirically, with stronger future-reward coupling producing higher gradient variance and less stable learning. Empirically, we identify three failure modes of sampled-token OPD: an imbalanced one-token signal, unreliable teacher guidance on student-generated prefixes, and distortions caused by tokenizer or special-token mismatch. We address these issues with teacher top-K local support matching, implemented as truncated reverse-KL with top-p rollout sampling and special-token masking. Across single-task math reasoning and multi-task agentic-plus-math training, this objective yields more stable optimization and better downstream performance than sampled-token OPD.

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.

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

We introduce ROLL, an efficient, scalable, and user-friendly library designed for Reinforcement Learning Optimization for Large-scale Learning. ROLL caters to three primary user groups: tech pioneers aiming for cost-effective, fault-tolerant large-scale training, developers requiring flexible control over training workflows, and researchers seeking agile experimentation. ROLL is built upon several key modules to serve these user groups effectively. First, a single-controller architecture combined with an abstraction of the parallel worker simplifies the development of the training pipeline. Second, the parallel strategy and data transfer modules enable efficient and scalable training. Third, the rollout scheduler offers fine-grained management of each sample's lifecycle during the rollout stage. Fourth, the environment worker and reward worker support rapid and flexible experimentation with agentic RL algorithms and reward designs. Finally, AutoDeviceMapping allows users to assign resources to different models flexibly across various stages.

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

The goal of this paper is to improve the performance and reliability of vision-language-action (VLA) models through iterative online interaction. Since collecting policy rollouts in the real world is expensive, we investigate whether a learned simulator-specifically, an action-conditioned video generation model-can be used to generate additional rollout data. Unfortunately, existing world models lack the physical fidelity necessary for policy improvement: they are predominantly trained on demonstration datasets that lack coverage of many different physical interactions (particularly failure cases) and struggle to accurately model small yet critical physical details in contact-rich object manipulation. We propose a simple iterative improvement algorithm that uses real-world roll-out data to improve the fidelity of the world model, which can then, in turn, be used to generate supplemental synthetic data for improving the VLA model. In our experiments on a real robot, we use this approach to improve the performance of a state-of-the-art VLA model on multiple downstream tasks. We achieve a 39.2% absolute success rate improvement over the base policy and 11.6% improvement from training with the generated synthetic rollouts. Videos can be found at this anonymous website: https://sites.google.com/view/vla-w

We present WebGym, the largest-to-date open-source environment for training realistic visual web agents. Real websites are non-stationary and diverse, making artificial or small-scale task sets insufficient for robust policy learning. WebGym contains nearly 300,000 tasks with rubric-based evaluations across diverse, real-world websites and difficulty levels. We train agents with a simple reinforcement learning (RL) recipe, which trains on the agent's own interaction traces (rollouts), using task rewards as feedback to guide learning. To enable scaling RL, we speed up sampling of trajectories in WebGym by developing a high-throughput asynchronous rollout system, designed specifically for web agents. Our system achieves a 4-5x rollout speedup compared to naive implementations. Second, we scale the task set breadth, depth, and size, which results in continued performance improvement. Fine-tuning a strong base vision-language model, Qwen-3-VL-8B-Instruct, on WebGym results in an improvement in success rate on an out-of-distribution test set from 26.2% to 42.9%, significantly outperforming agents based on proprietary models such as GPT-4o and GPT-5-Thinking that achieve 27.1% and 29.8%, respectively. This improvement is substantial because our test set consists only of tasks on websites never seen during training, unlike many other prior works on training visual web agents.

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

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

Where do learning signals come from when there is no ground truth in post-training? We propose turning exploration into supervision through Compute as Teacher (CaT), which converts the model's own exploration at inference-time into reference-free supervision by synthesizing a single reference from a group of parallel rollouts and then optimizing toward it. Concretely, the current policy produces a group of rollouts; a frozen anchor (the initial policy) reconciles omissions and contradictions to estimate a reference, turning extra inference-time compute into a teacher signal. We turn this into rewards in two regimes: (i) verifiable tasks use programmatic equivalence on final answers; (ii) non-verifiable tasks use self-proposed rubrics-binary, auditable criteria scored by an independent LLM judge, with reward given by the fraction satisfied. Unlike selection methods (best-of-N, majority, perplexity, or judge scores), synthesis may disagree with the majority and be correct even when all rollouts are wrong; performance scales with the number of rollouts. As a test-time procedure, CaT improves Gemma 3 4B, Qwen 3 4B, and Llama 3.1 8B (up to +27% on MATH-500; +12% on HealthBench). With reinforcement learning (CaT-RL), we obtain further gains (up to +33% and +30%), with the trained policy surpassing the initial teacher signal.

Reinforcement learning (RL) is a critical stage in post-training large language models (LLMs), involving repeated interaction between rollout generation, reward evaluation, and centralized learning. Distributing rollout execution offers opportunities to leverage more cost-efficient inference resources, but introduces challenges in wide-area coordination and policy dissemination. We present ECHO-2, a distributed RL framework for post-training with remote inference workers and non-negligible dissemination latency. ECHO-2 combines centralized learning with distributed rollouts and treats bounded policy staleness as a user-controlled parameter, enabling rollout generation, dissemination, and training to overlap. We introduce an overlap-based capacity model that relates training time, dissemination latency, and rollout throughput, yielding a practical provisioning rule for sustaining learner utilization. To mitigate dissemination bottlenecks and lower cost, ECHO-2 employs peer-assisted pipelined broadcast and cost-aware activation of heterogeneous workers. Experiments on GRPO post-training of 4B and 8B models under real wide-area bandwidth regimes show that ECHO-2 significantly improves cost efficiency while preserving RL reward comparable to strong baselines.

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.

GenAI Units In Digital Design Education (GUIDE) is an open courseware repository with runnable Google Colab labs and other materials. We describe the repository's architecture and educational approach based on standardized teaching units comprising slides, short videos, runnable labs, and related papers. This organization enables consistency for both the students' learning experience and the reuse and grading by instructors. We demonstrate GUIDE in practice with three representative units: VeriThoughts for reasoning and formal-verification-backed RTL generation, enhanced LLM-aided testbench generation, and LLMPirate for IP Piracy. We also provide details for four example course instances (GUIDE4ChipDesign, Build your ASIC, GUIDE4HardwareSecurity, and Hardware Design) that assemble GUIDE units into full semester offerings, learning outcomes, and capstone projects, all based on proven materials. For example, the GUIDE4HardwareSecurity course includes a project on LLM-aided hardware Trojan insertion that has been successfully deployed in the classroom and in Cybersecurity Games and Conference (CSAW), a student competition and academic conference for cybersecurity. We also organized an NYU Cognichip Hackathon, engaging students across 24 international teams in AI-assisted RTL design workflows. The GUIDE repository is open for contributions and available at: https://github.com/FCHXWH823/LLM4ChipDesign.

Reinforcement learning (RL) has become a cornerstone in advancing large-scale pre-trained language models (LLMs). Successive generations, including GPT-o series, DeepSeek-R1, Kimi-K1.5, Grok 4, and GLM-4.5, have relied on large-scale RL training to enhance reasoning and coding capabilities. To meet the community's growing RL needs, numerous RL frameworks have been proposed. However, RL training remains computationally expensive, with rollout generation accounting for more than 90% of total runtime. In addition, its efficiency is often constrained by the long-tail distribution of rollout response lengths, where a few lengthy responses stall entire batches, leaving GPUs idle and underutilized. As model and rollout sizes continue to grow, this bottleneck increasingly limits scalability. To address this challenge, we propose Active Partial Rollouts in Reinforcement Learning (APRIL), which mitigates long-tail inefficiency. In the rollout phase, APRIL over-provisions rollout requests, terminates once the target number of responses is reached, and recycles incomplete responses for continuation in future steps. This strategy ensures that no rollouts are discarded while substantially reducing GPU idle time. Experiments show that APRIL improves rollout throughput by 22.5% on average (at most 44%) across commonly used RL algorithms (GRPO, DAPO, GSPO), accelerates convergence, and achieves 2.1% on average(at most 8%) higher final accuracy across tasks. Moreover, APRIL is both framework and hardware agnostic, already integrated into the slime RL framework, and deployable on NVIDIA and AMD GPUs alike. Taken together, this work unifies system-level and algorithmic considerations in proposing APRIL, with the aim of advancing RL training efficiency and inspiring further optimizations in RL systems. Our codebase is available at https://github.com/RLsys-Foundation/APRIL

Reinforcement-Learning-based post-training has recently emerged as a promising paradigm for aligning text-to-image diffusion models with human preferences. In recent studies, increasing the rollout group size yields pronounced performance improvements, indicating substantial room for further alignment gains. However, scaling rollouts on large-scale foundational diffusion models (e.g., FLUX.1-12B) imposes a heavy computational burden. To alleviate this bottleneck, we explore the integration of FP4 quantization into Diffusion RL rollouts. Yet, we identify that naive quantized pipelines inherently introduce risks of performance degradation. To overcome this dilemma between efficiency and training integrity, we propose Sol-RL (Speed-of-light RL), a novel FP4-empowered Two-stage Reinforcement Learning framework. First, we utilize high-throughput NVFP4 rollouts to generate a massive candidate pool and extract a highly contrastive subset. Second, we regenerate these selected samples in BF16 precision and optimize the policy exclusively on them. By decoupling candidate exploration from policy optimization, Sol-RL integrates the algorithmic mechanisms of rollout scaling with the system-level throughput gains of NVFP4. This synergistic algorithm-hardware design effectively accelerates the rollout phase while reserving high-fidelity samples for optimization. We empirically demonstrate that our framework maintains the training integrity of BF16 precision pipeline while fully exploiting the throughput gains enabled by FP4 arithmetic. Extensive experiments across SANA, FLUX.1, and SD3.5-L substantiate that our approach delivers superior alignment performance across multiple metrics while accelerating training convergence by up to 4.64times, unlocking the power of massive rollout scaling at a fraction of the cost.

Large Language Models (LLMs) increasingly rely on reinforcement learning with verifiable rewards (RLVR) to elicit reliable chain-of-thought reasoning. However, the training process remains bottlenecked by the computationally expensive rollout stage. Existing acceleration methods-such as parallelization, objective- and data-driven modifications, and replay buffers-either incur diminishing returns, introduce bias, or overlook redundancy across iterations. We identify that rollouts from consecutive training epochs frequently share a large portion of overlapping segments, wasting computation. To address this, we propose SPEC-RL, a novel framework that integrates SPECulative decoding with the RL rollout process. SPEC-RL reuses prior trajectory segments as speculative prefixes and extends them via a draft-and-verify mechanism, avoiding redundant generation while ensuring policy consistency. Experiments on diverse math reasoning and generalization benchmarks, including GSM8K, MATH-500, OlympiadBench, MMLU-STEM, and others, demonstrate that SPEC-RL reduces rollout time by 2-3x without compromising policy quality. As a purely rollout-stage enhancement, SPEC-RL integrates seamlessly with mainstream algorithms (e.g., PPO, GRPO, DAPO), offering a general and practical path to scale RLVR for large reasoning models. Our code is available at https://github.com/ShopeeLLM/Spec-RL

Despite the success of reinforcement learning for large language models, a common failure mode is reduced sampling diversity, where the policy repeatedly generates similar erroneous behaviors. Classical entropy regularization encourages randomness under the current policy, but does not explicitly discourage recurrent failure patterns across rollouts. We propose MEDS, a Memory-Enhanced Dynamic reward Shaping framework that incorporates historical behavioral signals into reward design. By storing and leveraging intermediate model representations, we capture features of past rollouts and use density-based clustering to identify frequently recurring error patterns. Rollouts assigned to more prevalent error clusters are penalized more heavily, encouraging broader exploration while reducing repeated mistakes. Across five datasets and three base models, MEDS consistently improves average performance over existing baselines, achieving gains of up to 4.13 pass@1 points and 4.37 pass@128 points. Additional analyses using both LLM-based annotations and quantitative diversity metrics show that MEDS increases behavioral diversity during sampling.

Reinforcement learning algorithms such as GRPO have driven recent advances in large language model (LLM) reasoning. While scaling the number of rollouts stabilizes training, existing approaches suffer from limited exploration on challenging prompts and leave informative feedback signals underexploited, due to context-independent rollout allocation across prompts (e.g., generating 16 rollouts per prompt) and relying heavily on sparse rewards. This paper presents XRPO(eXplore - eXploit GRPO), a unified framework that recasts policy optimization through the principled lens of rollout exploration-exploitation. To enhance exploration, XRPO introduces a mathematically grounded rollout allocator that adaptively prioritizes prompts with higher potential for uncertainty reduction. It further addresses stagnation on zero-reward prompts through an in-context seeding strategy that injects curated exemplars, steering the model into more difficult reasoning trajectories. To strengthen exploitation, XRPO develops a group-relative, novelty-aware advantage sharpening mechanism that leverages sequence likelihoods to amplify low-probability yet correct responses, thereby extending the policy's reach beyond sparse rewards. Experiments across diverse math and coding benchmarks on both reasoning and non-reasoning models demonstrate that XRPO outperforms existing advances (e.g., GRPO and GSPO) up to 4% pass@1 and 6% cons@32, while accelerating training convergence by up to 2.7X.

We present a method for using previously-trained 'teacher' agents to kickstart the training of a new 'student' agent. To this end, we leverage ideas from policy distillation and population based training. Our method places no constraints on the architecture of the teacher or student agents, and it regulates itself to allow the students to surpass their teachers in performance. We show that, on a challenging and computationally-intensive multi-task benchmark (DMLab-30), kickstarted training improves the data efficiency of new agents, making it significantly easier to iterate on their design. We also show that the same kickstarting pipeline can allow a single student agent to leverage multiple 'expert' teachers which specialize on individual tasks. In this setting kickstarting yields surprisingly large gains, with the kickstarted agent matching the performance of an agent trained from scratch in almost 10x fewer steps, and surpassing its final performance by 42 percent. Kickstarting is conceptually simple and can easily be incorporated into reinforcement learning experiments.

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

Group-based policy optimization methods like GRPO and GSPO have become standard for training multimodal models, leveraging group-wise rollouts and relative advantage estimation. However, they suffer from a critical gradient vanishing problem when all responses within a group receive identical rewards, causing advantage estimates to collapse and training signals to diminish. Existing attempts to mitigate this issue fall into two paradigms: filtering-based and sampling-based methods. Filtering-based methods first generate rollouts broadly and then retroactively filter out uninformative groups, leading to substantial computational overhead. Sampling-based methods proactively select effective samples before rollout but rely on static criteria or prior dataset knowledge, lacking real-time adaptability. To address these issues, we propose VADE, a Variance-Aware Dynamic sampling framework via online sample-level difficulty Estimation. Our framework integrates three key components: online sample-level difficulty estimation using Beta distributions, a Thompson sampler that maximizes information gain through the estimated correctness probability, and a two-scale prior decay mechanism that maintains robust estimation under policy evolution. This three components design enables VADE to dynamically select the most informative samples, thereby amplifying training signals while eliminating extra rollout costs. Extensive experiments on multimodal reasoning benchmarks show that VADE consistently outperforms strong baselines in both performance and sample efficiency, while achieving a dramatic reduction in computational overhead. More importantly, our framework can serves as a plug-and-play component to be seamlessly integrated into existing group-based RL algorithms. Code and models are available at https://VADE-RL.github.io.

Recent advances in test-time scaling have led to the emergence of thinking LLMs that exhibit self-reflective behaviors and multi-step reasoning. While RL drives this self-improvement paradigm, a recent study (Gandhi et al., 2025) shows that RL alone does not truly instill these new reasoning abilities - it merely draws out behaviors already present in the base models. This raises a question: How can we train the models that don't exhibit such thinking behavior to develop it in the first place? To this end, we propose ThinkTuning, a GRPO-based interactive training approach where we augment the rollouts of a student model with the guidance from a teacher model. A simple idea from classroom practice inspires our method: a teacher poses a problem, lets the student try an answer, then gives corrective feedback -- enough to point the mind in the right direction and then show the solution. Each piece of feedback reshapes the student's thoughts, leading them to arrive at the correct solution. Similarly, we find that this type of implicit supervision through feedback from a teacher model of the same size improves the reasoning capabilities of the student model. In particular, on average, our method shows a 3.85% improvement over zero-shot baselines across benchmarks, and on MATH-500, AIME and GPQA-Diamond it shows 2.08%, 2.23% and 3.99% improvements over the vanilla-GRPO baseline. Source code is available at https://github.com/3rdAT/ThinkTuning.

Automated presentation generation remains a challenging task requiring coherent content creation, visual design, and audience-aware communication. This work proposes an OpenEnv-compatible reinforcement learning environment where LLM agents learn to research topics, plan content, and generate professional HTML slide presentations through tool use. We introduce a multi-component reward system combining structural validation, render quality assessment, LLM-based aesthetic scoring, content quality metrics, and an inverse specification reward that measures how faithfully generated slides convey their intended purpose. The inverse specification reward, an "inverse task" where an LLM attempts to recover the original specification from generated slides, provides a holistic quality signal. Our approach fine-tunes Qwen2.5-Coder-7B via GRPO, training only 0.5% of parameters on prompts derived from expert demonstrations collected using Claude Opus 4.6. Experiments on 48 diverse business briefs across six models demonstrate that our fine-tuned 7B model achieves 91.2% of Claude Opus 4.6's quality while improving 33.1% over the base model. The six-model comparison reveals that instruction adherence and tool-use compliance, rather than raw parameter count, determine agentic task performance. We contribute SlideRL, an open-source dataset of 288 multi-turn rollout trajectories across all six models: https://huggingface.co/datasets/KarthikRagunathAnandaKumar/sliderl-multi-turn-rollouts Code: https://github.com/pushing-the-frontier/slide-forge-llm

Vision-language model (VLM) based GUI agents show promise for automating complex desktop and mobile tasks, but face significant challenges in applying reinforcement learning (RL): (1) slow multi-turn interactions with GUI environments for policy rollout, and (2) insufficient high-quality agent-environment interactions for policy learning. To address these challenges, we propose DART, a Decoupled Agentic RL Training framework for GUI agents, which coordinates heterogeneous modules in a highly decoupled manner. DART separates the training system into four asynchronous modules: environment cluster, rollout service, data manager, and trainer. This design enables non-blocking communication, asynchronous training, rollout-wise trajectory sampling, and per-worker model synchronization, significantly improving the system efficiency: 1.6*GPU utilization for rollout, 1.9* training throughput, and 5.5* environment utilization. To facilitate effective learning from abundant samples, we introduce an adaptive data curation scheme: (1) pre-collecting successful trajectories for challenging tasks to supplement sparse success in online sampling; (2) dynamically adjusting rollout numbers and trajectory lengths based on task difficulty; (3) training selectively on high-entropy steps to prioritize critical decisions; (4) stabilizing learning via truncated importance sampling for policy mismatch between policy rollout and updating. On the OSWorld benchmark, DART-GUI-7B achieves a 42.13% task success rate, a 14.61% absolute gain over the base model, and 7.34% higher than open-source SOTA. We will fully open-source our training framework, data, and model checkpoints via computer-use-agents.github.io/dart-gui, which we believe is a timely contribution to the open-source community of agentic RL training.

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

Reinforcement learning (RL) has become a trending paradigm for training large language models (LLMs), particularly for reasoning tasks. Effective RL for LLMs requires massive parallelization and poses an urgent need for efficient training systems. Most existing large-scale RL systems for LLMs are synchronous by alternating generation and training in a batch setting, where the rollouts in each training batch are generated by the same (or latest) model. This stabilizes RL training but suffers from severe system-level inefficiency. Generation must wait until the longest output in the batch is completed before model update, resulting in GPU underutilization. We present AReaL, a fully asynchronous RL system that completely decouples generation from training. Rollout workers in AReaL continuously generate new outputs without waiting, while training workers update the model whenever a batch of data is collected. AReaL also incorporates a collection of system-level optimizations, leading to substantially higher GPU utilization. To stabilize RL training, AReaL balances the workload of rollout and training workers to control data staleness, and adopts a staleness-enhanced PPO variant to better handle outdated training samples. Extensive experiments on math and code reasoning benchmarks show that AReaL achieves up to 2.57times training speedup compared to the best synchronous systems with the same number of GPUs and matched or even improved final performance. The code of AReaL is available at https://github.com/inclusionAI/AReaL/.

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

Reinforcement learning (RL) has become essential for post-training large language models (LLMs) in reasoning tasks. While scaling rollouts can stabilize training and enhance performance, the computational overhead is a critical issue. In algorithms like GRPO, multiple rollouts per prompt incur prohibitive costs, as a large portion of prompts provide negligible gradients and are thus of low utility. To address this problem, we investigate how to select high-utility prompts before the rollout phase. Our experimental analysis reveals that sample utility is non-uniform and evolving: the strongest learning signals concentrate at the ``learning edge", the intersection of intermediate difficulty and high uncertainty, which shifts as training proceeds. Motivated by this, we propose HIVE (History-Informed and online-VErified prompt selection), a dual-stage framework for data-efficient RL. HIVE utilizes historical reward trajectories for coarse selection and employs prompt entropy as a real-time proxy to prune instances with stale utility. By evaluating HIVE across multiple math reasoning benchmarks and models, we show that HIVE yields significant rollout efficiency without compromising performance.

Reinforcement Learning (RL) has demonstrated its potential to improve the reasoning ability of Large Language Models (LLMs). One major limitation of most existing Reinforcement Finetuning (RFT) methods is that they are on-policy RL in nature, i.e., data generated during the past learning process is not fully utilized. This inevitably comes at a significant cost of compute and time, posing a stringent bottleneck on continuing economic and efficient scaling. To this end, we launch the renaissance of off-policy RL and propose Reincarnating Mix-policy Proximal Policy Gradient (ReMix), a general approach to enable on-policy RFT methods like PPO and GRPO to leverage off-policy data. ReMix consists of three major components: (1) Mix-policy proximal policy gradient with an increased Update-To-Data (UTD) ratio for efficient training; (2) KL-Convex policy constraint to balance the trade-off between stability and flexibility; (3) Policy reincarnation to achieve a seamless transition from efficient early-stage learning to steady asymptotic improvement. In our experiments, we train a series of ReMix models upon PPO, GRPO and 1.5B, 7B base models. ReMix shows an average Pass@1 accuracy of 52.10% (for 1.5B model) with 0.079M response rollouts, 350 training steps and achieves 63.27%/64.39% (for 7B model) with 0.007M/0.011M response rollouts, 50/75 training steps, on five math reasoning benchmarks (i.e., AIME'24, AMC'23, Minerva, OlympiadBench, and MATH500). Compared with 15 recent advanced models, ReMix shows SOTA-level performance with an over 30x to 450x reduction in training cost in terms of rollout data volume. In addition, we reveal insightful findings via multifaceted analysis, including the implicit preference for shorter responses due to the Whipping Effect of off-policy discrepancy, the collapse mode of self-reflection behavior under the presence of severe off-policyness, etc.

The demand for efficient and accurate assessment methods has intensified as education systems transition to digital platforms. Providing feedback is essential in educational settings and goes beyond simply conveying marks as it justifies the assigned marks. In this context, we present a significant advancement in automated grading by introducing Engineering Short Answer Feedback (EngSAF) -- a dataset of 5.8k student answers accompanied by reference answers and questions for the Automatic Short Answer Grading (ASAG) task. The EngSAF dataset is meticulously curated to cover a diverse range of subjects, questions, and answer patterns from multiple engineering domains. We leverage state-of-the-art large language models' (LLMs) generative capabilities with our Label-Aware Synthetic Feedback Generation (LASFG) strategy to include feedback in our dataset. This paper underscores the importance of enhanced feedback in practical educational settings, outlines dataset annotation and feedback generation processes, conducts a thorough EngSAF analysis, and provides different LLMs-based zero-shot and finetuned baselines for future comparison. Additionally, we demonstrate the efficiency and effectiveness of the ASAG system through its deployment in a real-world end-semester exam at the Indian Institute of Technology Bombay (IITB), showcasing its practical viability and potential for broader implementation in educational institutions.

Group-relative policy optimization methods train language models by generating multiple rollouts per prompt and normalizing rewards with a shared mean reward baseline. In resource-constrained settings where the rollout budget is small, accuracy often degrades. We find that noise in the shared baseline induces advantage sign flips, where some rollouts receive an incorrect advantage sign, and the update direction is reversed. To address this, we propose Median-Centered Group Relative Policy Optimization (MC-GRPO), a simple and effective solution for small-rollout training. Our main idea is to replace the mean baseline with a median baseline: the median is far less sensitive to outlier rewards than the mean, mitigating the sign flips under small rollout size (G). We generate one additional rollout for median reference (G+1), and compute advantages by using the group median. With an odd-sized group, exactly one completion is the median and receives zero advantage, we exclude this pivot rollout from backpropagation so the number of gradient-contributing samples per prompt remains G, preserving the core update cost of standard G-rollout training. Across various GRPO-family methods and a wide range of models and scales, this median-centered training consistently improves stability and final accuracy in the low-rollout regime, reducing the gap between G=2 and G=8 to within 1%. Code is available at https://github.com/lotusroot-kim/MC-GRPO

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

Reinforcement Learning with Verifiable Rewards (RLVR) has emerged as a key ingredient for unlocking complex reasoning capabilities in large language models. Recent work ProRL has shown promise in scaling RL by increasing the number of training steps. However, performance plateaus after thousands of steps, with clear diminishing returns from allocating more computation to additional training. In this work, we investigate a complementary paradigm for scaling RL, BroR-Lincreasing the number of rollouts per example to hundreds to exhaustively Broaden exploration, which yields continuous performance gains beyond the saturation point observed in ProRL when scaling the number of training steps. Our approach is motivated by a mass balance equation analysis allowing us to characterize the rate of change in probability mass for correct and incorrect tokens during the reinforcement process. We show that under a one-step RL assumption, sampled rollout tokens always contribute to correct-mass expansion, while unsampled tokens outside rollouts may lead to gains or losses depending on their distribution and the net reward balance. Importantly, as the number of rollouts per example N increases, the effect of unsampled terms diminishes, ensuring overall correct-mass expansion. To validate our theoretical analysis, we conduct simulations under more relaxed conditions and find that a sufficiently large rollout size N-corresponding to ample exploration-guarantees an increase in the probability mass of all correct tokens. Empirically, BroRL revives models saturated after 3K ProRL training steps and demonstrates robust, continuous improvement, achieving state-of-the-art results for the 1.5B model across diverse benchmarks.

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.

Policy-based reinforcement learning currently plays an important role in improving LLMs on mathematical reasoning tasks. However, existing rollout-based reinforcement learning methods (GRPO, DAPO, GSPO, etc.) fail to explicitly consider LLMs' learning ability for samples of different difficulty levels, which is contrary to the human cognitive process of mathematical reasoning tasks from easy to difficult. Intuitively, we find that the variance of the rollout group's reward in RLVR partly reflects the difficulty of the current sample for LLMs. Samples that are too easy or too difficult have a lower variance, while samples with moderate difficulty have a higher variance. Based on this, we propose VCRL, a curriculum reinforcement learning framework that dynamically controls the difficulty of training samples based on the variance of group rewards. Experiments on five mathematical benchmarks and two models reveal the advantages of VCRL over the current LLM RL baselines.

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

Self-correction is essential for solving complex reasoning problems in vision-language models (VLMs). However, existing reinforcement learning (RL) methods struggle to learn it, as effective self-correction behaviors emerge only rarely, making learning signals extremely sparse. To address this challenge, we propose correction-specific rollouts (Octopus), an RL rollout augmentation framework that synthesizes dense self-correction examples by recombining existing rollouts. This augmentation simultaneously improves sample efficiency due to rollout reuse and stabilizes RL optimization through balanced supervision. Furthermore, we introduce a response-masking strategy that decouples self-correction from direct reasoning, avoiding signal conflicts and enabling both behaviors to be learned effectively. Building on this, we introduce Octopus-8B, a reasoning VLM with controllable self-correction capability. Across 7 benchmarks, it achieves SoTA performance among open-source VLMs, outperforming the best RLVR baseline by 1.0 score while requiring only 0.72times training time per step.

Reinforcement learning with verifiable rewards (RLVR) has emerged as a promising paradigm for enhancing the reasoning capabilities of large language models (LLMs). In this context, models explore reasoning trajectories and exploit rollouts with correct answers as positive signals for policy optimization. However, these rollouts might involve flawed patterns such as answer-guessing and jump-in-reasoning. Such flawed-positive rollouts are rewarded identically to fully correct ones, causing policy models to internalize these unreliable reasoning patterns. In this work, we first conduct a systematic study of flawed-positive rollouts in RL and find that they enable rapid capability gains during the early optimization stage, while constraining reasoning capability later by reinforcing unreliable patterns. Building on these insights, we propose Flawed-Aware Policy Optimization (FAPO), which presents a parameter-free reward penalty for flawed-positive rollouts, enabling the policy to leverage them as useful shortcuts in the warm-up stage, securing stable early gains, while gradually shifting optimization toward reliable reasoning in the later refinement stage. To accurately and comprehensively detect flawed-positive rollouts, we introduce a generative reward model (GenRM) with a process-level reward that precisely localizes reasoning errors. Experiments show that FAPO is effective in broad domains, improving outcome correctness, process reliability, and training stability without increasing the token budget.

Academic posters are vital for scholarly communication, yet their manual creation is time-consuming. However, automated academic poster generation faces significant challenges in preserving intricate scientific details and achieving effective visual-textual integration. Existing approaches often struggle with semantic richness and structural nuances, and lack standardized benchmarks for evaluating generated academic posters comprehensively. To address these limitations, we introduce P2P, the first flexible, LLM-based multi-agent framework that generates high-quality, HTML-rendered academic posters directly from research papers, demonstrating strong potential for practical applications. P2P employs three specialized agents-for visual element processing, content generation, and final poster assembly-each integrated with dedicated checker modules to enable iterative refinement and ensure output quality. To foster advancements and rigorous evaluation in this domain, we construct and release P2PInstruct, the first large-scale instruction dataset comprising over 30,000 high-quality examples tailored for the academic paper-to-poster generation task. Furthermore, we establish P2PEval, a comprehensive benchmark featuring 121 paper-poster pairs and a dual evaluation methodology (Universal and Fine-Grained) that leverages LLM-as-a-Judge and detailed, human-annotated checklists. Our contributions aim to streamline research dissemination and provide the community with robust tools for developing and evaluating next-generation poster generation systems.

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.

Graphical User Interface (GUI) agents have demonstrated remarkable progress in automating complex user interface interactions through reinforcement learning. However, current approaches face a fundamental dilemma: offline RL enables stable training on pre-collected trajectories, but struggles with multi-step task execution for lack of trajectory-level reward signals; online RL captures these signals through environment interaction, but suffers from sparse rewards and prohibitive deployment costs. To address it, we present Semi-online Reinforcement Learning, a novel paradigm that simulates online RL on offline trajectories. During each rollout process, we preserve the original model output within the multi-turn dialogue, where a Patch Module adaptively recovers the divergence between rollout and expert trajectories. To capture long-term training signals, Semi-online RL introduces discounted future returns into the reward computation and optimizes the policy with weighted step-level and episode-level advantages. We further introduce Semi-Online Performance (SOP), a metric that aligns better with true online performance, serving as a practical and effective proxy for real-world evaluation. Experiments show that ours Semi-online RL achieves SOTA performance among 7B models across four dynamic benchmarks, with significant gains over the base model (e.g., +12.0% on AndroidWorld, +23.8% on AITW), demonstrating significant progress in bridging the gap between offline training efficiency and online multi-turn reasoning. The code is available at https://github.com/X-PLUG/MobileAgent/tree/main/UI-S1.

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

Supervised fine-tuning (SFT) is the predominant method for adapting large language models (LLMs), yet it often struggles with generalization compared to reinforcement learning (RL). In this work, we posit that this performance disparity stems not just from the loss function, but from a more fundamental difference: SFT learns from a fixed, pre-collected dataset, whereas RL utilizes on-policy data sampled from the current policy. Building on this hypothesis, we introduce one-token rollout (OTR), a novel fine-tuning algorithm that guides SFT with the policy gradient method. OTR reframes the autoregressive learning process by treating each token generation as a single-step reinforcement learning trajectory. At each step, it performs a Monte Carlo ``rollout'' by sampling multiple candidate tokens from the current policy's distribution. The ground-truth token from the supervised data is then used to provide a reward signal to these samples. Guided by policy gradient, our algorithm repurposes static, off-policy supervised data into a dynamic, on-policy signal at the token level, capturing the generalization benefits of on-policy learning while bypassing the costly overhead of full sentence generation. Through extensive experiments on a diverse suite of challenging benchmarks spanning mathematical reasoning, code generation, and general domain reasoning, we demonstrate that OTR consistently outperforms standard SFT. Our findings establish OTR as a powerful and practical alternative for fine-tuning LLMs and provide compelling evidence that the on-policy nature of data is a critical driver of generalization, offering a promising new direction for fine-tuning LLMs.

Reinforcement learning (RL) has become a central paradigm for post-training large language models (LLMs), particularly for complex reasoning tasks, yet it often suffers from exploration collapse: policies prematurely concentrate on a small set of dominant reasoning patterns, improving pass@1 while limiting rollout-level diversity and gains in pass@k. We argue that this failure stems from regularizing local token behavior rather than diversity over sets of solutions. To address this, we propose Uniqueness-Aware Reinforcement Learning, a rollout-level objective that explicitly rewards correct solutions that exhibit rare high-level strategies. Our method uses an LLM-based judge to cluster rollouts for the same problem according to their high-level solution strategies, ignoring superficial variations, and reweights policy advantages inversely with cluster size. As a result, correct but novel strategies receive higher rewards than redundant ones. Across mathematics, physics, and medical reasoning benchmarks, our approach consistently improves pass@k across large sampling budgets and increases the area under the pass@k curve (AUC@K) without sacrificing pass@1, while sustaining exploration and uncovering more diverse solution strategies at scale.

Designing academic posters is a labor-intensive process requiring the precise balance of high-density content and sophisticated layout. While existing paper-to-poster generation methods automate initial drafting, they are typically single-pass and non-interactive, often fail to align with complex, subjective user intent. To bridge this gap, we propose APEX (Academic Poster Editing agentic eXpert), the first agentic framework for interactive academic poster editing, supporting fine-grained control with robust multi-level API-based editing and a review-and-adjustment Mechanism. In addition, we introduce APEX-Bench, the first systematic benchmark comprising 514 academic poster editing instructions, categorized by a multi-dimensional taxonomy including operation type, difficulty, and abstraction level, constructed via reference-guided and reference-free strategies to ensure realism and diversity. We further establish a multi-dimensional VLM-as-a-judge evaluation protocol to assess instruction fulfillment, modification scope, and visual consistency & harmony. Experimental results demonstrate that APEX significantly outperforms baseline methods. Our implementation is available at https://github.com/Breesiu/APEX.

Post-training language models (LMs) with reinforcement learning (RL) can enhance their complex reasoning capabilities without supervised fine-tuning, as demonstrated by DeepSeek-R1-Zero. However, effectively utilizing RL for LMs requires significant parallelization to scale-up inference, which introduces non-trivial technical challenges (e.g. latency, memory, and reliability) alongside ever-growing financial costs. We present Swarm sAmpling Policy Optimization (SAPO), a fully decentralized and asynchronous RL post-training algorithm. SAPO is designed for decentralized networks of heterogenous compute nodes, where each node manages its own policy model(s) while "sharing" rollouts with others in the network; no explicit assumptions about latency, model homogeneity, or hardware are required and nodes can operate in silo if desired. As a result, the algorithm avoids common bottlenecks in scaling RL post-training while also allowing (and even encouraging) new possibilities. By sampling rollouts "shared" across the network, it enables "Aha moments" to propagate, thereby bootstrapping the learning process. In this paper we show SAPO achieved cumulative reward gains of up to 94% in controlled experiments. We also share insights from tests on a network with thousands of nodes contributed by Gensyn community members running the algorithm on diverse hardware and models during an open-source demo.

Large Language Model (LLM)-based agents have demonstrated remarkable capabilities in complex reasoning and multi-turn interactions but struggle to continuously improve and adapt when deployed in new environments. One promising approach is implementing skill libraries that allow agents to learn, validate, and apply new skills. However, current skill library approaches rely primarily on LLM prompting, making consistent skill library implementation challenging. To overcome these challenges, we propose a Reinforcement Learning (RL)-based approach to enhance agents' self-improvement capabilities with a skill library. Specifically, we introduce Skill Augmented GRPO for self-Evolution (SAGE), a novel RL framework that systematically incorporates skills into learning. The framework's key component, Sequential Rollout, iteratively deploys agents across a chain of similar tasks for each rollout. As agents navigate through the task chain, skills generated from previous tasks accumulate in the library and become available for subsequent tasks. Additionally, the framework enhances skill generation and utilization through a Skill-integrated Reward that complements the original outcome-based rewards. Experimental results on AppWorld demonstrate that SAGE, when applied to supervised-finetuned model with expert experience, achieves 8.9% higher Scenario Goal Completion while requiring 26% fewer interaction steps and generating 59% fewer tokens, substantially outperforming existing approaches in both accuracy and efficiency.

Automatically generating and iteratively editing academic slide decks requires more than document summarization. It demands faithful content selection, coherent slide organization, layout-aware rendering, and robust multi-turn instruction following. However, existing benchmarks and evaluation protocols do not adequately measure these challenges. To address this gap, we introduce the Deck Edits and Compliance Kit Benchmark (DECKBench), an evaluation framework for multi-agent slide generation and editing. DECKBench is built on a curated dataset of paper to slide pairs augmented with realistic, simulated editing instructions. Our evaluation protocol systematically assesses slide-level and deck-level fidelity, coherence, layout quality, and multi-turn instruction following. We further implement a modular multi-agent baseline system that decomposes the slide generation and editing task into paper parsing and summarization, slide planning, HTML creation, and iterative editing. Experimental results demonstrate that the proposed benchmark highlights strengths, exposes failure modes, and provides actionable insights for improving multi-agent slide generation and editing systems. Overall, this work establishes a standardized foundation for reproducible and comparable evaluation of academic presentation generation and editing. Code and data are publicly available at https://github.com/morgan-heisler/DeckBench .

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.

Reinforcement learning, such as PPO and GRPO, has powered recent breakthroughs in LLM reasoning. Scaling rollout to sample more prompts enables models to selectively use higher-quality data for training, which can stabilize RL training and improve model performance. However, this comes at the cost of significant computational overhead. In this paper, we show that a substantial portion of this overhead can be avoided by skipping uninformative prompts before rollout. Our analysis of reward dynamics reveals a strong temporal consistency in prompt value: prompts that are uninformative in one epoch of training are likely to remain uninformative in future epochs. Based on these insights, we propose GRESO (GRPO with Efficient Selective Rollout), an online, lightweight pre-rollout filtering algorithm that predicts and skips uninformative prompts using reward training dynamics. By evaluating GRESO on a broad range of math reasoning benchmarks and models, such as Qwen2.5-Math-1.5B, DeepSeek-R1-Distill-Qwen-1.5B, and Qwen2.5-Math-7B, we show that GRESO achieves up to 2.4x wall-clock time speedup in rollout and up to 2.0x speedup in total training time without accuracy degradation.

Preparing high-quality instructional materials remains a labor-intensive process that often requires extensive coordination among teaching faculty, instructional designers, and teaching assistants. In this work, we present Instructional Agents, a multi-agent large language model framework designed to automate end-to-end course material generation, including syllabi creation, LaTeX-based slides, lecture scripts, and assessments. Unlike prior tools focused on isolated tasks, Instructional Agents simulates role-based collaboration to ensure pedagogical coherence. The system operates in four modes: Autonomous, Catalog-Guided, Feedback-Guided, and Full Co-Pilot mode, enabling flexible control over the degree of human involvement. We evaluate Instructional Agents across five university-level courses and show that it produces high-quality instructional materials that are reviewed and refined by teaching faculty prior to use, while significantly reducing the time required to prepare classroom-ready content. By supporting institutions with limited instructional design capacity, Instructional Agents provides a scalable and cost-effective framework to democratize access to high-quality education, particularly in underserved or resource-constrained settings. The project website, including source code, is available at https://darl-genai.github. io/instructional_agents_homepage/

Medical language models (MLMs) have become pivotal in advancing medical natural language processing. However, prior models that rely on pre-training or supervised fine-tuning often exhibit low data efficiency and limited practicality in real-world clinical applications. While OpenAIs O1 highlights test-time scaling in mathematics, attempts to replicate this approach in medicine typically distill responses from GPT-series models to open-source models, focusing primarily on multiple-choice tasks. This strategy, though straightforward, neglects critical concerns like data privacy and realistic deployment in clinical settings. In this work, we present a deployable, small-scale medical language model, \mone, designed for long-chain reasoning in clinical tasks using a self-evolution paradigm. Starting with a seed dataset of around 8,000 instances spanning five domains and 16 datasets, we prompt a base policy model to perform Monte Carlo Tree Search (MCTS) to construct verifiable reasoning chains. Each reasoning step is assigned an evolution rollout value, allowing verified trajectories to train the policy model and the reward model. During inference, the policy model generates multiple responses, and the reward model selects the one with the highest reward score. Experiments on eleven evaluation datasets demonstrate that \mone outperforms prior open-source models by 2 points, with the addition of the reward model further boosting performance (sim13 points), surpassing GPT-4o-mini. Code and data are available at https://github.com/pixas/MedSSS.

This paper describes the iterative use of service learning to develop, review, and improve computing-based artifacts. It is well-known that computing students benefit from service-learning experiences as do the community partners. It is also well-known that computing artifacts rarely function well long-term without versioning and updates. Service-learning projects are often one-time engagements, completed by single teams of students over the course of a semester course. This limits the benefit for community partners that do not have the expertise or resources to review and update a project on their own. Over several years, teams of undergraduate students in a capstone course created tailored social media plans for numerous small rural organizations. The projects were required to meet client specific needs, with identified audiences, measurable goals, and strategies and tactics to reach the identified goals. This paper builds on previously results for 60 projects conducted over several years. Nine clients were selected to participate in the iterative follow-up process, where new student teams conducted client interviews, reviewed the initial plans, and analyzed metrics from the current strategies and tactics to provide updated, improved artifacts. Using ABET learning objectives as a basis, clients reviewed the student teams and artifacts. This longitudinal study discusses the impact of this intervention to increase implementation and sustained use rates of computing artifacts developed through service learning. Both students and clients reported high satisfaction levels, and clients were particularly satisfied with the iterative improvement process. This research demonstrates an innovative practice for creating and maintaining computing artifacts through iterative service learning, while addressing the resource constraints of small organizations.

Although recent end-to-end video generation models demonstrate impressive performance in visually oriented content creation, they remain limited in scenarios that require strict logical rigor and precise knowledge representation, such as instructional and educational media. To address this problem, we propose LAVES, a hierarchical LLM-based multi-agent system for generating high-quality instructional videos from educational problems. The LAVES formulates educational video generation as a multi-objective task that simultaneously demands correct step-by-step reasoning, pedagogically coherent narration, semantically faithful visual demonstrations, and precise audio--visual alignment. To address the limitations of prior approaches--including low procedural fidelity, high production cost, and limited controllability--LAVES decomposes the generation workflow into specialized agents coordinated by a central Orchestrating Agent with explicit quality gates and iterative critique mechanisms. Specifically, the Orchestrating Agent supervises a Solution Agent for rigorous problem solving, an Illustration Agent that produces executable visualization codes, and a Narration Agent for learner-oriented instructional scripts. In addition, all outputs from the working agents are subject to semantic critique, rule-based constraints, and tool-based compilation checks. Rather than directly synthesizing pixels, the system constructs a structured executable video script that is deterministically compiled into synchronized visuals and narration using template-driven assembly rules, enabling fully automated end-to-end production without manual editing. In large-scale deployments, LAVES achieves a throughput exceeding one million videos per day, delivering over a 95% reduction in cost compared to current industry-standard approaches while maintaining a high acceptance rate.

Test-time reinforcement learning (TTRL) enables large language models (LLMs) to self-improve on unlabeled inputs, but its effectiveness critically depends on how reward signals are estimated without ground-truth supervision. Most existing TTRL methods rely on majority voting (MV) over rollouts to produce deterministic rewards, implicitly assuming that the majority rollout provides a reliable learning signal. We show that this assumption is fragile: MV reduces the rollout distribution into a single outcome, discarding information about non-majority but correct actions candidates, and yields systematically biased reward estimates. To address this, we propose Distribution-AwareReward Estimation (DARE), which shifts reward estimation from a single majority outcome to the full empirical rollout distribution. DARE further augments this distribution-based reward with an exploration bonus and a distribution pruning mechanism for non-majority rollout exploration and reward denoise, yielding a more informative and robust reward estimation. Extensive experiments on challenging reasoning benchmarks show that DARE improves optimization stability and final performance over recent baselines, achieving relative improvements of 25.3% on challenging AIME 2024 and 5.3% on AMC.

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

Quizzes play a crucial role in education by reinforcing students' understanding of key concepts and encouraging self-directed exploration. However, compiling high-quality quizzes can be challenging and require deep expertise and insight into specific subject matter. Although LLMs have greatly enhanced the efficiency of quiz generation, concerns remain regarding the quality of these AI-generated quizzes and their educational impact on students. To address these issues, we introduce ConQuer, a concept-based quiz generation framework that leverages external knowledge sources. We employ comprehensive evaluation dimensions to assess the quality of the generated quizzes, using LLMs as judges. Our experiment results demonstrate a 4.8% improvement in evaluation scores and a 77.52% win rate in pairwise comparisons against baseline quiz sets. Ablation studies further underscore the effectiveness of each component in our framework. Code available at https://github.com/sofyc/ConQuer.

Massive open online courses (MOOCs) unlock the doors to free education for anyone around the globe with access to a computer and the internet. Despite this democratization of learning, the massive enrollment in these courses means it is almost impossible for one instructor to assess every student's writing assignment. As a result, peer grading, often guided by a straightforward rubric, is the method of choice. While convenient, peer grading often falls short in terms of reliability and validity. In this study, using 18 distinct settings, we explore the feasibility of leveraging large language models (LLMs) to replace peer grading in MOOCs. Specifically, we focus on two state-of-the-art LLMs: GPT-4 and GPT-3.5, across three distinct courses: Introductory Astronomy, Astrobiology, and the History and Philosophy of Astronomy. To instruct LLMs, we use three different prompts based on a variant of the zero-shot chain-of-thought (Zero-shot-CoT) prompting technique: Zero-shot-CoT combined with instructor-provided correct answers; Zero-shot-CoT in conjunction with both instructor-formulated answers and rubrics; and Zero-shot-CoT with instructor-offered correct answers and LLM-generated rubrics. Our results show that Zero-shot-CoT, when integrated with instructor-provided answers and rubrics, produces grades that are more aligned with those assigned by instructors compared to peer grading. However, the History and Philosophy of Astronomy course proves to be more challenging in terms of grading as opposed to other courses. Finally, our study reveals a promising direction for automating grading systems for MOOCs, especially in subjects with well-defined rubrics.

The rapid expansion of scholarly literature presents significant challenges in synthesizing comprehensive, high-quality academic surveys. Recent advancements in agentic systems offer considerable promise for automating tasks that traditionally require human expertise, including literature review, synthesis, and iterative refinement. However, existing automated survey-generation solutions often suffer from inadequate quality control, poor formatting, and limited adaptability to iterative feedback, which are core elements intrinsic to scholarly writing. To address these limitations, we introduce ARISE, an Agentic Rubric-guided Iterative Survey Engine designed for automated generation and continuous refinement of academic survey papers. ARISE employs a modular architecture composed of specialized large language model agents, each mirroring distinct scholarly roles such as topic expansion, citation curation, literature summarization, manuscript drafting, and peer-review-based evaluation. Central to ARISE is a rubric-guided iterative refinement loop in which multiple reviewer agents independently assess manuscript drafts using a structured, behaviorally anchored rubric, systematically enhancing the content through synthesized feedback. Evaluating ARISE against state-of-the-art automated systems and recent human-written surveys, our experimental results demonstrate superior performance, achieving an average rubric-aligned quality score of 92.48. ARISE consistently surpasses baseline methods across metrics of comprehensiveness, accuracy, formatting, and overall scholarly rigor. All code, evaluation rubrics, and generated outputs are provided openly at https://github.com/ziwang11112/ARISE

Recent advancements in generation models have showcased remarkable capabilities in generating fantastic content. However, most of them are trained on proprietary high-quality data, and some models withhold their parameters and only provide accessible application programming interfaces (APIs), limiting their benefits for downstream tasks. To explore the feasibility of training a text-to-image generation model comparable to advanced models using publicly available resources, we introduce EvolveDirector. This framework interacts with advanced models through their public APIs to obtain text-image data pairs to train a base model. Our experiments with extensive data indicate that the model trained on generated data of the advanced model can approximate its generation capability. However, it requires large-scale samples of 10 million or more. This incurs significant expenses in time, computational resources, and especially the costs associated with calling fee-based APIs. To address this problem, we leverage pre-trained large vision-language models (VLMs) to guide the evolution of the base model. VLM continuously evaluates the base model during training and dynamically updates and refines the training dataset by the discrimination, expansion, deletion, and mutation operations. Experimental results show that this paradigm significantly reduces the required data volume. Furthermore, when approaching multiple advanced models, EvolveDirector can select the best samples generated by them to learn powerful and balanced abilities. The final trained model Edgen is demonstrated to outperform these advanced models. The code and model weights are available at https://github.com/showlab/EvolveDirector.

The university management is perpetually in the process of innovating policies to improve the quality of service. Intellectual growth of the students, the popularity of university are some of the major areas that management strives to improve upon. Relevant historical data is needed in support of taking any decision. Furthermore, providing data to various university ranking frameworks is a frequent activity in recent years. The format of such requirement changes frequently which requires efficient manual effort. Maintaining a data warehouse can be a solution to this problem. However, both in-house and outsourced implementation of a dedicated data warehouse may not be a cost-effective and smart solution. This work proposes an educational data warehouse as a service (eDWaaS) model to store historical data for multiple universities. The proposed multi-tenant schema facilitates the universities to maintain their data warehouse in a cost-effective solution. It also addresses the scalability issues in implementing such data warehouse as a service model.

Reinforcement Learning with Verifiable Rewards (RLVR) has significantly advanced the reasoning capabilities of Large Language Models (LLMs). However, methods such as GRPO and DAPO suffer from substantial computational cost, since they rely on sampling many rollouts for each prompt. Moreover, in RLVR the relative advantage is often sparse: many samples become nearly all-correct or all-incorrect, yielding low within-group reward variance and thus weak learning signals. In this paper, we introduce arrol (Accelerating RLVR via online Rollout Pruning), an online rollout pruning method that prunes rollouts during generation while explicitly steering the surviving ones more correctness-balanced to enhance learning signals. Specifically, arrol trains a lightweight quality head on-the-fly to predict the success probability of partial rollouts and uses it to make early pruning decisions. The learned quality head can further weigh candidates to improve inference accuracy during test-time scaling. To improve efficiency, we present a system design that prunes rollouts inside the inference engine and re-batches the remaining ones for log-probability computation and policy updates. Across GRPO and DAPO on Qwen-3 and LLaMA-3.2 models (1B-8B), arrol improves average accuracy by +2.30 to +2.99 while achieving up to 1.7x training speedup, and yielding up to +8.33 additional gains in average accuracy in test-time scaling. The code is available at https://github.com/Hsu1023/ARRoL.

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

Reinforcement Learning from Verifiable Rewards (RLVR) has emerged as a powerful paradigm for enhancing the complex reasoning capabilities of Large Reasoning Models. However, standard outcome-based supervision suffers from a critical limitation that penalizes trajectories that are largely correct but fail due to several missteps as heavily as completely erroneous ones. This coarse feedback signal causes the model to discard valuable largely correct rollouts, leading to a degradation in rollout diversity that prematurely narrows the exploration space. Process Reward Models have demonstrated efficacy in providing reliable step-wise verification for test-time scaling, naively integrating these signals into RLVR as dense rewards proves ineffective.Prior methods attempt to introduce off-policy guided whole-trajectory replacement that often outside the policy model's distribution, but still fail to utilize the largely correct rollouts generated by the model itself and thus do not effectively mitigate the narrowing of the exploration space. To address these issues, we propose SCOPE (Step-wise Correction for On-Policy Exploration), a novel framework that utilizes Process Reward Models to pinpoint the first erroneous step in suboptimal rollouts and applies fine-grained, step-wise off-policy rectification. By applying precise refinement on partially correct rollout, our method effectively salvages partially correct trajectories and increases diversity score by 13.5%, thereby sustaining a broad exploration space. Extensive experiments demonstrate that our approach establishes new state-of-the-art results, achieving an average accuracy of 46.6% on math reasoning and exhibiting robust generalization with 53.4% accuracy on out-of-distribution reasoning tasks.

Reinforcement Learning (RL) has become critical for advancing modern Large Language Models (LLMs), yet existing synchronous RL systems face severe performance bottlenecks. The rollout phase, which dominates end-to-end iteration time, suffers from substantial long-tail latency and poor resource utilization due to inherent workload imbalance. We present Seer, a novel online context learning system that addresses these challenges by exploiting previously overlooked similarities in output lengths and generation patterns among requests sharing the same prompt. Seer introduces three key techniques: divided rollout for dynamic load balancing, context-aware scheduling, and adaptive grouped speculative decoding. Together, these mechanisms substantially reduce long-tail latency and improve resource efficiency during rollout. Evaluations on production-grade RL workloads demonstrate that Seer improves end-to-end rollout throughput by 74% to 97% and reduces long-tail latency by 75% to 93% compared to state-of-the-art synchronous RL systems, significantly accelerating RL training iterations.

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.

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.

Computer use agents (CUAs) can operate real-world digital interfaces but remain difficult to train due to the high cost of graphical user interface (GUI) interaction and the scarcity of high-quality trajectory data. Existing datasets rely on human demonstrations, limiting scalability. A natural alternative is to synthesize data from strong CUAs, yet their rollouts are highly noisy, with incorrect or suboptimal actions consisting a large proportion of the steps, making naive imitation ineffective. To tackle this challenge, we introduce a scalable data synthesis pipeline that transforms noisy rollouts into reliable supervision without human annotation. The core idea is step-level filtering, which evaluates actions individually to retain only correct steps, complemented by reasoning augmentation for improved planning. Using this pipeline, we construct WebSTAR, a dataset of 13.3K trajectories and 100K graded, reasoning-rich steps synthesized from OpenAI's computer-use-preview model. We train Qwen-2.5-VL-Instruct models (7B and 32B) on WebSTAR. On WebVoyager, our 7B model surpasses SoTA open-source CUA model UI-TARS-1.5-7B by more than 15% with only supervised finetuning. Building on step-level grading, we further create WebSCORE, a dataset of graded step-level actions, and train StepRM, a 7B multimodal reward model distilled from o4-mini, which matches its grading quality while being far more efficient to deploy at scale. Our results establish step-level filtering as a key principle for scalable CUA training and construct two new datasets (WebSTAR, WebSCORE) and a lightweight reward model (StepRM) as practical tools to advance robust and efficient CUAs.

Academic project websites can more effectively disseminate research when they clearly present core content and enable intuitive navigation and interaction. However, current approaches such as direct Large Language Model (LLM) generation, templates, or direct HTML conversion struggle to produce layout-aware, interactive sites, and a comprehensive evaluation suite for this task has been lacking. In this paper, we introduce Paper2Web, a benchmark dataset and multi-dimensional evaluation framework for assessing academic webpage generation. It incorporates rule-based metrics like Connectivity, Completeness and human-verified LLM-as-a-Judge (covering interactivity, aesthetics, and informativeness), and PaperQuiz, which measures paper-level knowledge retention. We further present PWAgent, an autonomous pipeline that converts scientific papers into interactive and multimedia-rich academic homepages. The agent iteratively refines both content and layout through MCP tools that enhance emphasis, balance, and presentation quality. Our experiments show that PWAgent consistently outperforms end-to-end baselines like template-based webpages and arXiv/alphaXiv versions by a large margin while maintaining low cost, achieving the Pareto-front in academic webpage generation.

The advent of Large Language Models (LLMs) has spurred the development of coding agents for real-world code generation. As a widely used benchmark for evaluating the code generation capabilities of these agents, SWE-Bench uses real-world problems based on GitHub issues and their corresponding pull requests. However, the manually written test cases included in these pull requests are often insufficient, allowing generated patches to pass the tests without resolving the underlying issue. To address this challenge, we introduce UTGenerator, an LLM-driven test case generator that automatically analyzes codebases and dependencies to generate test cases for real-world Python projects. Building on UTGenerator, we propose UTBoost, a comprehensive framework for test case augmentation. In our evaluation, we identified 36 task instances with insufficient test cases and uncovered 345 erroneous patches incorrectly labeled as passed in the original SWE Bench. These corrections, impacting 40.9% of SWE-Bench Lite and 24.4% of SWE-Bench Verified leaderboard entries, yield 18 and 11 ranking changes, respectively.

Recent progress in Large Language Model (LLM) reasoning is increasingly driven by the refinement of post-training loss functions and alignment strategies. However, standard Reinforcement Learning (RL) paradigms like Group Relative Policy Optimization (GRPO) remain constrained by static uniformity: uniform prompt sampling and a fixed number of rollouts per prompt. For heterogeneous, heavy-tailed reasoning data, this creates structural inefficiencies that waste compute on already-solved patterns while under-training the long tail of hard problems. To address this, we propose Multi-Adversary Group Distributionally Robust Optimization (GDRO), an optimization-first framework that moves beyond uniform reasoning models by dynamically adapting the training distribution. We introduce an Online Difficulty Classifier that partitions prompts into dynamic pass@k difficulty groups. We then propose two independent GDRO games for post-training: (1) Prompt-GDRO, which employs an EMA-debiased multiplicative-weights bandit sampler to target the intensive difficulty margin and upweight persistently hard groups without frequency bias; and (2) Rollout-GDRO, which uses a shadow-price controller to reallocate rollouts across groups, maximizing gradient variance reduction on hard tasks under a fixed mean budget (compute-neutral). We provide no-regret guarantees for both controllers and additionally a variance-proxy analysis motivating a square-root optimal rollout allocation for Rollout-GDRO. We validate our framework on the DAPO 14.1k dataset using Qwen3-Base models. Prompt-GDRO and Rollout-GDRO achieve average relative gains of +10.6% and +10.1%, respectively, in pass@8 accuracy across 1.7B, 4B, and 8B scales compared to the GRPO baseline. Qualitative analysis shows an emergent curriculum: the adversaries shift resources to the evolving reasoning frontier, enhancing the reasoning model's performance.

Reasoning large language models (LLMs) excel in complex tasks, which has drawn significant attention to reinforcement learning (RL) for LLMs. However, existing approaches allocate an equal number of rollouts to all questions during the RL process, which is inefficient. This inefficiency stems from the fact that training on simple questions yields limited gains, whereas more rollouts are needed for challenging questions to sample correct answers. Furthermore, while RL improves response precision, it limits the model's exploration ability, potentially resulting in a performance cap below that of the base model prior to RL. To address these issues, we propose a mechanism for dynamically allocating rollout budgets based on the difficulty of the problems, enabling more efficient RL training. Additionally, we introduce an adaptive dynamic temperature adjustment strategy to maintain the entropy at a stable level, thereby encouraging sufficient exploration. This enables LLMs to improve response precision while preserving their exploratory ability to uncover potential correct pathways. The code and data is available on: https://github.com/LiaoMengqi/E3-RL4LLMs

The improvement of web agents on current benchmarks raises the question: Do today's agents perform just as well when the web changes? We introduce TimeWarp, a benchmark that emulates the evolving web using containerized environments that vary in UI, design, and layout. TimeWarp consists of three web environments, each with six UI versions spanning different eras of the internet, paired with a set of complex, realistic tasks requiring different forms of web navigation. Our experiments reveal web agents' vulnerability to changes and the limitations of behavior cloning (BC) on single-version trajectories. To address this, we propose TimeTraj, a simple yet effective algorithm that uses plan distillation to collect trajectories across multiple versions. By training agents on teacher rollouts using our BC-variant, we achieve substantial performance gains: 20.4%rightarrow37.7% for Qwen-3 4B and 0%rightarrow27.0% for Llama-3.1 8B models. We hope our work helps researchers study generalization across web designs and unlock a new paradigm for collecting plans rather than trajectories, thereby improving the robustness of web agents.

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

Large language models (LLMs), such as Codex, hold great promise in enhancing programming education by automatically generating feedback for students. We investigate using LLMs to generate feedback for fixing syntax errors in Python programs, a key scenario in introductory programming. More concretely, given a student's buggy program, our goal is to generate feedback comprising a fixed program along with a natural language explanation describing the errors/fixes, inspired by how a human tutor would give feedback. While using LLMs is promising, the critical challenge is to ensure high precision in the generated feedback, which is imperative before deploying such technology in classrooms. The main research question we study is: Can we develop LLMs-based feedback generation techniques with a tunable precision parameter, giving educators quality control over the feedback that students receive? To this end, we introduce PyFiXV, our technique to generate high-precision feedback powered by Codex. The key idea behind PyFiXV is to use a novel run-time validation mechanism to decide whether the generated feedback is suitable for sharing with the student; notably, this validation mechanism also provides a precision knob to educators. We perform an extensive evaluation using two real-world datasets of Python programs with syntax errors and show the efficacy of PyFiXV in generating high-precision feedback.

Slides serve as a critical medium for conveying information in presentation-oriented scenarios such as academia, education, and business. Despite their importance, creating high-quality slide decks remains time-consuming and cognitively demanding. Recent advances in generative models, such as Nano Banana Pro, have made automated slide generation increasingly feasible. However, existing evaluations of slide generation are often coarse-grained and rely on holistic judgments, making it difficult to accurately assess model capabilities or track meaningful advances in the field. In practice, the lack of fine-grained, verifiable evaluation criteria poses a critical bottleneck for both research and real-world deployment. In this paper, we propose PresentBench, a fine-grained, rubric-based benchmark for evaluating automated real-world slide generation. It contains 238 evaluation instances, each supplemented with background materials required for slide creation. Moreover, we manually design an average of 54.1 checklist items per instance, each formulated as a binary question, to enable fine-grained, instance-specific evaluation of the generated slide decks. Extensive experiments show that PresentBench provides more reliable evaluation results than existing methods, and exhibits significantly stronger alignment with human preferences. Furthermore, our benchmark reveals that NotebookLM significantly outperforms other slide generation methods, highlighting substantial recent progress in this domain.

Automated paper reproduction has emerged as a promising approach to accelerate scientific research, employing multi-step workflow frameworks to systematically convert academic papers into executable code. However, existing frameworks often lack mechanisms to verify and refine the outputs at each generation step, or rely heavily on manually designed prompts for self-refinement, which limits their adaptability and scalability. To address these limitations, we propose a prompt-free collaborative agent framework that automatically enhances the quality of paper-to-code generation. Our approach employs two collaborative agents: a verification agent that examines whether the outputs at each step satisfy the requirements specified in the corresponding system prompt, and a refinement agent that revises the outputs based on the identified issues. Unlike previous methods that require human experts to craft specific refinement prompts for each step, our framework achieves automatic verification and improvement by leveraging only the original system prompts. We integrate our collaborative agents into the Paper2Code framework and conduct comprehensive experiments on PaperBench Code-Dev and Paper2CodeBench datasets. Experimental results demonstrate that our approach significantly improves the accuracy and completeness of reproduced code, achieving performance gains of approximately 15\% and 13\%, respectively, compared to the baseline without our agents. Furthermore, comparative experiments against Self-Refine validate the robustness and consistency of our prompt-free approach across different datasets.

This paper describes Meta's TestGen-LLM tool, which uses LLMs to automatically improve existing human-written tests. TestGen-LLM verifies that its generated test classes successfully clear a set of filters that assure measurable improvement over the original test suite, thereby eliminating problems due to LLM hallucination. We describe the deployment of TestGen-LLM at Meta test-a-thons for the Instagram and Facebook platforms. In an evaluation on Reels and Stories products for Instagram, 75% of TestGen-LLM's test cases built correctly, 57% passed reliably, and 25% increased coverage. During Meta's Instagram and Facebook test-a-thons, it improved 11.5% of all classes to which it was applied, with 73% of its recommendations being accepted for production deployment by Meta software engineers. We believe this is the first report on industrial scale deployment of LLM-generated code backed by such assurances of code improvement.

Reinforcement learning (RL) post-training has increasingly demonstrated strong ability to elicit reasoning behaviors in large language models (LLMs). For training efficiency, rollouts are typically generated in an off-policy manner using an older sampling policy and then used to update the current target policy. To correct the resulting discrepancy between the sampling and target policies, most existing RL objectives rely on a token-level importance sampling ratio, primarily due to its computational simplicity and numerical stability. However, we observe that token-level correction often leads to unstable training dynamics when the degree of off-policyness is large. In this paper, we revisit LLM policy optimization under off-policy conditions and show that the theoretically rigorous correction term is the prefix importance ratio, and that relaxing it to a token-level approximation can induce instability in RL post-training. To stabilize LLM optimization under large off-policy drift, we propose a simple yet effective objective, Minimum Prefix Ratio (MinPRO). MinPRO replaces the unstable cumulative prefix ratio with a non-cumulative surrogate based on the minimum token-level ratio observed in the preceding prefix. Extensive experiments on both dense and mixture-of-experts LLMs, across multiple mathematical reasoning benchmarks, demonstrate that MinPRO substantially improves training stability and peak performance in off-policy regimes.

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

Commercial-grade poster design demands the seamless integration of aesthetic appeal with precise, informative content delivery. Current automated poster generation systems face significant limitations, including incomplete design workflows, poor text rendering accuracy, and insufficient flexibility for commercial applications. To address these challenges, we propose PosterVerse, a full-workflow, commercial-grade poster generation method that seamlessly automates the entire design process while delivering high-density and scalable text rendering. PosterVerse replicates professional design through three key stages: (1) blueprint creation using fine-tuned LLMs to extract key design elements from user requirements, (2) graphical background generation via customized diffusion models to create visually appealing imagery, and (3) unified layout-text rendering with an MLLM-powered HTML engine to guarantee high text accuracy and flexible customization. In addition, we introduce PosterDNA, a commercial-grade, HTML-based dataset tailored for training and validating poster design models. To the best of our knowledge, PosterDNA is the first Chinese poster generation dataset to introduce HTML typography files, enabling scalable text rendering and fundamentally solving the challenges of rendering small and high-density text. Experimental results demonstrate that PosterVerse consistently produces commercial-grade posters with appealing visuals, accurate text alignment, and customizable layouts, making it a promising solution for automating commercial poster design. The code and model are available at https://github.com/wuhaer/PosterVerse.

Reinforcement learning (RL) post-training has become a trending paradigm for enhancing the capabilities of large language models (LLMs). Most existing RL systems for LLMs operate in a fully synchronous manner, where training must wait for the rollout of an entire batch to complete. This design leads to severe inefficiencies, as extremely long trajectories can stall the entire rollout process and leave many GPUs idle. To address this issue, we propose Concurrency- Controlled Partial Rollout with Importance Sampling (CoPRIS), which mitigates long-tail inefficiencies by maintaining a fixed number of concurrent rollouts, early-terminating once sufficient samples are collected, and reusing unfinished trajectories in subsequent rollouts. To mitigate the impact of off-policy trajectories, we introduce Cross-stage Importance Sampling Correction, which concatenates buffered log probabilities from the previous policy with those recomputed under the current policy for importance sampling correction. Experiments on challenging mathematical reasoning benchmarks show that CoPRIS achieves up to 1.94x faster training while maintaining comparable or superior performance to synchronous RL systems. The code of CoPRIS is available at https://github.com/777pomingzi/CoPRIS.

Reinforcement Learning with Verifiable Rewards (RLVR) has become a key paradigm to improve the reasoning capabilities of Multimodal Large Language Models (MLLMs). However, prevalent group-based algorithms such as GRPO require multi-rollout sampling for each prompt. While more efficient single-rollout variants have recently been explored in text-only settings, we find that they suffer from severe instability in multimodal contexts, often leading to training collapse. To address this training efficiency-stability trade-off, we introduce MSSR (Multimodal Stabilized Single-Rollout), a group-free RLVR framework that achieves both stable optimization and effective multimodal reasoning performance. MSSR achieves this via an entropy-based advantage-shaping mechanism that adaptively regularizes advantage magnitudes, preventing collapse and maintaining training stability. While such mechanisms have been used in group-based RLVR, we show that in the multimodal single-rollout setting they are not merely beneficial but essential for stability. In in-distribution evaluations, MSSR demonstrates superior training compute efficiency, achieving similar validation accuracy to the group-based baseline with half the training steps. When trained for the same number of steps, MSSR's performance surpasses the group-based baseline and shows consistent generalization improvements across five diverse reasoning-intensive benchmarks. Together, these results demonstrate that MSSR enables stable, compute-efficient, and effective RLVR for complex multimodal reasoning tasks.

Video generative models are increasingly used as world models for robotics, where a model generates a future visual rollout conditioned on the current observation and task instruction, and an inverse dynamics model (IDM) converts the generated frames into executable robot actions. However, current video world models lack explicit executability constraints. As a result, visually coherent rollouts may still violate rigid-body and kinematic consistency, producing unstable or infeasible control commands when decoded by an IDM. We refer to this mismatch between visual generation and physically executable control as the executability gap. While this gap can be mitigated at inference time using techniques such as rejection sampling, such approaches are inefficient due to the high cost of video generation. In this paper, we leverage the executability gap as a training signal and introduce Executable Video Alignment (EVA), a reinforcement-learning post-training framework for aligning video world models. EVA trains an inverse dynamics model on real robot trajectories and repurposes it as a reward model that evaluates generated videos through the action sequences they induce, encouraging smooth motions measured by velocity, acceleration, and jerk while penalizing actions that violate embodiment constraints. Importantly, the reward remains informative even when generated videos contain severe visual artifacts, since such artifacts typically translate into unstable or out-of-bound actions. Experiments on the RoboTwin benchmark and a real bimanual robot show that EVA reduces embodiment-specific artifacts in generated rollouts and improves downstream task execution success.

We introduce Augmented Physics, a machine learning-integrated authoring tool designed for creating embedded interactive physics simulations from static textbook diagrams. Leveraging recent advancements in computer vision, such as Segment Anything and Multi-modal LLMs, our web-based system enables users to semi-automatically extract diagrams from physics textbooks and generate interactive simulations based on the extracted content. These interactive diagrams are seamlessly integrated into scanned textbook pages, facilitating interactive and personalized learning experiences across various physics concepts, such as optics, circuits, and kinematics. Drawing from an elicitation study with seven physics instructors, we explore four key augmentation strategies: 1) augmented experiments, 2) animated diagrams, 3) bi-directional binding, and 4) parameter visualization. We evaluate our system through technical evaluation, a usability study (N=12), and expert interviews (N=12). Study findings suggest that our system can facilitate more engaging and personalized learning experiences in physics education.

We present DreamPoster, a Text-to-Image generation framework that intelligently synthesizes high-quality posters from user-provided images and text prompts while maintaining content fidelity and supporting flexible resolution and layout outputs. Specifically, DreamPoster is built upon our T2I model, Seedream3.0 to uniformly process different poster generating types. For dataset construction, we propose a systematic data annotation pipeline that precisely annotates textual content and typographic hierarchy information within poster images, while employing comprehensive methodologies to construct paired datasets comprising source materials (e.g., raw graphics/text) and their corresponding final poster outputs. Additionally, we implement a progressive training strategy that enables the model to hierarchically acquire multi-task generation capabilities while maintaining high-quality generation. Evaluations on our testing benchmarks demonstrate DreamPoster's superiority over existing methods, achieving a high usability rate of 88.55\%, compared to GPT-4o (47.56\%) and SeedEdit3.0 (25.96\%). DreamPoster will be online in Jimeng and other Bytedance Apps.

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.

We introduce AI University (AI-U), a flexible framework for AI-driven course content delivery that adapts to instructors' teaching styles. At its core, AI-U fine-tunes a large language model (LLM) with retrieval-augmented generation (RAG) to generate instructor-aligned responses from lecture videos, notes, and textbooks. Using a graduate-level finite-element-method (FEM) course as a case study, we present a scalable pipeline to systematically construct training data, fine-tune an open-source LLM with Low-Rank Adaptation (LoRA), and optimize its responses through RAG-based synthesis. Our evaluation - combining cosine similarity, LLM-based assessment, and expert review - demonstrates strong alignment with course materials. We also have developed a prototype web application, available at https://my-ai-university.com, that enhances traceability by linking AI-generated responses to specific sections of the relevant course material and time-stamped instances of the open-access video lectures. Our expert model is found to have greater cosine similarity with a reference on 86% of test cases. An LLM judge also found our expert model to outperform the base Llama 3.2 model approximately four times out of five. AI-U offers a scalable approach to AI-assisted education, paving the way for broader adoption in higher education. Here, our framework has been presented in the setting of a class on FEM - a subject that is central to training PhD and Master students in engineering science. However, this setting is a particular instance of a broader context: fine-tuning LLMs to research content in science.

The development of autonomous web agents, powered by Large Language Models (LLMs) and reinforcement learning (RL), represents a significant step towards general-purpose AI assistants. However, training these agents is severely hampered by the challenges of interacting with the live internet, which is inefficient, costly, and fraught with risks. Model-based reinforcement learning (MBRL) offers a promising solution by learning a world model of the environment to enable simulated interaction. This paper introduces DynaWeb, a novel MBRL framework that trains web agents through interacting with a web world model trained to predict naturalistic web page representations given agent actions. This model serves as a synthetic web environment where an agent policy can dream by generating vast quantities of rollout action trajectories for efficient online reinforcement learning. Beyond free policy rollouts, DynaWeb incorporates real expert trajectories from training data, which are randomly interleaved with on-policy rollouts during training to improve stability and sample efficiency. Experiments conducted on the challenging WebArena and WebVoyager benchmarks demonstrate that DynaWeb consistently and significantly improves the performance of state-of-the-art open-source web agent models. Our findings establish the viability of training web agents through imagination, offering a scalable and efficient way to scale up online agentic RL.

On-policy distillation (OPD) has emerged as an efficient post-training paradigm for large language models. However, standard OPD requires a live teacher inference server throughout training, resulting in substantial infrastructure overhead. In this work, we investigate whether on-policy distillation can be performed offline. A natural approach is to precompute teacher log-probabilities once over SFT rollouts and reuse them during training. In practice, however, this offline variant fails to reliably match the performance of standard OPD. To understand this discrepancy, we identify a previously overlooked condition that is critical for any OPD pipeline, which we term teacher consistency. This condition requires that the same teacher model be used for both supervised fine-tuning and OPD. We show that violating teacher consistency introduces an irreducible gradient bias, causing both offline and online OPD to converge to a suboptimal fixed point regardless of training duration. Building on this insight, we propose Lightning OPD, an offline on-policy distillation framework that enforces teacher consistency by precomputing teacher log-probabilities over SFT rollouts. This design eliminates the need for a live teacher server entirely. We further show that, under teacher consistency, Lightning OPD shares the same optimum as standard OPD, with bounded gradient discrepancy and an implicit regularization effect that helps prevent policy drift. Extensive experiments on mathematical reasoning and code generation demonstrate that Lightning OPD achieves state-of-the-art performance with significantly improved efficiency. Starting from an SFT-initialized Qwen3-8B-Base model, Lightning OPD reaches 69.9% on AIME 2024 in just 30 GPU hours, achieving a 4.0x speedup over standard OPD and substantially lowering the barrier to entry for academic research on LLM post-training.

Reinforcement Learning with Verifiable Rewards (RLVR) has become the leading paradigm for enhancing reasoning in Large Language Models (LLMs). However, standard RLVR algorithms suffer from a well-documented pathology: while they improve Pass@1 accuracy through sharpened sampling, they simultaneously narrow the model's reasoning boundary and reduce generation diversity. We identify a root cause that existing methods overlook: the uniform penalization of errors. Current approaches -- whether data-filtering methods that select prompts by difficulty, or advantage normalization schemes -- treat all incorrect rollouts within a group identically. We show that this uniformity allows overconfident errors (incorrect reasoning paths that the RL process has spuriously reinforced) to persist and monopolize probability mass, ultimately suppressing valid exploratory trajectories. To address this, we propose the Asymmetric Confidence-aware Error Penalty (ACE). ACE introduces a per-rollout confidence shift metric, c_i = log(pi_theta(y_i|x) / pi_ref(y_i|x)), to dynamically modulate negative advantages. Theoretically, we demonstrate that ACE's gradient can be decomposed into the gradient of a selective regularizer restricted to overconfident errors, plus a well-characterized residual that partially moderates the regularizer's strength. We conduct extensive experiments fine-tuning Qwen2.5-Math-7B, Qwen3-8B-Base, and Llama-3.1-8B-Instruct on the DAPO-Math-17K dataset using GRPO and DAPO within the VERL framework. Evaluated on MATH-500 and AIME 2025, ACE composes seamlessly with existing methods and consistently improves the full Pass@k spectrum across all three model families and benchmarks.

Recent advances in reinforcement learning (RL)-based post-training have led to notable improvements in large language models (LLMs), particularly in enhancing their reasoning capabilities to handle complex tasks. However, most existing methods treat the training data as a unified whole, overlooking the fact that modern LLM training often involves a mixture of data from diverse distributions-varying in both source and difficulty. This heterogeneity introduces a key challenge: how to adaptively schedule training across distributions to optimize learning efficiency. In this paper, we present a principled curriculum learning framework grounded in the notion of distribution-level learnability. Our core insight is that the magnitude of policy advantages reflects how much a model can still benefit from further training on a given distribution. Based on this, we propose a distribution-level curriculum learning framework for RL-based LLM post-training, which leverages the Upper Confidence Bound (UCB) principle to dynamically adjust sampling probabilities for different distrubutions. This approach prioritizes distributions with either high average advantage (exploitation) or low sample count (exploration), yielding an adaptive and theoretically grounded training schedule. We instantiate our curriculum learning framework with GRPO as the underlying RL algorithm and demonstrate its effectiveness on logic reasoning datasets with multiple difficulties and sources. Our experiments show that our framework significantly improves convergence speed and final performance, highlighting the value of distribution-aware curriculum strategies in LLM post-training. Code: https://github.com/ZhentingWang/DUMP.

Agentic Reinforcement Learning (RL) enables Large Language Models (LLMs) to perform autonomous decision-making and long-term planning. Unlike standard LLM post-training, agentic RL workloads are highly heterogeneous, combining compute-intensive prefill phases, bandwidth-bound decoding, and stateful, CPU-heavy environment simulations. We argue that efficient agentic RL training requires disaggregated infrastructure to leverage specialized, best-fit hardware. However, naive disaggregation introduces substantial synchronization overhead and resource underutilization due to the complex dependencies between stages. We present RollArc, a distributed system designed to maximize throughput for multi-task agentic RL on disaggregated infrastructure. RollArc is built on three core principles: (1) hardware-affinity workload mapping, which routes compute-bound and bandwidth-bound tasks to bestfit GPU devices, (2) fine-grained asynchrony, which manages execution at the trajectory level to mitigate resource bubbles, and (3) statefulness-aware computation, which offloads stateless components (e.g., reward models) to serverless infrastructure for elastic scaling. Our results demonstrate that RollArc effectively improves training throughput and achieves 1.35-2.05\(\times\) end-to-end training time reduction compared to monolithic and synchronous baselines. We also evaluate RollArc by training a hundreds-of-billions-parameter MoE model for Qoder product on an Alibaba cluster with more than 3,000 GPUs, further demonstrating RollArc scalability and robustness. The code is available at https://github.com/alibaba/ROLL.

Curriculum learning plays a crucial role in enhancing the training efficiency of large language models (LLMs) on reasoning tasks. However, existing methods often fail to adequately account for variations in prompt difficulty or rely on simplistic filtering mechanisms to select prompt datasets within a narrow criterion range, resulting in significant computational waste. In this work, we approach the problem from the perspective of reinforcement learning gradient optimization, offering a systematic and theoretical investigation into how to improve the training efficiency of LLMs. We identify two key factors influencing training efficiency: the selection of training prompts and the allocation of rollout quantities across different prompts. Our theoretical analysis reveals that the sampling distribution of prompts dictates the convergence rate of gradient descent, while the allocation of the rollout quantity influences the consistency and stability of overall gradient updates. Based on these insights, we propose CurES, an efficient training method that accelerates convergence and employs Bayesian posterior estimation to minimize computational overhead. Experiments demonstrate that our CurES outperforms Group Relative Policy Optimization (GRPO) by +3.30 points and +4.82 points with 1.5B and 7B models, respectively. Additionally, CurES exhibits faster convergence compared to baselines, including GRPO.

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).

A central challenge in reinforcement learning (RL) is its dependence on extensive real-world interaction data to learn task-specific policies. While recent work demonstrates that large language models (LLMs) can mitigate this limitation by generating synthetic experience (noted as imaginary rollouts) for mastering novel tasks, progress in this emerging field is hindered due to the lack of a standard benchmark. To bridge this gap, we introduce ImagineBench, the first comprehensive benchmark for evaluating offline RL algorithms that leverage both real rollouts and LLM-imaginary rollouts. The key features of ImagineBench include: (1) datasets comprising environment-collected and LLM-imaginary rollouts; (2) diverse domains of environments covering locomotion, robotic manipulation, and navigation tasks; and (3) natural language task instructions with varying complexity levels to facilitate language-conditioned policy learning. Through systematic evaluation of state-of-the-art offline RL algorithms, we observe that simply applying existing offline RL algorithms leads to suboptimal performance on unseen tasks, achieving 35.44% success rate in hard tasks in contrast to 64.37% of method training on real rollouts for hard tasks. This result highlights the need for algorithm advancements to better leverage LLM-imaginary rollouts. Additionally, we identify key opportunities for future research: including better utilization of imaginary rollouts, fast online adaptation and continual learning, and extension to multi-modal tasks. Our code is publicly available at https://github.com/LAMDA-RL/ImagineBench.

Synchronous Reinforcement Learning (RL) post-training has emerged as a crucial step for enhancing Large Language Models (LLMs) with diverse capabilities. However, many systems designed to accelerate RL post-training still suffer from low resource utilization and limited scalability. We present ROLL Flash, a system that extends ROLL with native support for asynchronous RL post-training. ROLL Flash is built upon two core design principles: fine-grained parallelism and rollout-train decoupling. Guided by these principles, ROLL Flash provides flexible programming interfaces that enable a fully asynchronous training architecture and support efficient rollout mechanisms, including queue scheduling and environment-level asynchronous execution. Through comprehensive theoretical analysis and extensive experiments, we demonstrate that ROLL Flash significantly improves resource utilization and scalability over synchronous RL post-training. ROLL Flash achieves up to 2.24x speedup on RLVR tasks and 2.72x on agentic tasks, using the same GPU budget as synchronous baselines. Furthermore, we implement several popular off-policy algorithms and verify that asynchronous training can achieve performance on par with synchronous training.

Large Reasoning Models (LRMs) like o3 and DeepSeek-R1 have achieved remarkable progress in natural language reasoning with long chain-of-thought. However, they remain computationally inefficient and struggle with accuracy when solving problems requiring complex mathematical operations. In this work, we present AgentMath, an agent framework that seamlessly integrates language models' reasoning capabilities with code interpreters' computational precision to efficiently tackle complex mathematical problems. Our approach introduces three key innovations: (1) An automated method that converts natural language chain-of-thought into structured tool-augmented trajectories, generating high-quality supervised fine-tuning (SFT) data to alleviate data scarcity; (2) A novel agentic reinforcement learning (RL) paradigm that dynamically interleaves natural language generation with real-time code execution. This enables models to autonomously learn optimal tool-use strategies through multi-round interactive feedback, while fostering emergent capabilities in code refinement and error correction; (3) An efficient training system incorporating innovative techniques, including request-level asynchronous rollout scheduling, agentic partial rollout, and prefix-aware weighted load balancing, achieving 4-5x speedup and making efficient RL training feasible on ultra-long sequences with scenarios with massive tool invocation. The evaluations show that AgentMath achieves state-of-the-art performance on challenging mathematical competition benchmarks including AIME24, AIME25, and HMMT25. Specifically, AgentMath-30B-A3B attains 90.6%, 86.4%, and 73.8% accuracy respectively, achieving advanced performance. The results validate the effectiveness of our approach and pave the way for building more sophisticated and scalable mathematical reasoning agents.

Reinforcement learning (RL) has become an effective approach for fine-tuning large language models (LLMs), particularly to enhance their reasoning capabilities. However, RL fine-tuning remains highly resource-intensive, and existing work has largely overlooked the problem of data efficiency. In this paper, we propose two techniques to improve data efficiency in LLM RL fine-tuning: difficulty-targeted online data selection and rollout replay. We introduce the notion of adaptive difficulty to guide online data selection, prioritizing questions of moderate difficulty that are more likely to yield informative learning signals. To estimate adaptive difficulty efficiently, we develop an attention-based framework that requires rollouts for only a small reference set of questions. The adaptive difficulty of the remaining questions is then estimated based on their similarity to this set. To further reduce rollout cost, we introduce a rollout replay mechanism inspired by experience replay in traditional RL. This technique reuses recent rollouts, lowering per-step computation while maintaining stable updates. Experiments across 6 LLM-dataset combinations show that our method reduces RL fine-tuning time by 23% to 62% while reaching the same level of performance as the original GRPO algorithm. Our code is available at https://github.com/ASTRAL-Group/data-efficient-llm-rl.

The principles of automation and innovation serve as foundational elements for advancement in contemporary science and technology. Here, we introduce Pygen, an automation platform designed to empower researchers, technologists, and hobbyists to bring abstract ideas to life as core, usable software tools written in Python. Pygen leverages the immense power of autoregressive large language models to augment human creativity during the ideation, iteration, and innovation process. By combining state-of-the-art language models with open-source code generation technologies, Pygen has significantly reduced the manual overhead of tool development. From a user prompt, Pygen automatically generates Python packages for a complete workflow from concept to package generation and documentation. The findings of our work show that Pygen considerably enhances the researcher's productivity by enabling the creation of resilient, modular, and well-documented packages for various specialized purposes. We employ a prompt enhancement approach to distill the user's package description into increasingly specific and actionable. While being inherently an open-ended task, we have evaluated the generated packages and the documentation using Human Evaluation, LLM-based evaluation, and CodeBLEU, with detailed results in the results section. Furthermore, we documented our results, analyzed the limitations, and suggested strategies to alleviate them. Pygen is our vision of ethical automation, a framework that promotes inclusivity, accessibility, and collaborative development. This project marks the beginning of a large-scale effort towards creating tools where intelligent agents collaborate with humans to improve scientific and technological development substantially. Our code and generated examples are open-sourced at [https://github.com/GitsSaikat/Pygen]

Self-regulated learning (SRL) is crucial for college students navigating increased academic demands and independence. Insufficient SRL skills can lead to disorganized study habits, low motivation, and poor time management, undermining learners ability to thrive in challenging environments. Through a formative study involving 59 college students, we identified key challenges students face in developing SRL skills, including difficulties with goal-setting, time management, and reflective learning. To address these challenges, we introduce SRLAgent, an LLM-assisted system that fosters SRL skills through gamification and adaptive support from large language models (LLMs). Grounded in Zimmermans three-phase SRL framework, SRLAgent enables students to engage in goal-setting, strategy execution, and self-reflection within an interactive game-based environment. The system offers real-time feedback and scaffolding powered by LLMs to support students independent study efforts. We evaluated SRLAgent using a between-subjects design, comparing it to a baseline system (SRL without Agent features) and a traditional multimedia learning condition. Results showed significant improvements in SRL skills within the SRLAgent group (p < .001, Cohens d = 0.234) and higher engagement compared to the baselines. This work highlights the value of embedding SRL scaffolding and real-time AI support within gamified environments, offering design implications for educational technologies that aim to promote deeper learning and metacognitive skill development.

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.

Reinforcement Learning with Verifiable Rewards (RLVR), particularly with algorithms like Group Relative Policy Optimization (GRPO), has proven highly effective in enhancing the reasoning capabilities of large language models. However, a critical bottleneck in current pipelines lies in the limited diversity of sampled trajectories during group rollouts. Homogeneous trajectories and their associated rewards would diminish the return signals for policy updates, thereby hindering effective policy learning. This lack of diversity stems primarily from token-level stochastic sampling, where local variations are likely to collapse into near-identical reasoning paths. To address this limitation, we propose Lookahead Tree-Based Rollouts (LATR), a novel rollout strategy designed to explicitly promotes trajectory-level diversity by enforcing branching into different candidate tokens likely to yield distinct continuations. Specifically, LATR iteratively operates in three stages: (1) branching at high-uncertainty generation steps, (2) performing lookahead simulation for each new branch, and (3) pruning branches that exhibits prolonged similarity during simulation. Compared with stochastic Sampling, LATR accelerates policy learning by 131% on average and improves final pass@1 performance by 4.2% on both GRPO and Dynamic sAmpling Policy Optimization (DAPO) algorithms across different reasoning tasks. Our code and data are publicly available at https://github.com/starreeze/latr.

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

World models -- generative models that simulate environment dynamics conditioned on past observations and actions -- are gaining prominence in planning, simulation, and embodied AI. However, evaluating their rollouts remains a fundamental challenge, requiring fine-grained, temporally grounded assessment of action alignment and semantic consistency -- capabilities not captured by existing metrics. Vision-Language Models (VLMs) have shown promise as automatic evaluators of generative content due to their strong multimodal reasoning abilities. Yet, their use in fine-grained, temporally sensitive evaluation tasks remains limited and requires targeted adaptation. We introduce a evaluation protocol targeting two recognition tasks -- action recognition and character recognition -- each assessed across binary, multiple-choice, and open-ended formats. To support this, we present UNIVERSE (UNIfied Vision-language Evaluator for Rollouts in Simulated Environments), a method for adapting VLMs to rollout evaluation under data and compute constraints. We conduct a large-scale study comparing full, partial, and parameter-efficient finetuning across task formats, context lengths, sampling strategies, and data compositions. The resulting unified evaluator matches the performance of task-specific baselines using a single checkpoint. Human studies confirm strong alignment with human judgments, establishing UNIVERSE as a scalable, semantics-aware evaluator for world models.

Large reasoning models (LRMs) are typically trained using reinforcement learning with verifiable reward (RLVR) to enhance their reasoning abilities. In this paradigm, policies are updated using both positive and negative self-generated rollouts, which correspond to distinct sample polarities. In this paper, we provide a systematic investigation into how these sample polarities affect RLVR training dynamics and behaviors. We find that positive samples sharpen existing correct reasoning patterns, while negative samples encourage exploration of new reasoning paths. We further explore how adjusting the advantage values of positive and negative samples at both the sample level and the token level affects RLVR training. Based on these insights, we propose an Adaptive and Asymmetric token-level Advantage shaping method for Policy Optimization, namely A3PO, that more precisely allocates advantage signals to key tokens across different polarities. Experiments across five reasoning benchmarks demonstrate the effectiveness of our approach.

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

Chain-of-thought reasoning in large language models often creates an "overthinking trap," leading to excessive computational cost and latency for unreliable accuracy gains. Prior work has typically relied on global, static controls that risk penalizing necessary reasoning. We introduce a sample-level, soft reinforcement learning compression method that penalizes inefficiently long rollouts, but only on problems where the model has already mastered and already produced a more concise rollout. Our experiments show that this method reduces average response length by 20-40% with comparable or higher accuracy. Crucially, the compression exhibits strong cross-domain generalization; a model trained on math spontaneously shortens responses on unseen tasks like code, instruction following, and general knowledge QA, with stable or improved accuracy. We demonstrate a stable post-training curriculum (accuracy-compression-accuracy) that can ultimately produce models that are more accurate and reason more concisely, arguing that such compression method should be a standard phase in developing efficient reasoning models.

We present Emu Video, a text-to-video generation model that factorizes the generation into two steps: first generating an image conditioned on the text, and then generating a video conditioned on the text and the generated image. We identify critical design decisions--adjusted noise schedules for diffusion, and multi-stage training--that enable us to directly generate high quality and high resolution videos, without requiring a deep cascade of models as in prior work. In human evaluations, our generated videos are strongly preferred in quality compared to all prior work--81% vs. Google's Imagen Video, 90% vs. Nvidia's PYOCO, and 96% vs. Meta's Make-A-Video. Our model outperforms commercial solutions such as RunwayML's Gen2 and Pika Labs. Finally, our factorizing approach naturally lends itself to animating images based on a user's text prompt, where our generations are preferred 96% over prior work.

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

Reinforcement learning has been central to recent advances in large language model reasoning, but most algorithms rely on on-policy training that demands fresh rollouts at every update, limiting efficiency and scalability. Asynchronous RL systems alleviate this by decoupling rollout generation from training, yet their effectiveness hinges on tolerating large staleness in rollout data, a setting where existing methods either degrade in performance or collapse. We revisit this challenge and uncover a prosperity-before-collapse phenomenon: stale data can be as informative as on-policy data if exploited properly. Building on this insight, we introduce M2PO (Second-Moment Trust Policy Optimization), which constrains the second moment of importance weights to suppress only extreme outliers while preserving informative updates. Notably, M2PO sharply reduces the fraction of clipped tokens under high staleness (from 1.22% to 0.06% over training), precisely masking high-variance tokens while maintaining stable optimization. Extensive evaluation across six models (from 1.7B to 32B) and eight benchmarks shows that M2PO delivers stable off-policy training even with data stale by at least 256 model updates and matches on-policy performance.

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

Rapid innovations in AI and large language models (LLMs) have accelerated the adoption of digital learning, particularly beyond formal education. What began as an emergency response during COVID-19 has shifted from a supplementary resource to an essential pillar of education. Understanding how digital learning continues to evolve for adult and lifelong learners is therefore increasingly important. This study examines how various demographics interact with digital learning platforms, focusing on the learner motivations, the effectiveness of gamification in digital learning, and the integration of AI. Using multi survey data from 200 respondents and advanced analytics, our findings reveal a notable increase in the perceived relevance of digital learning after the pandemic, especially among young adults and women, coinciding with the rise of LLM-powered AI tools that support personalized learning. We aim to provide actionable insights for businesses, government policymakers, and educators seeking to optimize their digital learning offerings to meet evolving workforce needs.

Recent reasoning-first models (e.g., OpenAI o1, DeepSeek R1) have spurred a resurgence of interest in RLVR. Nevertheless, advances are dominated by mathematics (e.g., AIME), with competitive-programming code generation underexplored and data curation receiving less attention than RL algorithm design. We investigate how to construct RLVR datasets (i.e., RL prompts) and present practical training techniques that yield strong performance on competitive-programming code generation. Our pipeline begins with supervised fine-tuning (SFT) distilled from strong open-source models, augmented with general-purpose and reasoning-intensive data. RL then follows a two-stage process with executable, testcase-driven rewards: first, training on a large, uniformly distributed set of competitive-programming problems using Group Relative Policy Optimization (GRPO) with 8 rollouts per prompt and a relatively short response-generation window (e.g., 32k during SFT and 24k in this stage) to expand entropy and mitigate repetition and truncation; second, we perform Pre-GRPO: updating on a small, high-quality set of challenging problems with a large rollout budget (64 rollouts per prompt) under a hard-focus curriculum that continuously retains the most difficult instances throughout training. We implement our method on Qwen2.5-32B and evaluate on LeetCode and Codeforces weekly contests to avoid data leakage. The resulting model achieves state-of-the-art performance among models of similar scale and is comparable to leading systems such as DeepSeek v3.1 and Doubao-1.5-Thinking. We also examine scaling trends and observe strong RL scaling on an internal large-scale MoE model. Our study distills concise best practices for data curation, entropy expansion, and curriculum design in RLVR for competitive-programming code generation.

Generating fake data is an essential dimension of modern software testing, as demonstrated by the number and significance of data faking libraries. Yet, developers of faking libraries cannot keep up with the wide range of data to be generated for different natural languages and domains. In this paper, we assess the ability of generative AI for generating test data in different domains. We design three types of prompts for Large Language Models (LLMs), which perform test data generation tasks at different levels of integrability: 1) raw test data generation, 2) synthesizing programs in a specific language that generate useful test data, and 3) producing programs that use state-of-the-art faker libraries. We evaluate our approach by prompting LLMs to generate test data for 11 domains. The results show that LLMs can successfully generate realistic test data generators in a wide range of domains at all three levels of integrability.

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

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.

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.

Reinforcement learning algorithms such as group-relative policy optimization (GRPO) have demonstrated strong potential for improving the mathematical reasoning capabilities of large language models. However, prior work has consistently observed an entropy collapse phenomenon during reinforcement post-training, characterized by a monotonic decrease in policy entropy that ultimately leads to training instability and collapse. As a result, most existing approaches restrict training to short horizons (typically 5-20 epochs), limiting sustained exploration and hindering further policy improvement. In addition, nearly all prior work relies on a single, fixed reasoning prompt or template during training. In this work, we introduce prompt augmentation, a training strategy that instructs the model to generate reasoning traces under diverse templates and formats, thereby increasing rollout diversity. We show that, without a KL regularization term, prompt augmentation enables stable scaling of training duration under a fixed dataset and allows the model to tolerate low-entropy regimes without premature collapse. Empirically, a Qwen2.5-Math-1.5B model trained with prompt augmentation on the MATH Level 3-5 dataset achieves state-of-the-art performance, reaching 44.5 per-benchmark accuracy and 51.3 per-question accuracy on standard mathematical reasoning benchmarks, including AIME24, AMC, MATH500, Minerva, and OlympiadBench. The code and model checkpoints are available at https://github.com/wenquanlu/prompt-augmentation-GRPO.

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