Adaptive Learning

Most existing heterogeneous cooperative perception methods depend on prior preparation like offline joint training or tailored collaborator-model adaptation. Such preprocessing is, however, generally impractical in real scenarios, as agents are usually independently trained by different developers and meet occasionally online. This work investigates \emph{preparation-free heterogeneous cooperative perception}, where agents use independently trained single-agent detectors without any pre-deployment coordination. We find direct cross-agent fusion under this setting greatly underperforms ego-only perception. We present BOLT, a lightweight plug-and-play module that adapts neighboring features online via ego-as-teacher distillation, requiring only ego predictions without ground-truth labels. BOLT leverages high-confidence ego perception features to guide cross-agent feature-domain alignment, while enabling neighbors to contribute features in the ego's low-confidence regions. With only 0.9M trainable parameters, BOLT improves AP@50 by up to 32.3 points over vanilla unadapted fusion in the preparation-free setting. It consistently outperforms ego-only results on DAIR-V2X and OPV2V, across different encoder pairs and fusion strategies. Code: https://github.com/sidiangongyuan/BOLT.

Recent advances in self-evolution video understanding frameworks have demonstrated the potential of autonomous learning without human annotations. However, existing methods often suffer from weakly controlled optimization and uncontrolled difficulty progression, as they lack structured guidance throughout the iterative learning process. To address these limitations, we propose CurEvo, a curriculum-guided self-evolution framework that introduces curriculum learning into self-evolution to achieve more structured and progressive model improvement. CurEvo dynamically regulates task difficulty, refines evaluation criteria, and balances data diversity according to model competence, forming a curriculum-guided feedback loop that aligns learning complexity with model capability. Built upon this principle, we develop a multi-dimensional adaptive QA framework that jointly evolves question generation and answer evaluation across perception, recognition, and understanding dimensions, ensuring coherent and measurable curriculum progression. Through this integration, CurEvo transforms weakly controlled self-evolution into a more structured learning process for autonomous video understanding. Across seven backbones, CurEvo consistently improves both benchmark accuracy and evaluator-based semantic score on four VideoQA benchmarks, validating the effectiveness of curriculum-guided self-evolution for video understanding.

Reliable estimation of neuromuscular activation is a key enabler for adaptive and personalized control in wearable robotics. However, surface electromyography (EMG) remains difficult to deploy robustly outside laboratory settings due to electrode sensitivity, signal non-stationarity, and strong subject dependence. In this work, we propose an adaptive IMU-to-EMG learning framework that reconstructs continuous muscle activation envelopes from wearable inertial measurements across heterogeneous movement conditions. The approach combines a Transformer encoder with Gaussian Error Gated Linear Units (GEGLU-Transformer) to enhance cross-subject generalization and enable rapid subject-specific personalization. Under a strict leave-one-subject-out (LOSO) protocol on a multi-condition lower-limb biomechanics dataset, the proposed architecture achieves r = 0.706 +/- 0.139 and R^2 = 0.474 +/- 0.208 without subject-specific adaptation. With only 0.5% adaptation data, performance increases to r = 0.761 +/- 0.030 and R^2 = 0.559 +/- 0.047, demonstrating rapid adaptation and early performance saturation. These results support attention-based architectures combined with lightweight adaptation as a practical and scalable alternative to direct EMG sensing for real-world wearable robotic applications.

The IC3 algorithm represents the state-of-the-art (SOTA) hardware model checking technique, owing to its robust performance and scalability. A significant body of research has focused on enhancing the solving efficiency of the IC3 algorithm, with particular attention to the inductive generalization process: a critical phase wherein the algorithm seeks to generalize a counterexample to inductiveness (CTI), which typically is a state leading to a bad state, into a broader set of states. This inductive generalization is a primary source of clauses in IC3 and thus plays a pivotal role in determining the overall effectiveness of the algorithm. Despite its importance, existing approaches often rely on fixed inductive generalization strategies, overlooking the dynamic and context-sensitive nature of the verification environment in which spurious counterexamples arise. This rigidity can limit the quality of generated clauses and, consequently, the performance of IC3. To address this limitation, we propose a lightweight machine-learning-based framework that dynamically selects appropriate inductive generalization strategies in response to the evolving verification context. Specifically, we employ a multi-armed bandit (MAB) algorithm to adaptively choose inductive generalization strategies based on real-time feedback from the verification process. The agent is updated by evaluating the quality of generalization outcomes, thereby refining its strategy selection over time. Empirical evaluation on a benchmark suite comprising 914 instances, primarily drawn from the latest HWMCC collection, demonstrates the efficacy of our approach. When implemented on the state-of-the-art model checker rIC3, our method solves 26 to 50 more cases than the baselines and improves the PAR-2 score by 194.72 to 389.29.

AI coding assistants have proliferated rapidly, yet structured pedagogical frameworks for learning these tools remain scarce. Developers face a gap between tool documentation and practical mastery, relying on fragmented resources such as blog posts, video tutorials, and trial-and-error. We present cc-self-train, a modular interactive curriculum for learning Claude Code, an agentic AI coding tool, through hands-on project construction. The system introduces five contributions: (1) a persona progression model that adapts instructor tone across four stages (Guide, Collaborator, Peer, Launcher), operationalizing Gradual Release of Responsibility for AI-mediated instruction; (2) an adaptive learning system that observes engagement quality through hook-based heuristics and adjusts scaffolding at two timescales, using streak detection for mid-module intervention and aggregate metrics for module-boundary persona changes; (3) a cross-domain unified curriculum in which five distinct project domains share identical feature sequencing, enabling transfer learning; (4) a step-pacing mechanism with explicit pause primitives to manage information overload in an AI-as-instructor context; and (5) an auto-updating curriculum design in which the onboarding agent detects upstream tool changes and updates teaching materials before instruction begins. A parametrized test suite enforces structural consistency as a proxy for pedagogical invariants across all 50 modules. A pilot evaluation with 27 participants shows statistically significant reported self-efficacy gains across all 10 assessed skill areas (p < 0.001), with the largest effects on advanced features such as hooks and custom skills. We discuss implications for the design of auto-updating educational systems.

We present a framework for evaluating adaptive personalization of educational reading materials with theory-grounded simulated learners. The system builds a learning-objective and knowledge-component ontology from open textbooks, curates it in a browser-based Ontology Atlas, labels textbook chunks with ontology entities, and generates aligned reading-assessment pairs. Simulated readers learn from passages through a Construction-Integration-inspired memory model with DIME-style reader factors, KREC-style misconception revision, and an open New Dale-Chall readability signal. Answers are produced by score-based option selection over the learner's explicit memory state, while BKT drives adaptation. Across three sampled subject ontologies and matched cohorts of 50 simulated learners per condition, adaptive reading significantly improved outcomes in computer science, yielded smaller positive but inconclusive gains in inorganic chemistry, and was neutral to slightly negative in general biology.

Most digital language learning curricula rely on discrete-item quizzes that test recall rather than applied conversational proficiency. When progression is driven by quiz performance, learners can advance despite persistent gaps in using grammar and vocabulary during interaction. Recent work on LLM-based judging suggests a path toward scoring open-ended conversations, but using interaction evidence to drive progression and review requires scoring protocols that are reliable and validated. We introduce Learning in Blocks, a framework that grounds progression in demonstrated conversational competence evaluated using CEFR-aligned rubrics. The framework employs heterogeneous multi-agent debate (HeteroMAD) in two stages: a scoring stage where role-specialized agents independently evaluate Grammar, Vocabulary, and Interactive Communication, engage in debate to address conflicting judgments, and a judge synthesizes consensus scores; and a recommendation stage that identifies specific grammar skills and vocabulary topics for targeted review. Progression requires demonstrating 70% mastery, and spaced review targets identified weaknesses to counter skill decay. We benchmark four scoring and recommendation methods on CEFR A2 conversations annotated by ESL experts. HeteroMAD achieves a superior score agreement with a 0.23 degree of variation and recommendation acceptability of 90.91%. An 8-week study with 180 CEFR A2 learners demonstrates that combining rubric-aligned scoring and recommendation with spaced review and mastery-based progression produces better learning outcomes than feedback alone.

Artificial intelligence and large language models (LLMs) are transforming educational technology by enabling conversational tutoring, personalised explanations, and inquiry-driven learning. However, most AI-based learning systems rely on continuous internet connectivity and cloud-based computation, limiting their use in bandwidth-constrained environments. This paper presents Arapai, an offline-first large language model architecture designed for AI-assisted learning in low-connectivity settings. The system performs all inference locally using quantized language models and incorporates hardware-aware model selection to enable deployment on low-specification, CPU-only devices. By removing dependence on cloud infrastructure, the system provides curriculum-aligned explanations and structured academic support through natural-language interaction. To support learners at different educational stages, the system includes adaptive response levels that generate explanations at varying levels of complexity: Simple English, Lower Secondary, Upper Secondary, and Technical. The system was evaluated with 120 students and 9 instructors from secondary and tertiary institutions under limited-connectivity conditions. Results indicate stable operation on legacy hardware, acceptable response times of 1-3 seconds for typical queries, and positive user perceptions of its effectiveness in supporting self-directed learning.

This work shows how adaptivity can enhance value realization of digital twins in civil engineering. We focus on adapting the state transition models within digital twins represented through probabilistic graphical models. The bi-directional interaction between the physical and virtual domains is modeled using dynamic Bayesian networks. By treating state transition probabilities as random variables endowed with conjugate priors, we enable hierarchical online learning of transition dynamics from a state to another through effortless Bayesian updates. We provide the mathematical framework to account for a larger class of distributions with respect to the current literature on digital twins. To compute dynamic policies with precision updates we solve parametric Markov decision processes through reinforcement learning. The proposed adaptive digital twin framework enjoys enhanced personalization, increased robustness, and improved cost-effectiveness. We assess our approach on a case study involving structural health monitoring and maintenance planning of a railway bridge.

Working memory requires the brain to maintain information from the recent past to guide ongoing behavior. Neurons can contribute to this capacity by slowly integrating their inputs over time, creating persistent activity that outlasts the original stimulus. However, when these slowly integrating neurons are organized hierarchically, they introduce cumulative delays that create a fundamental challenge for learning: teaching signals that indicate whether behavior was correct or incorrect arrive out-of-sync with the neural activity they are meant to instruct. Here, we demonstrate that neurons enhanced with an adaptive current can compensate for these delays by responding to external stimuli prospectively -- effectively predicting future inputs to synchronize with them. First, we show that such prospective neurons enable teaching signal synchronization across a range of learning algorithms that propagate error signals through hierarchical networks. Second, we demonstrate that this successfully guides learning in slowly integrating neurons, enabling the formation and retrieval of memories over extended timescales. We support our findings with a mathematical analysis of the prospective coding mechanism and learning experiments on motor control tasks. Together, our results reveal how neural adaptation could solve a critical timing problem and enable efficient learning in dynamic environments.

A community of researchers appears to think that a machine can be surprised and have introduced various surprise measures, principally the Shannon Surprise and the Bayesian Surprise. The questions of what constitutes a surprise and how to react to one still elicit debates. In this work, we introduce Mutual Information Surprise (MIS), a new framework that redefines surprise not as anomaly measure, but as a signal of epistemic growth. Furthermore, we develop a statistical test sequence that could trigger a surprise reaction and propose a MIS-based reaction policy that dynamically governs system behavior through sampling adjustment and process forking. Empirical evaluations -- on both synthetic domains and a dynamic pollution map estimation task -- show that a system governed by the MIS-based reaction policy significantly outperforms those under classical surprise-based approaches in stability, responsiveness, and predictive accuracy. The important implication of our new proposal is that MIS quantifies the impact of new observations on mutual information, shifts surprise from reactive to reflective, enables reflection on learning progression, and thus offers a path toward self-aware and adaptive autonomous systems. We expect the new surprise measure to play a critical role in further advancing autonomous systems on their ability to learn and adapt in a complex and dynamic environment.

Collaborative partnerships play a crucial role in inquiry-oriented education. However, most learning partners are currently assigned through experience-driven heuristics or rule-based machine assistants, which often result in limited knowledge expansion and low adaptability. To address these challenges, this study introduces InqEduAgent, an LLM-empowered generative agent framework designed to simulate and select adaptive learning partners for inquiry-based learning. InqEduAgent integrates a Gaussian process-augmented matching mechanism to model the cognitive and evaluative characteristics of learners, allowing adaptive partner selection based on prior knowledge patterns. Comprehensive experiments demonstrate that InqEduAgent consistently achieves superior performance across diverse learning scenarios and large language model configurations. This study advances human-AI collaborative learning by enabling intelligent pairing between human- and AI-based learning partners, and contributes to adaptive user modeling and personalized recommendation within Web-based educational environments.

MOOCs, Smart Teaching (ST), and AI-assisted learning support different stages of higher education, yet a unified quantitative basis for analyzing their contributions, course design, and resource allocation remains limited. This study develops a mathematical model integrating MOOC-based pre-class learning, ST-based in-class adaptation, and AI-assisted post-class personalization. Learner mastery is represented as a bounded multidimensional state, with a common exponential learning-response function describing how instructional resources reduce remaining knowledge gaps. The stages differ in their allocation rules: predefined course-content emphasis for MOOCs, feedback-driven class-level adaptation for ST, and individualized gap-based allocation for AI-assisted learning. Simulations across 100 independently generated classes demonstrate stable cumulative progression and quantify stage-wise gains, while budget analysis reveals diminishing returns from additional AI support. For a fixed learner and learning mechanism, varying course-content emphasis shows a strong association between course-learner alignment and post-MOOC mastery. An optimal AI allocation is also derived under a fixed budget: supported components reach a common residual mastery gap, while components below this threshold receive no resources. A controlled comparison yields over 14% greater learning gain than proportional allocation. These analyses make the instructional process quantitatively analyzable and provide a basis for examining course-learner fit and coordinating limited learning resources. The model offers an analytical foundation for instructional decisions, with practical application requiring empirical estimation of learner states and calibration of learning-response parameters.

Continuous adaptive learning, the ability to adapt to the environment and keep improving performance, is a hallmark of natural intelligence. Biological organisms excel in acquiring, transferring, and retaining knowledge while adapting to volatile environments, making them a source of inspiration for artificial neural networks (ANNs). This study explores how neuromodulation, a building block of learning in biological systems, can help address catastrophic forgetting and enhance the robustness of ANNs in continual learning. Driven by neuromodulators including dopamine (DA), acetylcholine (ACh), serotonin (5-HT) and noradrenaline (NA), neuromodulatory processes in the brain operate at multiple scales, facilitating dynamic responses to environmental changes through mechanisms ranging from local synaptic plasticity to global network-wide adaptability. Importantly, the relationship between neuromodulators and their interplay in modulating sensory and cognitive processes is more complex than previously expected, demonstrating a "many-to-many" neuromodulator-to-task mapping. To inspire neuromodulation-aware learning rules, we highlight (i) how multi-neuromodulatory interactions enrich single-neuromodulator-driven learning, (ii) the impact of neuromodulators across multiple spatio-temporal scales, and correspondingly, (iii) strategies for approximating and integrating neuromodulated learning processes in ANNs, and (iv) an architectural-general formulation of multi-neuromodulatory dynamics. We also present a conceptual study to showcase how neuromodulation-inspired mechanisms, such as DA-driven reward processing and NA-based cognitive flexibility, can enhance ANN performance in a Go/No-Go task. Though multi-scale neuromodulation, we aim to bridge the gap between biological and artificial learning, paving the way for ANNs with greater flexibility, robustness, and adaptability.