Adaptive Learning

Micro-gestures are subtle and transient movements triggered by unconscious neural and emotional activities, holding great potential for human-computer interaction and clinical monitoring. However, their low amplitude, short duration, and strong inter-subject variability make existing deep models prone to degradation under low-sample, noisy, and cross-subject conditions. This paper presents an active inference-based framework for micro-gesture recognition, featuring Expected Free Energy (EFE)-guided temporal sampling and uncertainty-aware adaptive learning. The model actively selects the most discriminative temporal segments under EFE guidance, enabling dynamic observation and information gain maximization. Meanwhile, sample weighting driven by predictive uncertainty mitigates the effects of label noise and distribution shift. Experiments on the SMG dataset demonstrate the effectiveness of the proposed method, achieving consistent improvements across multiple mainstream backbones. Ablation studies confirm that both the EFE-guided observation and the adaptive learning mechanism are crucial to the performance gains. This work offers an interpretable and scalable paradigm for temporal behavior modeling under low-resource and noisy conditions, with broad applicability to wearable sensing, HCI, and clinical emotion monitoring.

9-1-1 call-taking training requires mastery of over a thousand interdependent skills, covering diverse incident types and protocol-specific nuances. A nationwide labor shortage is already straining training capacity, but effective instruction still demands that trainers tailor objectives to each trainee's evolving competencies. This personalization burden is one that current practice cannot scale. Partnering with Metro Nashville Department of Emergency Communications (MNDEC), we propose PACE (Personalized Adaptive Curriculum Engine), a co-pilot system that augments trainer decision-making by (1) maintaining probabilistic beliefs over trainee skill states, (2) modeling individual learning and forgetting dynamics, and (3) recommending training scenarios that balance acquisition of new competencies with retention of existing ones. PACE propagates evidence over a structured skill graph to accelerate diagnostic coverage and applies contextual bandits to select scenarios that target gaps the trainee is prepared to address. Empirical results show that PACE achieves 19.50% faster time-to-competence and 10.95% higher terminal mastery compared to state-of-the-art frameworks. Co-pilot studies with practicing training officers further demonstrate a 95.45% alignment rate between PACE's and experts' pedagogical judgments on real-world cases. Under estimation, PACE cuts turnaround time to merely 34 seconds from 11.58 minutes, up to 95.08% reduction.

Neural models are usually adapted through changes in parameters shared among model components via fine-tuning, alignment-based training, and reinforcement learning. These changes have been found effective in short-term optimization. However, they result in long-term alterations in the model's base behavior. In this study, we introduce the concept of structural irreversibility as a characteristic of shared-parameter model adaptation. This concept refers to the intertwining of task-specific objectives with the representational identity of the model. We show that when parameters are directly mutated, the resulting model behaves divergently from the original model. This divergence cannot be reversed deterministically without an explicit parameter snapshot. We introduce reversible behavioral learning, in which model behaviors are structurally dissociated from identity parameters and can be deterministically unloaded through an explicit unload process. We also introduce the Recoverability Factor as a normalized measure of behavioral recoverability and provide additional diagnostics based on model divergence. Experiments show that reversible model adaptation achieves rollback within numerical precision, whereas shared-parameter mutation exhibits persistent post-reset divergence.

Despite their apparent diversity, modern machine learning methods can be reduced to a remarkably simple core principle: learning is achieved by continuously optimizing parameters to minimize or maximize a scalar objective function. This paradigm has been extraordinarily successful for well-defined tasks where goals are fixed and evaluation criteria are explicit. However, if artificial systems are to move toward true autonomy-operating over long horizons and across evolving contexts-objectives may become ill-defined, shifting, or entirely absent. In such settings, a fundamental question emerges: in the absence of an explicit objective function, how can a system determine whether its ongoing internal dynamics are productive or pathological? And how should it regulate structural change without external supervision? In this work, we propose a dynamical framework for learning without an explicit objective. Instead of minimizing external error signals, the system evaluates the intrinsic health of its own internal dynamics and regulates structural plasticity accordingly. We introduce a two-timescale architecture that separates fast state evolution from slow structural adaptation, coupled through an internally generated stress variable that accumulates evidence of persistent dynamical dysfunction. Structural modification is then triggered not continuously, but as a state-dependent event. Through a minimal toy model, we demonstrate that this stress-regulated mechanism produces temporally segmented, self-organized learning episodes without reliance on externally defined goals. Our results suggest a possible route toward autonomous learning systems capable of self-assessment and internally regulated structural reorganization.

We consider the general problem of learning a predictor that satisfies multiple objectives of interest simultaneously, a broad framework that captures a range of specific learning goals including calibration, regret, and multiaccuracy. We work in an online setting where the data distribution can change arbitrarily over time. Existing approaches to this problem aim to minimize the set of objectives over the entire time horizon in a worst-case sense, and in practice they do not necessarily adapt to distribution shifts. Earlier work has aimed to alleviate this problem by incorporating additional objectives that target local guarantees over contiguous subintervals. Empirical evaluation of these proposals is, however, scarce. In this article, we consider an alternative procedure that achieves local adaptivity by replacing one part of the multi-objective learning method with an adaptive online algorithm. Empirical evaluations on datasets from energy forecasting and algorithmic fairness show that our proposed method improves upon existing approaches and achieves unbiased predictions over subgroups, while remaining robust under distribution shift.

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.

Autonomous driving models have achieved great progress in recent years, yet most existing approaches remain static, following a train-then-deploy paradigm that lacks the ability to adjust internal parameters when encountering new environments. This limitation is particularly critical in cross-region scenarios, which are common in real-world deployments in autonomous driving where differences in road layouts, traffic patterns, and environmental conditions introduce distribution shifts. In this paper, we argue for a paradigm shift towards Online Evolutive Learning (OEL), a learning paradigm designed to enable adaptive, online model optimization through the interaction and coordination of intelligent components in dynamic environments. We introduce OEL-AD, a novel framework that instantiates this paradigm for autonomous driving. Specifically, OEL-AD leverages trajectory uncertainty from the planning module to determine whether adaptive updates are necessary. When triggered, the framework uses discrepancies between predicted agent behaviors and subsequent observations as a self-supervised learning signal to refine perception and prediction modules, thereby indirectly improving planning accuracy and safety. Experiments on the nuScenes dataset with a cross-region split between Singapore and Boston demonstrate that OEL-AD consistently improves perception and prediction performance. This enhancement in perception and prediction consequently results in improved planning capabilities, thereby confirming the promise of online evolutive learning as a fundamental approach for building adaptive and robust autonomous driving systems.

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.

Pipe routing is a highly complex, time-consuming, and no-deterministic polynomial-time hard (NP-hard) problem in aeroengine design. Despite extensive research efforts in optimizing constant-curvature pipe routing, the growing demand for free-form pipes poses new challenges. Dynamic design environments and fuzzy layout rules further impact the optimization performance and efficiency. To tackle these challenges, this study proposes a self-learning-based method (SLPR) for optimizing free-form pipe routing in aeroengines. The SLPR is based on the proximal policy optimization (PPO) algorithm and integrates a unified rule modeling framework for efficient obstacle detection and fuzzy rule modeling in continuous space. Additionally, a potential energy table is constructed to enable rapid queries of layout tendencies and interference. The agent within SLPR iteratively refines pipe routing and accumulates the design knowledge through interaction with the environment. Once the design environment shifts, the agent can swiftly adapt by fine-tuning network parameters. Comparative tests reveal that SLPR ensures smooth pipe routing through cubic non-uniform B-spline (NURBS) curves, avoiding redundant pipe segments found in constant-curvature pipe routing. Results in both static and dynamic design environments demonstrate that SLPR outperforms three representative baselines in terms of the pipe length reduction, the adherence to layout rules, the path complexity, and the computational efficiency. Furthermore, tests in dynamic environments indicate that SLPR eliminates labor-intensive searches from scratch and even yields superior solutions compared to the retrained model. These results highlight the practical value of SLPR for real-world pipe routing, meeting lightweight, precision, and sustainability requirements of the modern aeroengine design.

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.