Daily Papers

In this technical report, we present SWE-Master, an open-source and fully reproducible post-training framework for building effective software engineering agents. SWE-Master systematically explores the complete agent development pipeline, including teacher-trajectory synthesis and data curation, long-horizon SFT, RL with real execution feedback, and inference framework design. Starting from an open-source base model with limited initial SWE capability, SWE-Master demonstrates how systematical optimization method can elicit strong long-horizon SWE task solving abilities. We evaluate SWE-Master on SWE-bench Verified, a standard benchmark for realistic software engineering tasks. Under identical experimental settings, our approach achieves a resolve rate of 61.4\% with Qwen2.5-Coder-32B, substantially outperforming existing open-source baselines. By further incorporating test-time scaling~(TTS) with LLM-based environment feedback, SWE-Master reaches 70.8\% at TTS@8, demonstrating a strong performance potential. SWE-Master provides a practical and transparent foundation for advancing reproducible research on software engineering agents. The code is available at https://github.com/RUCAIBox/SWE-Master.

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.

Long chain-of-thought (CoT) trajectories provide rich supervision signals for distilling reasoning from teacher to student LLMs. However, both prior work and our experiments show that trajectories from stronger teachers do not necessarily yield better students, highlighting the importance of data-student suitability in distillation. Existing methods assess suitability primarily through student likelihood, favoring trajectories that closely align with the model's current behavior but overlooking more informative ones. Addressing this, we propose Rank-Surprisal Ratio (RSR), a simple metric that captures both alignment and informativeness to assess the suitability of a reasoning trajectory. RSR is motivated by the observation that effective trajectories typically combine low absolute probability with relatively high-ranked tokens under the student model, balancing learning signal strength and behavioral alignment. Concretely, RSR is defined as the ratio of a trajectory's average token-wise rank to its average negative log-likelihood, and is straightforward to compute and interpret. Across five student models and reasoning trajectories from 11 diverse teachers, RSR strongly correlates with post-training performance (average Spearman 0.86), outperforming existing metrics. We further demonstrate its practical utility in both trajectory selection and teacher selection.

Large Language Model agents excel at solving complex tasks through iterative reasoning and tool use, but typically depend on ultra-large, costly backbones. Existing distillation approaches train smaller students to imitate full teacher trajectories, yet reasoning and knowledge gaps between the teacher and student often lead to compounding errors. We propose SCoRe, a student-centered framework in which the student generates trajectories and the teacher intervenes only at the first critical error, producing training data matched to the student's ability and exposing specific weaknesses. The student is first fine-tuned on corrected trajectories. Subsequently, short-horizon reinforcement learning starts from the verified prefix before the first critical error, with target rewards assigned at that step. This design encourages autonomous problem-solving beyond imitation and improves training stability. Particularly, on 12 challenging benchmarks, a 7B-parameter student distilled with SCoRe matches the agentic performance of a 72B-parameter teacher.

Coaching, which involves classroom observation and expert feedback, is a widespread and fundamental part of teacher training. However, the majority of teachers do not have access to consistent, high quality coaching due to limited resources and access to expertise. We explore whether generative AI could become a cost-effective complement to expert feedback by serving as an automated teacher coach. In doing so, we propose three teacher coaching tasks for generative AI: (A) scoring transcript segments based on classroom observation instruments, (B) identifying highlights and missed opportunities for good instructional strategies, and (C) providing actionable suggestions for eliciting more student reasoning. We recruit expert math teachers to evaluate the zero-shot performance of ChatGPT on each of these tasks for elementary math classroom transcripts. Our results reveal that ChatGPT generates responses that are relevant to improving instruction, but they are often not novel or insightful. For example, 82% of the model's suggestions point to places in the transcript where the teacher is already implementing that suggestion. Our work highlights the challenges of producing insightful, novel and truthful feedback for teachers while paving the way for future research to address these obstacles and improve the capacity of generative AI to coach teachers.

Graphical User Interface (GUI) agents powered by Vision-Language Models (VLMs) have demonstrated human-like computer control capability. Despite their utility in advancing digital automation, a critical bottleneck persists: collecting high-quality trajectory data for training. Common practices for collecting such data rely on human supervision or synthetic data generation through executing pre-defined tasks, which are either resource-intensive or unable to guarantee data quality. Moreover, these methods suffer from limited data diversity and significant gaps between synthetic data and real-world environments. To address these challenges, we propose OS-Genesis, a novel GUI data synthesis pipeline that reverses the conventional trajectory collection process. Instead of relying on pre-defined tasks, OS-Genesis enables agents first to perceive environments and perform step-wise interactions, then retrospectively derive high-quality tasks to enable trajectory-level exploration. A trajectory reward model is then employed to ensure the quality of the generated trajectories. We demonstrate that training GUI agents with OS-Genesis significantly improves their performance on highly challenging online benchmarks. In-depth analysis further validates OS-Genesis's efficiency and its superior data quality and diversity compared to existing synthesis methods. Our codes, data, and checkpoints are available at https://qiushisun.github.io/OS-Genesis-Home/{OS-Genesis Homepage}.

Educational chatbots are a promising tool for assisting student learning. However, the development of effective chatbots in education has been challenging, as high-quality data is seldom available in this domain. In this paper, we propose a framework for generating synthetic teacher-student interactions grounded in a set of textbooks. Our approaches capture one aspect of learning interactions where curious students with partial knowledge interactively ask a teacher questions about the material in the textbook. We highlight various quality criteria that such dialogues should fulfill and compare several approaches relying on either prompting or fine-tuning large language models. We use synthetic dialogues to train educational chatbots and show benefits of further fine-tuning in different educational domains. However, human evaluation shows that our best data synthesis method still suffers from hallucinations and tends to reiterate information from previous conversations. Our findings offer insights for future efforts in synthesizing conversational data that strikes a balance between size and quality. We will open-source our data and code.

End-to-end autonomous driving aims to build a fully differentiable system that takes raw sensor data as inputs and directly outputs the planned trajectory or control signals of the ego vehicle. State-of-the-art methods usually follow the `Teacher-Student' paradigm. The Teacher model uses privileged information (ground-truth states of surrounding agents and map elements) to learn the driving strategy. The student model only has access to raw sensor data and conducts behavior cloning on the data collected by the teacher model. By eliminating the noise of the perception part during planning learning, state-of-the-art works could achieve better performance with significantly less data compared to those coupled ones. However, under the current Teacher-Student paradigm, the student model still needs to learn a planning head from scratch, which could be challenging due to the redundant and noisy nature of raw sensor inputs and the casual confusion issue of behavior cloning. In this work, we aim to explore the possibility of directly adopting the strong teacher model to conduct planning while letting the student model focus more on the perception part. We find that even equipped with a SOTA perception model, directly letting the student model learn the required inputs of the teacher model leads to poor driving performance, which comes from the large distribution gap between predicted privileged inputs and the ground-truth. To this end, we propose DriveAdapter, which employs adapters with the feature alignment objective function between the student (perception) and teacher (planning) modules. Additionally, since the pure learning-based teacher model itself is imperfect and occasionally breaks safety rules, we propose a method of action-guided feature learning with a mask for those imperfect teacher features to further inject the priors of hand-crafted rules into the learning process.

Web agents struggle to adapt to new websites due to the scarcity of environment specific tasks and demonstrations. Recent works have explored synthetic data generation to address this challenge, however, they suffer from data quality issues where synthesized tasks contain hallucinations that cannot be executed, and collected trajectories are noisy with redundant or misaligned actions. In this paper, we propose SynthAgent, a fully synthetic supervision framework that aims at improving synthetic data quality via dual refinement of both tasks and trajectories. Our approach begins by synthesizing diverse tasks through categorized exploration of web elements, ensuring efficient coverage of the target environment. During trajectory collection, we refine tasks when conflicts with actual observations are detected, mitigating hallucinations while maintaining task consistency. After collection, we conduct trajectory refinement with a global context to mitigate potential noise or misalignments. Finally, we fine-tune open-source web agents on the refined synthetic data to adapt them to the target environment. Experimental results demonstrate that SynthAgent outperforms existing synthetic data methods, validating the importance of high-quality synthetic supervision. The code will be publicly available at https://github.com/aiming-lab/SynthAgent.

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.

While automatic dialogue tutors hold great potential in making education personalized and more accessible, research on such systems has been hampered by a lack of sufficiently large and high-quality datasets. Collecting such datasets remains challenging, as recording tutoring sessions raises privacy concerns and crowdsourcing leads to insufficient data quality. To address this, we propose a framework to generate such dialogues by pairing human teachers with a Large Language Model (LLM) prompted to represent common student errors. We describe how we use this framework to collect MathDial, a dataset of 3k one-to-one teacher-student tutoring dialogues grounded in multi-step math reasoning problems. While models like GPT-3 are good problem solvers, they fail at tutoring because they generate factually incorrect feedback or are prone to revealing solutions to students too early. To overcome this, we let teachers provide learning opportunities to students by guiding them using various scaffolding questions according to a taxonomy of teacher moves. We demonstrate MathDial and its extensive annotations can be used to finetune models to be more effective tutors (and not just solvers). We confirm this by automatic and human evaluation, notably in an interactive setting that measures the trade-off between student solving success and telling solutions. The dataset is released publicly.

Achieving realistic simulations of humans interacting with a wide range of objects has long been a fundamental goal. Extending physics-based motion imitation to complex human-object interactions (HOIs) is challenging due to intricate human-object coupling, variability in object geometries, and artifacts in motion capture data, such as inaccurate contacts and limited hand detail. We introduce InterMimic, a framework that enables a single policy to robustly learn from hours of imperfect MoCap data covering diverse full-body interactions with dynamic and varied objects. Our key insight is to employ a curriculum strategy -- perfect first, then scale up. We first train subject-specific teacher policies to mimic, retarget, and refine motion capture data. Next, we distill these teachers into a student policy, with the teachers acting as online experts providing direct supervision, as well as high-quality references. Notably, we incorporate RL fine-tuning on the student policy to surpass mere demonstration replication and achieve higher-quality solutions. Our experiments demonstrate that InterMimic produces realistic and diverse interactions across multiple HOI datasets. The learned policy generalizes in a zero-shot manner and seamlessly integrates with kinematic generators, elevating the framework from mere imitation to generative modeling of complex human-object interactions.

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

Autonomous agents, which perceive environments and take actions to achieve goals, have become increasingly feasible with the advancements in large language models (LLMs). However, current powerful agents often depend on sophisticated prompt engineering combined with closed-source LLMs like GPT-4. Although training open-source LLMs using expert trajectories from teacher models has yielded some improvements in agent capabilities, this approach still faces limitations such as performance plateauing and error propagation. To mitigate these challenges, we propose STeP, a novel method for improving LLM-based agent training. We synthesize self-reflected trajectories that include reflections and corrections of error steps, which enhance the effectiveness of LLM agents in learning from teacher models, enabling them to become agents capable of self-reflecting and correcting. We also introduce partial masking strategy that prevents the LLM from internalizing incorrect or suboptimal steps. Experiments demonstrate that our method improves agent performance across three representative tasks: ALFWorld, WebShop, and SciWorld. For the open-source model LLaMA2-7B-Chat, when trained using self-reflected trajectories constructed with Qwen1.5-110B-Chat as the teacher model, it achieves comprehensive improvements with less training data compared to agents trained exclusively on expert trajectories.

Small LLMs often struggle to match the agentic capabilities of large, costly models. While reinforcement learning can help, progress has been limited by two structural bottlenecks: existing open-source agentic training data are narrow in task variety and easily solved; real-world APIs lack diversity and are unstable for large-scale reinforcement learning rollout processes. We address these challenges with SYNTHAGENT, a framework that jointly synthesizes diverse tool-use training data and simulates complete environments. Specifically, a strong teacher model creates novel tasks and tool ecosystems, then rewrites them into intentionally underspecified instructions. This compels agents to actively query users for missing details. When handling synthetic tasks, an LLM-based user simulator provides user-private information, while a mock tool system delivers stable tool responses. For rewards, task-level rubrics are constructed based on required subgoals, user-agent interactions, and forbidden behaviors. Across 14 challenging datasets in math, search, and tool use, models trained on our synthetic data achieve substantial gains, with small models outperforming larger baselines.

Enabling Large Language Models (LLMs) to effectively utilize tools in multi-turn interactions is essential for building capable autonomous agents. However, acquiring diverse and realistic multi-turn tool-use data remains a significant challenge. In this work, we propose a novel text-based paradigm. We observe that textual corpora naturally contain rich, multi-step problem-solving experiences, which can serve as an untapped, scalable, and authentic data source for multi-turn tool-use tasks. Based on this insight, we introduce GEM, a data synthesis pipeline that enables the generation and extraction of multi-turn tool-use trajectories from text corpora through a four-stage process: relevance filtering, workflow & tool extraction, trajectory grounding, and complexity refinement. To reduce the computational cost, we further train a specialized Trajectory Synthesizer via supervised fine-tuning. This model distills the complex generation pipeline into an efficient, end-to-end trajectory generator. Experiments demonstrate that our GEM-32B achieve a 16.5% improvement on the BFCL V3 Multi-turn benchmark. Our models partially surpass the performance of models trained on τ - bench (Airline and Retail) in-domain data, highlighting the superior generalization capability derived from our text-based synthesis paradigm. Notably, our Trajectory Synthesizer matches the quality of the full pipeline while significantly reducing inference latency and costs.

Although humans engaged in face-to-face conversation simultaneously communicate both verbally and non-verbally, methods for joint and unified synthesis of speech audio and co-speech 3D gesture motion from text are a new and emerging field. These technologies hold great promise for more human-like, efficient, expressive, and robust synthetic communication, but are currently held back by the lack of suitably large datasets, as existing methods are trained on parallel data from all constituent modalities. Inspired by student-teacher methods, we propose a straightforward solution to the data shortage, by simply synthesising additional training material. Specifically, we use unimodal synthesis models trained on large datasets to create multimodal (but synthetic) parallel training data, and then pre-train a joint synthesis model on that material. In addition, we propose a new synthesis architecture that adds better and more controllable prosody modelling to the state-of-the-art method in the field. Our results confirm that pre-training on large amounts of synthetic data improves the quality of both the speech and the motion synthesised by the multimodal model, with the proposed architecture yielding further benefits when pre-trained on the synthetic data. See https://shivammehta25.github.io/MAGI/ for example output.

Large language models (LLMs) are shown to possess a wealth of actionable knowledge that can be extracted for robot manipulation in the form of reasoning and planning. Despite the progress, most still rely on pre-defined motion primitives to carry out the physical interactions with the environment, which remains a major bottleneck. In this work, we aim to synthesize robot trajectories, i.e., a dense sequence of 6-DoF end-effector waypoints, for a large variety of manipulation tasks given an open-set of instructions and an open-set of objects. We achieve this by first observing that LLMs excel at inferring affordances and constraints given a free-form language instruction. More importantly, by leveraging their code-writing capabilities, they can interact with a visual-language model (VLM) to compose 3D value maps to ground the knowledge into the observation space of the agent. The composed value maps are then used in a model-based planning framework to zero-shot synthesize closed-loop robot trajectories with robustness to dynamic perturbations. We further demonstrate how the proposed framework can benefit from online experiences by efficiently learning a dynamics model for scenes that involve contact-rich interactions. We present a large-scale study of the proposed method in both simulated and real-robot environments, showcasing the ability to perform a large variety of everyday manipulation tasks specified in free-form natural language. Project website: https://voxposer.github.io

We consider the problem of how a teacher algorithm can enable an unknown Deep Reinforcement Learning (DRL) student to become good at a skill over a wide range of diverse environments. To do so, we study how a teacher algorithm can learn to generate a learning curriculum, whereby it sequentially samples parameters controlling a stochastic procedural generation of environments. Because it does not initially know the capacities of its student, a key challenge for the teacher is to discover which environments are easy, difficult or unlearnable, and in what order to propose them to maximize the efficiency of learning over the learnable ones. To achieve this, this problem is transformed into a surrogate continuous bandit problem where the teacher samples environments in order to maximize absolute learning progress of its student. We present a new algorithm modeling absolute learning progress with Gaussian mixture models (ALP-GMM). We also adapt existing algorithms and provide a complete study in the context of DRL. Using parameterized variants of the BipedalWalker environment, we study their efficiency to personalize a learning curriculum for different learners (embodiments), their robustness to the ratio of learnable/unlearnable environments, and their scalability to non-linear and high-dimensional parameter spaces. Videos and code are available at https://github.com/flowersteam/teachDeepRL.

In this paper, we address the problem of human trajectory forecasting, which aims to predict the inherently multi-modal future movements of humans based on their past trajectories and other contextual cues. We propose a novel motion prediction conditional flow matching model, termed MoFlow, to predict K-shot future trajectories for all agents in a given scene. We design a novel flow matching loss function that not only ensures at least one of the K sets of future trajectories is accurate but also encourages all K sets of future trajectories to be diverse and plausible. Furthermore, by leveraging the implicit maximum likelihood estimation (IMLE), we propose a novel distillation method for flow models that only requires samples from the teacher model. Extensive experiments on the real-world datasets, including SportVU NBA games, ETH-UCY, and SDD, demonstrate that both our teacher flow model and the IMLE-distilled student model achieve state-of-the-art performance. These models can generate diverse trajectories that are physically and socially plausible. Moreover, our one-step student model is 100 times faster than the teacher flow model during sampling. The code, model, and data are available at our project page: https://moflow-imle.github.io

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.

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.

Multimodal large language models (MLLMs) still perform poorly on scientific tasks, particularly those requiring multi-step and interpretable reasoning. Their limitations include insufficient scientific reasoning patterns, lack of global coherence in multi-step inference, and the absence of reflective self-correction, making them unreliable in structured scientific contexts. We introduce EduFlow, the first end-to-end framework that covers the full pipeline of educational scientific reasoning, including data selection, MCTS-based trajectory construction, model training, and output optimization. At its core is EduPRM, a process-aware reward model that critiques reasoning steps with tags and justifications. EduPRM is trained via curriculum learning on three complementary supervision sources: MCTS-guided trajectories, error-injected critiques, and teacher-student dialogues, enabling dynamic adaptation to multi-stage problem solving and iterative refinement during inference. We further propose EduMCTS, a domain-adapted search framework that introduces bootstrapping actions specifically designed for educational reasoning, such as a self-reflection mechanism that promotes reflective error correction. It further leverages EduPRM's fine-grained feedback to guide the search toward higher-quality reasoning trajectories. By applying self-consistency and rejection sampling, we constructed EduMCTS-160K, a large-scale dataset of educational reasoning trajectories. Extensive experiments demonstrate that EduFlow enhances reasoning consistency and coherence. Code, data, and models will be released.

Diffusion-based text-to-speech (TTS) systems have made remarkable progress in zero-shot speech synthesis, yet optimizing all components for perceptual metrics remains challenging. Prior work with DMOSpeech demonstrated direct metric optimization for speech generation components, but duration prediction remained unoptimized. This paper presents DMOSpeech 2, which extends metric optimization to the duration predictor through a reinforcement learning approach. The proposed system implements a novel duration policy framework using group relative preference optimization (GRPO) with speaker similarity and word error rate as reward signals. By optimizing this previously unoptimized component, DMOSpeech 2 creates a more complete metric-optimized synthesis pipeline. Additionally, this paper introduces teacher-guided sampling, a hybrid approach leveraging a teacher model for initial denoising steps before transitioning to the student model, significantly improving output diversity while maintaining efficiency. Comprehensive evaluations demonstrate superior performance across all metrics compared to previous systems, while reducing sampling steps by half without quality degradation. These advances represent a significant step toward speech synthesis systems with metric optimization across multiple components. The audio samples, code and pre-trained models are available at https://dmospeech2.github.io/.

The ultimate goal of Dataset Distillation is to synthesize a small synthetic dataset such that a model trained on this synthetic set will perform equally well as a model trained on the full, real dataset. Until now, no method of Dataset Distillation has reached this completely lossless goal, in part due to the fact that previous methods only remain effective when the total number of synthetic samples is extremely small. Since only so much information can be contained in such a small number of samples, it seems that to achieve truly loss dataset distillation, we must develop a distillation method that remains effective as the size of the synthetic dataset grows. In this work, we present such an algorithm and elucidate why existing methods fail to generate larger, high-quality synthetic sets. Current state-of-the-art methods rely on trajectory-matching, or optimizing the synthetic data to induce similar long-term training dynamics as the real data. We empirically find that the training stage of the trajectories we choose to match (i.e., early or late) greatly affects the effectiveness of the distilled dataset. Specifically, early trajectories (where the teacher network learns easy patterns) work well for a low-cardinality synthetic set since there are fewer examples wherein to distribute the necessary information. Conversely, late trajectories (where the teacher network learns hard patterns) provide better signals for larger synthetic sets since there are now enough samples to represent the necessary complex patterns. Based on our findings, we propose to align the difficulty of the generated patterns with the size of the synthetic dataset. In doing so, we successfully scale trajectory matching-based methods to larger synthetic datasets, achieving lossless dataset distillation for the very first time. Code and distilled datasets are available at https://gzyaftermath.github.io/DATM.

Human trajectory prediction is a practical task of predicting the future positions of pedestrians on the road, which typically covers all temporal ranges from short-term to long-term within a trajectory. However, existing works attempt to address the entire trajectory prediction with a singular, uniform training paradigm, neglecting the distinction between short-term and long-term dynamics in human trajectories. To overcome this limitation, we introduce a novel Progressive Pretext Task learning (PPT) framework, which progressively enhances the model's capacity of capturing short-term dynamics and long-term dependencies for the final entire trajectory prediction. Specifically, we elaborately design three stages of training tasks in the PPT framework. In the first stage, the model learns to comprehend the short-term dynamics through a stepwise next-position prediction task. In the second stage, the model is further enhanced to understand long-term dependencies through a destination prediction task. In the final stage, the model aims to address the entire future trajectory task by taking full advantage of the knowledge from previous stages. To alleviate the knowledge forgetting, we further apply a cross-task knowledge distillation. Additionally, we design a Transformer-based trajectory predictor, which is able to achieve highly efficient two-step reasoning by integrating a destination-driven prediction strategy and a group of learnable prompt embeddings. Extensive experiments on popular benchmarks have demonstrated that our proposed approach achieves state-of-the-art performance with high efficiency. Code is available at https://github.com/iSEE-Laboratory/PPT.

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.

We address a fundamental challenge in Reinforcement Learning from Interaction Demonstration (RLID): demonstration noise and coverage limitations. While existing data collection approaches provide valuable interaction demonstrations, they often yield sparse, disconnected, and noisy trajectories that fail to capture the full spectrum of possible skill variations and transitions. Our key insight is that despite noisy and sparse demonstrations, there exist infinite physically feasible trajectories that naturally bridge between demonstrated skills or emerge from their neighboring states, forming a continuous space of possible skill variations and transitions. Building upon this insight, we present two data augmentation techniques: a Stitched Trajectory Graph (STG) that discovers potential transitions between demonstration skills, and a State Transition Field (STF) that establishes unique connections for arbitrary states within the demonstration neighborhood. To enable effective RLID with augmented data, we develop an Adaptive Trajectory Sampling (ATS) strategy for dynamic curriculum generation and a historical encoding mechanism for memory-dependent skill learning. Our approach enables robust skill acquisition that significantly generalizes beyond the reference demonstrations. Extensive experiments across diverse interaction tasks demonstrate substantial improvements over state-of-the-art methods in terms of convergence stability, generalization capability, and recovery robustness.

We propose Hydra-MDP, a novel paradigm employing multiple teachers in a teacher-student model. This approach uses knowledge distillation from both human and rule-based teachers to train the student model, which features a multi-head decoder to learn diverse trajectory candidates tailored to various evaluation metrics. With the knowledge of rule-based teachers, Hydra-MDP learns how the environment influences the planning in an end-to-end manner instead of resorting to non-differentiable post-processing. This method achieves the 1^{st} place in the Navsim challenge, demonstrating significant improvements in generalization across diverse driving environments and conditions. More details by visiting https://github.com/NVlabs/Hydra-MDP.

Deep reinforcement learning (DRL) algorithms require substantial samples and computational resources to achieve higher performance, which restricts their practical application and poses challenges for further development. Given the constraint of limited resources, it is essential to leverage existing computational work (e.g., learned policies, samples) to enhance sample efficiency and reduce the computational resource consumption of DRL algorithms. Previous works to leverage existing computational work require intrusive modifications to existing algorithms and models, designed specifically for specific algorithms, lacking flexibility and universality. In this paper, we present the Snapshot Reinforcement Learning (SnapshotRL) framework, which enhances sample efficiency by simply altering environments, without making any modifications to algorithms and models. By allowing student agents to choose states in teacher trajectories as the initial state to sample, SnapshotRL can effectively utilize teacher trajectories to assist student agents in training, allowing student agents to explore a larger state space at the early training phase. We propose a simple and effective SnapshotRL baseline algorithm, S3RL, which integrates well with existing DRL algorithms. Our experiments demonstrate that integrating S3RL with TD3, SAC, and PPO algorithms on the MuJoCo benchmark significantly improves sample efficiency and average return, without extra samples and additional computational resources.

Post-training Large Language Models (LLMs) with explicit reasoning trajectories can enhance their reasoning abilities. However, acquiring such high-quality trajectory data typically demands meticulous supervision from humans or superior models, which can be either expensive or license-constrained. In this paper, we explore how far an LLM can improve its reasoning by self-synthesizing reasoning paths as training data without any additional supervision. Existing self-synthesizing methods, such as STaR, suffer from poor generalization to out-of-domain (OOD) reasoning tasks. We hypothesize it is due to that their self-synthesized reasoning paths are too task-specific, lacking general task-agnostic reasoning guidance. To address this, we propose Reasoning Generalist via Self-Improvement (ReGenesis), a method to self-synthesize reasoning paths as post-training data by progressing from abstract to concrete. More specifically, ReGenesis self-synthesizes reasoning paths by converting general reasoning guidelines into task-specific ones, generating reasoning structures, and subsequently transforming these structures into reasoning paths, without the need for human-designed task-specific examples used in existing methods. We show that ReGenesis achieves superior performance on all in-domain and OOD settings tested compared to existing methods. For six OOD tasks specifically, while previous methods exhibited an average performance decrease of approximately 4.6% after post training, ReGenesis delivers around 6.1% performance improvement. We also conduct in-depth analysis of our framework and show ReGenesis is effective across various LLMs and design choices.

Imitation learning (IL) algorithms have shown promising results for robots to learn skills from expert demonstrations. However, they need multi-task demonstrations to be provided at once for acquiring diverse skills, which is difficult in real world. In this work we study how to realize continual imitation learning ability that empowers robots to continually learn new tasks one by one, thus reducing the burden of multi-task IL and accelerating the process of new task learning at the same time. We propose a novel trajectory generation model that employs both a generative adversarial network and a dynamics-aware prediction model to generate pseudo trajectories from all learned tasks in the new task learning process. Our experiments on both simulation and real-world manipulation tasks demonstrate the effectiveness of our method.

Recent advances in generative modeling have led to promising progress on synthesizing 3D human motion from text, with methods that can generate character animations from short prompts and specified durations. However, using a single text prompt as input lacks the fine-grained control needed by animators, such as composing multiple actions and defining precise durations for parts of the motion. To address this, we introduce the new problem of timeline control for text-driven motion synthesis, which provides an intuitive, yet fine-grained, input interface for users. Instead of a single prompt, users can specify a multi-track timeline of multiple prompts organized in temporal intervals that may overlap. This enables specifying the exact timings of each action and composing multiple actions in sequence or at overlapping intervals. To generate composite animations from a multi-track timeline, we propose a new test-time denoising method. This method can be integrated with any pre-trained motion diffusion model to synthesize realistic motions that accurately reflect the timeline. At every step of denoising, our method processes each timeline interval (text prompt) individually, subsequently aggregating the predictions with consideration for the specific body parts engaged in each action. Experimental comparisons and ablations validate that our method produces realistic motions that respect the semantics and timing of given text prompts. Our code and models are publicly available at https://mathis.petrovich.fr/stmc.

While Large Language Models (LLMs) have emerged with remarkable capabilities in complex tasks through Chain-of-Thought reasoning, practical resource constraints have sparked interest in transferring these abilities to smaller models. However, achieving both domain performance and cross-domain generalization remains challenging. Existing approaches typically restrict students to following a single golden rationale and treat different reasoning paths independently. Due to distinct inductive biases and intrinsic preferences, alongside the student's evolving capacity and reasoning preferences during training, a teacher's "optimal" rationale could act as out-of-distribution noise. This misalignment leads to a degeneration of the student's latent reasoning distribution, causing suboptimal performance. To bridge this gap, we propose MIND, a capability-adaptive framework that transitions distillation from passive mimicry to active cognitive construction. We synthesize diverse teacher perspectives through a novel "Teaching Assistant" network. By employing a Feedback-Driven Inertia Calibration mechanism, this network utilizes inertia-filtered training loss to align supervision with the student's current adaptability, effectively enhancing performance while mitigating catastrophic forgetting. Extensive experiments demonstrate that MIND achieves state-of-the-art performance on both in-distribution and out-of-distribution benchmarks, and our sophisticated latent space analysis further confirms the mechanism of reasoning ability internalization.

Camera trajectory design plays a crucial role in video production, serving as a fundamental tool for conveying directorial intent and enhancing visual storytelling. In cinematography, Directors of Photography meticulously craft camera movements to achieve expressive and intentional framing. However, existing methods for camera trajectory generation remain limited: Traditional approaches rely on geometric optimization or handcrafted procedural systems, while recent learning-based methods often inherit structural biases or lack textual alignment, constraining creative synthesis. In this work, we introduce an auto-regressive model inspired by the expertise of Directors of Photography to generate artistic and expressive camera trajectories. We first introduce DataDoP, a large-scale multi-modal dataset containing 29K real-world shots with free-moving camera trajectories, depth maps, and detailed captions in specific movements, interaction with the scene, and directorial intent. Thanks to the comprehensive and diverse database, we further train an auto-regressive, decoder-only Transformer for high-quality, context-aware camera movement generation based on text guidance and RGBD inputs, named GenDoP. Extensive experiments demonstrate that compared to existing methods, GenDoP offers better controllability, finer-grained trajectory adjustments, and higher motion stability. We believe our approach establishes a new standard for learning-based cinematography, paving the way for future advancements in camera control and filmmaking. Our project website: https://kszpxxzmc.github.io/GenDoP/.

Designing good reflection questions is pedagogically important but time-consuming and unevenly supported across teachers. This paper introduces a reflection-in-reflection framework for automated generation of reflection questions with large language models (LLMs). Our approach coordinates two role-specialized agents, a Student-Teacher and a Teacher-Educator, that engage in a Socratic multi-turn dialogue to iteratively refine a single question given a teacher-specified topic, key concepts, student level, and optional instructional materials. The Student-Teacher proposes candidate questions with brief rationales, while the Teacher-Educator evaluates them along clarity, depth, relevance, engagement, and conceptual interconnections, responding only with targeted coaching questions or a fixed signal to stop the dialogue. We evaluate the framework in an authentic lower-secondary ICT setting on the topic, using GPT-4o-mini as the backbone model and a stronger GPT- 4-class LLM as an external evaluator in pairwise comparisons of clarity, relevance, depth, and overall quality. First, we study how interaction design and context (dynamic vs.fixed iteration counts; presence or absence of student level and materials) affect question quality. Dynamic stopping combined with contextual information consistently outperforms fixed 5- or 10-step refinement, with very long dialogues prone to drift or over-complication. Second, we show that our two-agent protocol produces questions that are judged substantially more relevant and deeper, and better overall, than a one-shot baseline using the same backbone model.

Multimodal agents, which integrate a controller e.g., a vision language model) with external tools, have demonstrated remarkable capabilities in tackling complex multimodal tasks. Existing approaches for training these agents, both supervised fine-tuning and reinforcement learning, depend on extensive human-annotated task-answer pairs and tool trajectories. However, for complex multimodal tasks, such annotations are prohibitively expensive or impractical to obtain. In this paper, we propose an iterative tool usage exploration method for multimodal agents without any pre-collected data, namely SPORT, via step-wise preference optimization to refine the trajectories of tool usage. Our method enables multimodal agents to autonomously discover effective tool usage strategies through self-exploration and optimization, eliminating the bottleneck of human annotation. SPORT has four iterative components: task synthesis, step sampling, step verification, and preference tuning. We first synthesize multimodal tasks using language models. Then, we introduce a novel trajectory exploration scheme, where step sampling and step verification are executed alternately to solve synthesized tasks. In step sampling, the agent tries different tools and obtains corresponding results. In step verification, we employ a verifier to provide AI feedback to construct step-wise preference data. The data is subsequently used to update the controller for tool usage through preference tuning, producing a SPORT agent. By interacting with real environments, the SPORT agent gradually evolves into a more refined and capable system. Evaluation in the GTA and GAIA benchmarks shows that the SPORT agent achieves 6.41% and 3.64% improvements, underscoring the generalization and effectiveness introduced by our method. The project page is https://SPORT-Agents.github.io.

Large Language Models (LLMs) perform complex reasoning by generating explanations for their predictions. However, a complementary goal of explanations is to also communicate useful knowledge that improves weaker agents. Hence, we investigate whether LLMs also make good teachers for weaker agents. In particular, we consider a student-teacher framework between two LLM agents and study if, when, and how the teacher should intervene with natural language explanations to improve the student's performance. Since communication is expensive, we define a budget such that the teacher only communicates explanations for a fraction of the data, after which the student should perform well on its own. We decompose the teaching problem along four axes: (1) if teacher's test time intervention improve student predictions, (2) when it is worth explaining a data point, (3) how the teacher should personalize explanations to better teach the student, and (4) if teacher explanations also improve student performance on future unexplained data. We first show that teacher LLMs can indeed intervene on student reasoning to improve their performance. Next, we propose a Theory of Mind approach, in which the teacher builds two few-shot mental models of the student. The first model defines an Intervention Function that simulates the utility of an intervention, allowing the teacher to intervene when this utility is the highest and improving student performance at lower budgets. The second model enables the teacher to personalize explanations for a particular student and outperform unpersonalized teachers. We also demonstrate that in multi-turn interactions, teacher explanations generalize and learning from explained data improves student performance on future unexplained data. Finally, we also verify that misaligned teachers can lower student performance to random chance by intentionally misleading them.

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.

We present a novel approach for generating motion primitives for kinodynamic motion planning using diffusion models. The motions generated by our approach are adapted to each problem instance by utilizing problem-specific parameters, allowing for finding solutions faster and of better quality. The diffusion models used in our approach are trained on randomly cut solution trajectories. These trajectories are created by solving randomly generated problem instances with a kinodynamic motion planner. Experimental results show significant improvements up to 30 percent in both computation time and solution quality across varying robot dynamics such as second-order unicycle or car with trailer.

We consider the problem of learning good trajectories for manipulation tasks. This is challenging because the criterion defining a good trajectory varies with users, tasks and environments. In this paper, we propose a co-active online learning framework for teaching robots the preferences of its users for object manipulation tasks. The key novelty of our approach lies in the type of feedback expected from the user: the human user does not need to demonstrate optimal trajectories as training data, but merely needs to iteratively provide trajectories that slightly improve over the trajectory currently proposed by the system. We argue that this co-active preference feedback can be more easily elicited from the user than demonstrations of optimal trajectories, which are often challenging and non-intuitive to provide on high degrees of freedom manipulators. Nevertheless, theoretical regret bounds of our algorithm match the asymptotic rates of optimal trajectory algorithms. We demonstrate the generalizability of our algorithm on a variety of grocery checkout tasks, for whom, the preferences were not only influenced by the object being manipulated but also by the surrounding environment.For more details and a demonstration video, visit: \url{http://pr.cs.cornell.edu/coactive}

Diffusion model has demonstrated remarkable capability in video generation, which further sparks interest in introducing trajectory control into the generation process. While existing works mainly focus on training-based methods (e.g., conditional adapter), we argue that diffusion model itself allows decent control over the generated content without requiring any training. In this study, we introduce a tuning-free framework to achieve trajectory-controllable video generation, by imposing guidance on both noise construction and attention computation. Specifically, 1) we first show several instructive phenomenons and analyze how initial noises influence the motion trajectory of generated content. 2) Subsequently, we propose FreeTraj, a tuning-free approach that enables trajectory control by modifying noise sampling and attention mechanisms. 3) Furthermore, we extend FreeTraj to facilitate longer and larger video generation with controllable trajectories. Equipped with these designs, users have the flexibility to provide trajectories manually or opt for trajectories automatically generated by the LLM trajectory planner. Extensive experiments validate the efficacy of our approach in enhancing the trajectory controllability of video diffusion models.

User profiling and region analysis are two tasks of significant commercial value. However, in practical applications, modeling different features typically involves four main steps: data preparation, data processing, model establishment, evaluation, and optimization. This process is time-consuming and labor-intensive. Repeating this workflow for each feature results in abundant development time for tasks and a reduced overall volume of task development. Indeed, human mobility data contains a wealth of information. Several successful cases suggest that conducting in-depth analysis of population movement data could potentially yield meaningful profiles about users and areas. Nonetheless, most related works have not thoroughly utilized the semantic information within human mobility data and trained on a fixed number of the regions. To tap into the rich information within population movement, based on the perspective that Regions Are Who walk them, we propose a large spatiotemporal model based on trajectories (RAW). It possesses the following characteristics: 1) Tailored for trajectory data, introducing a GPT-like structure with a parameter count of up to 1B; 2) Introducing a spatiotemporal fine-tuning module, interpreting trajectories as collection of users to derive arbitrary region embedding. This framework allows rapid task development based on the large spatiotemporal model. We conducted extensive experiments to validate the effectiveness of our proposed large spatiotemporal model. It's evident that our proposed method, relying solely on human mobility data without additional features, exhibits a certain level of relevance in user profiling and region analysis. Moreover, our model showcases promising predictive capabilities in trajectory generation tasks based on the current state, offering the potential for further innovative work utilizing this large spatiotemporal model.

Imitation learning method has shown immense promise for robotic manipulation, yet its practical deployment is fundamentally constrained by the data scarcity. Despite prior work on collecting large-scale datasets, there still remains a significant gap to robust spatial generalization. We identify a key limitation: individual trajectories, regardless of their length, are typically collected from a single, static spatial configuration of the environment. This includes fixed object and target spatial positions as well as unchanging camera viewpoints, which significantly restricts the diversity of spatial information available for learning. To address this critical bottleneck in data efficiency, we propose MOtion-Based Variability Enhancement (MOVE), a simple yet effective data collection paradigm that enables the acquisition of richer spatial information from dynamic demonstrations. Our core contribution is an augmentation strategy that injects motion into any movable objects within the environment for each demonstration. This process implicitly generates a dense and diverse set of spatial configurations within a single trajectory. We conduct extensive experiments in both simulation and real-world environments to validate our approach. For example, in simulation tasks requiring strong spatial generalization, MOVE achieves an average success rate of 39.1\%, a 76.1\% relative improvement over the static data collection paradigm (22.2\%), and yields up to 2--5times gains in data efficiency on certain tasks. Our code is available at https://github.com/lucywang720/MOVE.

Autonomous data science, from raw data sources to analyst-grade deep research reports, has been a long-standing challenge, and is now becoming feasible with the emergence of powerful large language models (LLMs). Recent workflow-based data agents have shown promising results on specific data tasks but remain fundamentally limited in achieving fully autonomous data science due to their reliance on predefined workflows. In this paper, we introduce DeepAnalyze-8B, the first agentic LLM designed for autonomous data science, capable of automatically completing the end-toend pipeline from data sources to analyst-grade deep research reports. To tackle high-complexity data science tasks, we propose a curriculum-based agentic training paradigm that emulates the learning trajectory of human data scientists, enabling LLMs to progressively acquire and integrate multiple capabilities in real-world environments. We also introduce a data-grounded trajectory synthesis framework that constructs high-quality training data. Through agentic training, DeepAnalyze learns to perform a broad spectrum of data tasks, ranging from data question answering and specialized analytical tasks to open-ended data research. Experiments demonstrate that, with only 8B parameters, DeepAnalyze outperforms previous workflow-based agents built on most advanced proprietary LLMs. The model, code, and training data of DeepAnalyze are open-sourced, paving the way toward autonomous data science.

Recent years have witnessed remarkable progress in world models, which primarily aim to capture the spatio-temporal correlations between an agent's actions and the evolving environment. However, existing approaches often suffer from tight runtime coupling or depend on offline reward signals, resulting in substantial inference overhead or hindering end-to-end optimization. To overcome these limitations, we introduce WPT, a World-to-Policy Transfer training paradigm that enables online distillation under the guidance of an end-to-end world model. Specifically, we develop a trainable reward model that infuses world knowledge into a teacher policy by aligning candidate trajectories with the future dynamics predicted by the world model. Subsequently, we propose policy distillation and world reward distillation to transfer the teacher's reasoning ability into a lightweight student policy, enhancing planning performance while preserving real-time deployability. Extensive experiments on both open-loop and closed-loop benchmarks show that our WPT achieves state-of-the-art performance with a simple policy architecture: it attains a 0.11 collision rate (open-loop) and achieves a 79.23 driving score (closed-loop) surpassing both world-model-based and imitation-learning methods in accuracy and safety. Moreover, the student sustains up to 4.9x faster inference, while retaining most of the gains.

Generating human videos with realistic and controllable motions is a challenging task. While existing methods can generate visually compelling videos, they lack separate control over four key video elements: foreground subject, background video, human trajectory and action patterns. In this paper, we propose a decomposed human motion control and video generation framework that explicitly decouples motion from appearance, subject from background, and action from trajectory, enabling flexible mix-and-match composition of these elements. Concretely, we first build a ground-aware 3D world coordinate system and perform motion editing directly in the 3D space. Trajectory control is implemented by unprojecting edited 2D trajectories into 3D with focal-length calibration and coordinate transformation, followed by speed alignment and orientation adjustment; actions are supplied by a motion bank or generated via text-to-motion methods. Then, based on modern text-to-video diffusion transformer models, we inject the subject as tokens for full attention, concatenate the background along the channel dimension, and add motion (trajectory and action) control signals by addition. Such a design opens up the possibility for us to generate realistic videos of anyone doing anything anywhere. Extensive experiments on benchmark datasets and real-world cases demonstrate that our method achieves state-of-the-art performance on both element-wise controllability and overall video quality.

Diffusion models have revolutionized image and video generation, achieving unprecedented visual quality. However, their reliance on transformer architectures incurs prohibitively high computational costs, particularly when extending generation to long videos. Recent work has explored autoregressive formulations for long video generation, typically by distilling from short-horizon bidirectional teachers. Nevertheless, given that teacher models cannot synthesize long videos, the extrapolation of student models beyond their training horizon often leads to pronounced quality degradation, arising from the compounding of errors within the continuous latent space. In this paper, we propose a simple yet effective approach to mitigate quality degradation in long-horizon video generation without requiring supervision from long-video teachers or retraining on long video datasets. Our approach centers on exploiting the rich knowledge of teacher models to provide guidance for the student model through sampled segments drawn from self-generated long videos. Our method maintains temporal consistency while scaling video length by up to 20x beyond teacher's capability, avoiding common issues such as over-exposure and error-accumulation without recomputing overlapping frames like previous methods. When scaling up the computation, our method shows the capability of generating videos up to 4 minutes and 15 seconds, equivalent to 99.9% of the maximum span supported by our base model's position embedding and more than 50x longer than that of our baseline model. Experiments on standard benchmarks and our proposed improved benchmark demonstrate that our approach substantially outperforms baseline methods in both fidelity and consistency. Our long-horizon videos demo can be found at https://self-forcing-plus-plus.github.io/

Diffusion-based stylization methods typically denoise from a specific partial noise state for image-to-image and video-to-video tasks. This multi-step diffusion process is computationally expensive and hinders real-world application. A promising solution to speed up the process is to obtain few-step consistency models through trajectory distillation. However, current consistency models only force the initial-step alignment between the probability flow ODE (PF-ODE) trajectories of the student and the imperfect teacher models. This training strategy can not ensure the consistency of whole trajectories. To address this issue, we propose single trajectory distillation (STD) starting from a specific partial noise state. We introduce a trajectory bank to store the teacher model's trajectory states, mitigating the time cost during training. Besides, we use an asymmetric adversarial loss to enhance the style and quality of the generated images. Extensive experiments on image and video stylization demonstrate that our method surpasses existing acceleration models in terms of style similarity and aesthetic evaluations. Our code and results will be available on the project page: https://single-trajectory-distillation.github.io.

Recent breakthroughs in large language models (LLMs) on reasoning tasks rely heavily on massive, high-quality datasets-typically human-annotated and thus difficult to scale. While data synthesis or distillation offers a promising alternative, existing methods struggle with inconsistent data quality and an inability to dynamically adapt to the evolving capabilities of the model, leading to suboptimal training signals. To address these limitations, we introduce Socratic-Zero, a fully autonomous framework that generates high-quality training data from minimal seed examples through the co-evolution of three agents: the Teacher, the Solver, and the Generator. The Solver continuously refines its reasoning by learning from preference feedback on both successful and failed trajectories; the Teacher adaptively crafts increasingly challenging questions based on the Solver's weaknesses; and the Generator distills the Teacher's question-design strategy to enable scalable, high-fidelity curriculum generation. This closed-loop system produces a self-improving curriculum-requiring no pre-existing tasks or labels. Remarkably, starting from only 100 seed questions, our Socratic-Solver-8B achieves an average gain of +20.2 percentage points over prior data synthesis methods across seven mathematical reasoning benchmarks (AMC23, AIME24-25, Olympiad, MATH-500, Minerva, and GSM8K), with consistent gains on both Qwen3 and GLM4 series models. Even more surprisingly, synthetic data from Socratic-Generator-32B enables student LLMs to achieve superior performance compared to other state-of-the-art (SOTA) commercial LLMs on these benchmarks, including Qwen3-235B-A22B, DeepSeek-V3.1-671B, GPT-5, Gemini-2.5-Pro, Grok-4, and Claude-4.1-Opus.

Large Language Models (LLMs) have become integral components in various autonomous agent systems. In this study, we present an exploration-based trajectory optimization approach, referred to as ETO. This learning method is designed to enhance the performance of open LLM agents. Contrary to previous studies that exclusively train on successful expert trajectories, our method allows agents to learn from their exploration failures. This leads to improved performance through an iterative optimization framework. During the exploration phase, the agent interacts with the environment while completing given tasks, gathering failure trajectories to create contrastive trajectory pairs. In the subsequent training phase, the agent utilizes these trajectory preference pairs to update its policy using contrastive learning methods like DPO. This iterative cycle of exploration and training fosters continued improvement in the agents. Our experiments on three complex tasks demonstrate that ETO consistently surpasses baseline performance by a large margin. Furthermore, an examination of task-solving efficiency and potential in scenarios lacking expert trajectory underscores the effectiveness of our approach.

With rapid advances in generative artificial intelligence, the text-to-music synthesis task has emerged as a promising direction for music generation from scratch. However, finer-grained control over multi-track generation remains an open challenge. Existing models exhibit strong raw generation capability but lack the flexibility to compose separate tracks and combine them in a controllable manner, differing from typical workflows of human composers. To address this issue, we propose JEN-1 Composer, a unified framework to efficiently model marginal, conditional, and joint distributions over multi-track music via a single model. JEN-1 Composer framework exhibits the capacity to seamlessly incorporate any diffusion-based music generation system, e.g. Jen-1, enhancing its capacity for versatile multi-track music generation. We introduce a curriculum training strategy aimed at incrementally instructing the model in the transition from single-track generation to the flexible generation of multi-track combinations. During the inference, users have the ability to iteratively produce and choose music tracks that meet their preferences, subsequently creating an entire musical composition incrementally following the proposed Human-AI co-composition workflow. Quantitative and qualitative assessments demonstrate state-of-the-art performance in controllable and high-fidelity multi-track music synthesis. The proposed JEN-1 Composer represents a significant advance toward interactive AI-facilitated music creation and composition. Demos will be available at https://jenmusic.ai/audio-demos.

Computer use agents (CUAs) need to plan task workflows grounded in diverse, ever-changing applications and environments, but learning is hindered by the scarcity of large-scale, high-quality training data in the target application. Existing datasets are domain-specific, static, and costly to annotate, while current synthetic data generation methods often yield simplistic or misaligned task demonstrations. To address these limitations, we introduce Watch & Learn (W&L), a framework that converts human demonstration videos readily available on the Internet into executable UI trajectories at scale. Instead of directly generating trajectories or relying on ad hoc reasoning heuristics, we cast the problem as an inverse dynamics objective: predicting the user's action from consecutive screen states. This formulation reduces manual engineering, is easier to learn, and generalizes more robustly across applications. Concretely, we develop an inverse dynamics labeling pipeline with task-aware video retrieval, generate over 53k high-quality trajectories from raw web videos, and demonstrate that these trajectories improve CUAs both as in-context demonstrations and as supervised training data. On the challenging OSWorld benchmark, UI trajectories extracted with W&L consistently enhance both general-purpose and state-of-the-art frameworks in-context, and deliver stronger gains for open-source models under supervised training. These results highlight web-scale human demonstration videos as a practical and scalable foundation for advancing CUAs towards real-world deployment.

Equipping Large Language Models (LLMs) with external tools enables them to solve complex real-world problems. However, the robustness of existing methods remains a critical challenge when confronting novel or evolving tools. Existing trajectory-centric paradigms primarily rely on memorizing static solution paths during training, which limits the ability of LLMs to generalize tool usage to newly introduced or previously unseen tools. In this paper, we propose ToolMaster, a framework that shifts tool use from imitating golden tool-calling trajectories to actively learning tool usage through interaction with the environment. To optimize LLMs for tool planning and invocation, ToolMaster adopts a trial-and-execution paradigm, which trains LLMs to first imitate teacher-generated trajectories containing explicit tool trials and self-correction, followed by reinforcement learning to coordinate the trial and execution phases jointly. This process enables agents to autonomously explore correct tool usage by actively interacting with environments and forming experiential knowledge that benefits tool execution. Experimental results demonstrate that ToolMaster significantly outperforms existing baselines in terms of generalization and robustness across unseen or unfamiliar tools. All code and data are available at https://github.com/NEUIR/ToolMaster.

Controllable human motion synthesis is essential for applications in AR/VR, gaming, movies, and embodied AI. Existing methods often focus solely on either language or full trajectory control, lacking precision in synthesizing motions aligned with user-specified trajectories, especially for multi-joint control. To address these issues, we present TLControl, a new method for realistic human motion synthesis, incorporating both low-level trajectory and high-level language semantics controls. Specifically, we first train a VQ-VAE to learn a compact latent motion space organized by body parts. We then propose a Masked Trajectories Transformer to make coarse initial predictions of full trajectories of joints based on the learned latent motion space, with user-specified partial trajectories and text descriptions as conditioning. Finally, we introduce an efficient test-time optimization to refine these coarse predictions for accurate trajectory control. Experiments demonstrate that TLControl outperforms the state-of-the-art in trajectory accuracy and time efficiency, making it practical for interactive and high-quality animation generation.

Our goal is to synthesize 3D human motions given textual inputs describing simultaneous actions, for example 'waving hand' while 'walking' at the same time. We refer to generating such simultaneous movements as performing 'spatial compositions'. In contrast to temporal compositions that seek to transition from one action to another, spatial compositing requires understanding which body parts are involved in which action, to be able to move them simultaneously. Motivated by the observation that the correspondence between actions and body parts is encoded in powerful language models, we extract this knowledge by prompting GPT-3 with text such as "what are the body parts involved in the action <action name>?", while also providing the parts list and few-shot examples. Given this action-part mapping, we combine body parts from two motions together and establish the first automated method to spatially compose two actions. However, training data with compositional actions is always limited by the combinatorics. Hence, we further create synthetic data with this approach, and use it to train a new state-of-the-art text-to-motion generation model, called SINC ("SImultaneous actioN Compositions for 3D human motions"). In our experiments, that training with such GPT-guided synthetic data improves spatial composition generation over baselines. Our code is publicly available at https://sinc.is.tue.mpg.de/.

We propose ComDrive: the first comfort-oriented end-to-end autonomous driving system to generate temporally consistent and comfortable trajectories. Recent studies have demonstrated that imitation learning-based planners and learning-based trajectory scorers can effectively generate and select safety trajectories that closely mimic expert demonstrations. However, such trajectory planners and scorers face the challenge of generating temporally inconsistent and uncomfortable trajectories. To address these issues, ComDrive first extracts 3D spatial representations through sparse perception, which then serves as conditional inputs. These inputs are used by a Conditional Denoising Diffusion Probabilistic Model (DDPM)-based motion planner to generate temporally consistent multi-modal trajectories. A dual-stream adaptive trajectory scorer subsequently selects the most comfortable trajectory from these candidates to control the vehicle. Experiments demonstrate that ComDrive achieves state-of-the-art performance in both comfort and safety, outperforming UniAD by 17% in driving comfort and reducing collision rates by 25% compared to SparseDrive. More results are available on our project page: https://jmwang0117.github.io/ComDrive/.

Enabling effective collaboration among LLMs is a crucial step toward developing autonomous systems capable of solving complex problems. While LLMs are typically used as single-model generators, where humans critique and refine their outputs, the potential for jointly-trained collaborative models remains largely unexplored. Despite promising results in multi-agent communication and debate settings, little progress has been made in training models to work together on tasks. In this paper, we present a first step toward "Multi-agent LLM training" (MALT) on reasoning problems. Our approach employs a sequential multi-agent setup with heterogeneous LLMs assigned specialized roles: a generator, verifier, and refinement model iteratively solving problems. We propose a trajectory-expansion-based synthetic data generation process and a credit assignment strategy driven by joint outcome based rewards. This enables our post-training setup to utilize both positive and negative trajectories to autonomously improve each model's specialized capabilities as part of a joint sequential system. We evaluate our approach across MATH, GSM8k, and CQA, where MALT on Llama 3.1 8B models achieves relative improvements of 14.14%, 7.12%, and 9.40% respectively over the same baseline model. This demonstrates an early advance in multi-agent cooperative capabilities for performance on mathematical and common sense reasoning questions. More generally, our work provides a concrete direction for research around multi-agent LLM training approaches.

Large language models (LLMs) present an opportunity to scale high-quality personalized education to all. A promising approach towards this means is to build dialog tutoring models that scaffold students' problem-solving. However, even though existing LLMs perform well in solving reasoning questions, they struggle to precisely detect student's errors and tailor their feedback to these errors. Inspired by real-world teaching practice where teachers identify student errors and customize their response based on them, we focus on verifying student solutions and show how grounding to such verification improves the overall quality of tutor response generation. We collect a dataset of 1K stepwise math reasoning chains with the first error step annotated by teachers. We show empirically that finding the mistake in a student solution is challenging for current models. We propose and evaluate several verifiers for detecting these errors. Using both automatic and human evaluation we show that the student solution verifiers steer the generation model towards highly targeted responses to student errors which are more often correct with less hallucinations compared to existing baselines.

Graphical User Interface (GUI) agents hold great potential for automating complex tasks across diverse digital environments, from web applications to desktop software. However, the development of such agents is hindered by the lack of high-quality, multi-step trajectory data required for effective training. Existing approaches rely on expensive and labor-intensive human annotation, making them unsustainable at scale. To address this challenge, we propose AgentTrek, a scalable data synthesis pipeline that generates high-quality GUI agent trajectories by leveraging web tutorials. Our method automatically gathers tutorial-like texts from the internet, transforms them into task goals with step-by-step instructions, and employs a visual-language model agent to simulate their execution in a real digital environment. A VLM-based evaluator ensures the correctness of the generated trajectories. We demonstrate that training GUI agents with these synthesized trajectories significantly improves their grounding and planning performance over the current models. Moreover, our approach is more cost-efficient compared to traditional human annotation methods. This work underscores the potential of guided replay with web tutorials as a viable strategy for large-scale GUI agent training, paving the way for more capable and autonomous digital agents.

Large Language Model (LLM)-based agents have recently shown impressive capabilities in complex reasoning and tool use via multi-step interactions with their environments. While these agents have the potential to tackle complicated tasks, their problem-solving process, i.e., agents' interaction trajectory leading to task completion, remains underexploited. These trajectories contain rich feedback that can navigate agents toward the right directions for solving problems correctly. Although prevailing approaches, such as Monte Carlo Tree Search (MCTS), can effectively balance exploration and exploitation, they ignore the interdependence among various trajectories and lack the diversity of search spaces, which leads to redundant reasoning and suboptimal outcomes. To address these challenges, we propose SE-Agent, a Self-Evolution framework that enables Agents to optimize their reasoning processes iteratively. Our approach revisits and enhances former pilot trajectories through three key operations: revision, recombination, and refinement. This evolutionary mechanism enables two critical advantages: (1) it expands the search space beyond local optima by intelligently exploring diverse solution paths guided by previous trajectories, and (2) it leverages cross-trajectory inspiration to efficiently enhance performance while mitigating the impact of suboptimal reasoning paths. Through these mechanisms, SE-Agent achieves continuous self-evolution that incrementally improves reasoning quality. We evaluate SE-Agent on SWE-bench Verified to resolve real-world GitHub issues. Experimental results across five strong LLMs show that integrating SE-Agent delivers up to 55% relative improvement, achieving state-of-the-art performance among all open-source agents on SWE-bench Verified. Our code and demonstration materials are publicly available at https://github.com/JARVIS-Xs/SE-Agent.

Reasoning distillation has attracted increasing attention. It typically leverages a large teacher model to generate reasoning paths, which are then used to fine-tune a student model so that it mimics the teacher's behavior in training contexts. However, previous approaches have lacked a detailed analysis of the origins of the distilled model's capabilities. It remains unclear whether the student can maintain consistent behaviors with the teacher in novel test-time contexts, or whether it regresses to its original output patterns, raising concerns about the generalization of distillation models. To analyse this question, we introduce a cross-model Reasoning Distillation Provenance Tracing framework. For each action (e.g., a sentence) produced by the distilled model, we obtain the predictive probabilities assigned by the teacher, the original student, and the distilled model under the same context. By comparing these probabilities, we classify each action into different categories. By systematically disentangling the provenance of each action, we experimentally demonstrate that, in test-time contexts, the distilled model can indeed generate teacher-originated actions, which correlate with and plausibly explain observed performance on distilled model. Building on this analysis, we further propose a teacher-guided data selection method. Unlike prior approach that rely on heuristics, our method directly compares teacher-student divergences on the training data, providing a principled selection criterion. We validate the effectiveness of our approach across multiple representative teacher models and diverse student models. The results highlight the utility of our provenance-tracing framework and underscore its promise for reasoning distillation. We hope to share Reasoning Distillation Provenance Tracing and our insights into reasoning distillation with the community.

Language agents have demonstrated autonomous decision-making abilities by reasoning with foundation models. Recently, efforts have been made to train language agents for performance improvement, with multi-step reasoning and action trajectories as the training data. However, collecting such trajectories still requires considerable human effort, by either artificial annotation or implementations of diverse prompting frameworks. In this work, we propose A^3T, a framework that enables the Autonomous Annotation of Agent Trajectories in the style of ReAct. The central role is an ActRe prompting agent, which explains the reason for an arbitrary action. When randomly sampling an external action, the ReAct-style agent could query the ActRe agent with the action to obtain its textual rationales. Novel trajectories are then synthesized by prepending the posterior reasoning from ActRe to the sampled action. In this way, the ReAct-style agent executes multiple trajectories for the failed tasks, and selects the successful ones to supplement its failed trajectory for contrastive self-training. Realized by policy gradient methods with binarized rewards, the contrastive self-training with accumulated trajectories facilitates a closed loop for multiple rounds of language agent self-improvement. We conduct experiments using QLoRA fine-tuning with the open-sourced Mistral-7B-Instruct-v0.2. In AlfWorld, the agent trained with A^3T obtains a 1-shot success rate of 96%, and 100% success with 4 iterative rounds. In WebShop, the 1-shot performance of the A^3T agent matches human average, and 4 rounds of iterative refinement lead to the performance approaching human experts. A^3T agents significantly outperform existing techniques, including prompting with GPT-4, advanced agent frameworks, and fully fine-tuned LLMs.

Intelligent tutoring agents powered by large language models (LLMs) have been increasingly explored to deliver personalized guidance in areas such as language learning and science education. However, their capabilities in guiding users to solve complex real-world tasks remain underexplored. To address this limitation, in this work, we focus on coding tutoring, a challenging problem that requires tutors to proactively guide students toward completing predefined coding tasks. We propose a novel agent workflow, Trace-and-Verify (TRAVER), which combines knowledge tracing to estimate a student's knowledge state and turn-by-turn verification to ensure effective guidance toward task completion. We introduce DICT, an automatic evaluation protocol that assesses tutor agents holistically using controlled student simulation and code generation tests. Extensive experiments reveal the challenges of coding tutoring and demonstrate that TRAVER achieves a significantly higher success rate. Although we use code tutoring as an example in this paper, our results and findings can be extended beyond coding, providing valuable insights into advancing tutoring agents for a variety of tasks.

Teaching robots to autonomously complete everyday tasks remains a challenge. Imitation Learning (IL) is a powerful approach that imbues robots with skills via demonstrations, but is limited by the labor-intensive process of collecting teleoperated robot data. Human videos offer a scalable alternative, but it remains difficult to directly train IL policies from them due to the lack of robot action labels. To address this, we propose to represent actions as short-horizon 2D trajectories on an image. These actions, or motion tracks, capture the predicted direction of motion for either human hands or robot end-effectors. We instantiate an IL policy called Motion Track Policy (MT-pi) which receives image observations and outputs motion tracks as actions. By leveraging this unified, cross-embodiment action space, MT-pi completes tasks with high success given just minutes of human video and limited additional robot demonstrations. At test time, we predict motion tracks from two camera views, recovering 6DoF trajectories via multi-view synthesis. MT-pi achieves an average success rate of 86.5% across 4 real-world tasks, outperforming state-of-the-art IL baselines which do not leverage human data or our action space by 40%, and generalizes to scenarios seen only in human videos. Code and videos are available on our website https://portal-cornell.github.io/motion_track_policy/.

Modeling and generating human reactions poses a significant challenge with broad applications for computer vision and human-computer interaction. Existing methods either treat multiple individuals as a single entity, directly generating interactions, or rely solely on one person's motion to generate the other's reaction, failing to integrate the rich semantic information that underpins human interactions. Yet, these methods often fall short in adaptive responsiveness, i.e., the ability to accurately respond to diverse and dynamic interaction scenarios. Recognizing this gap, our work introduces an approach tailored to address the limitations of existing models by focusing on text-driven human reaction generation. Our model specifically generates realistic motion sequences for individuals that responding to the other's actions based on a descriptive text of the interaction scenario. The goal is to produce motion sequences that not only complement the opponent's movements but also semantically fit the described interactions. To achieve this, we present MoReact, a diffusion-based method designed to disentangle the generation of global trajectories and local motions sequentially. This approach stems from the observation that generating global trajectories first is crucial for guiding local motion, ensuring better alignment with given action and text. Furthermore, we introduce a novel interaction loss to enhance the realism of generated close interactions. Our experiments, utilizing data adapted from a two-person motion dataset, demonstrate the efficacy of our approach for this novel task, which is capable of producing realistic, diverse, and controllable reactions that not only closely match the movements of the counterpart but also adhere to the textual guidance. Please find our webpage at https://xiyan-xu.github.io/MoReactWebPage.

Trajectory planning is commonly used as part of a local planner in autonomous driving. This paper considers the problem of planning a continuous-curvature-rate trajectory between fixed start and goal states that minimizes a tunable trade-off between passenger comfort and travel time. The problem is an instance of infinite dimensional optimization over two continuous functions: a path, and a velocity profile. We propose a simplification of this problem that facilitates the discretization of both functions. This paper also proposes a method to quickly generate minimal-length paths between start and goal states based on a single tuning parameter: the second derivative of curvature. Furthermore, we discretize the set of velocity profiles along a given path into a selection of acceleration way-points along the path. Gradient-descent is then employed to minimize cost over feasible choices of the second derivative of curvature, and acceleration way-points, resulting in a method that repeatedly solves the path and velocity profiles in an iterative fashion. Numerical examples are provided to illustrate the benefits of the proposed methods.

Mental health disorders affect hundreds of millions globally, and the Web now serves as a primary medium for accessing support, information, and assessment. Large language models (LLMs) offer scalable and accessible assistance, yet their deployment in mental-health settings remains risky when their reasoning is incomplete, inconsistent, or ungrounded. Existing psychological LLMs emphasize emotional understanding or knowledge recall but overlook the step-wise, clinically aligned reasoning required for appraisal, diagnosis, intervention planning, abstraction, and verification. To address these issues, we introduce MentraSuite, a unified framework for advancing reliable mental-health reasoning. We propose MentraBench, a comprehensive benchmark spanning five core reasoning aspects, six tasks, and 13 datasets, evaluating both task performance and reasoning quality across five dimensions: conciseness, coherence, hallucination avoidance, task understanding, and internal consistency. We further present Mindora, a post-trained model optimized through a hybrid SFT-RL framework with an inconsistency-detection reward to enforce faithful and coherent reasoning. To support training, we construct high-quality trajectories using a novel reasoning trajectory generation strategy, that strategically filters difficult samples and applies a structured, consistency-oriented rewriting process to produce concise, readable, and well-balanced trajectories. Across 20 evaluated LLMs, Mindora achieves the highest average performance on MentraBench and shows remarkable performances in reasoning reliability, demonstrating its effectiveness for complex mental-health scenarios.

We introduce animated stickers, a video diffusion model which generates an animation conditioned on a text prompt and static sticker image. Our model is built on top of the state-of-the-art Emu text-to-image model, with the addition of temporal layers to model motion. Due to the domain gap, i.e. differences in visual and motion style, a model which performed well on generating natural videos can no longer generate vivid videos when applied to stickers. To bridge this gap, we employ a two-stage finetuning pipeline: first with weakly in-domain data, followed by human-in-the-loop (HITL) strategy which we term ensemble-of-teachers. It distills the best qualities of multiple teachers into a smaller student model. We show that this strategy allows us to specifically target improvements to motion quality while maintaining the style from the static image. With inference optimizations, our model is able to generate an eight-frame video with high-quality, interesting, and relevant motion in under one second.

Recent techniques for text-to-4D generation synthesize dynamic 3D scenes using supervision from pre-trained text-to-video models. However, existing representations for motion, such as deformation models or time-dependent neural representations, are limited in the amount of motion they can generate-they cannot synthesize motion extending far beyond the bounding box used for volume rendering. The lack of a more flexible motion model contributes to the gap in realism between 4D generation methods and recent, near-photorealistic video generation models. Here, we propose TC4D: trajectory-conditioned text-to-4D generation, which factors motion into global and local components. We represent the global motion of a scene's bounding box using rigid transformation along a trajectory parameterized by a spline. We learn local deformations that conform to the global trajectory using supervision from a text-to-video model. Our approach enables the synthesis of scenes animated along arbitrary trajectories, compositional scene generation, and significant improvements to the realism and amount of generated motion, which we evaluate qualitatively and through a user study. Video results can be viewed on our website: https://sherwinbahmani.github.io/tc4d.

Evaluating the pedagogical capabilities of AI-based tutoring models is critical for making guided progress in the field. Yet, we lack a reliable, easy-to-use, and simple-to-run evaluation that reflects the pedagogical abilities of models. To fill this gap, we present MathTutorBench, an open-source benchmark for holistic tutoring model evaluation. MathTutorBench contains a collection of datasets and metrics that broadly cover tutor abilities as defined by learning sciences research in dialog-based teaching. To score the pedagogical quality of open-ended teacher responses, we train a reward model and show it can discriminate expert from novice teacher responses with high accuracy. We evaluate a wide set of closed- and open-weight models on MathTutorBench and find that subject expertise, indicated by solving ability, does not immediately translate to good teaching. Rather, pedagogy and subject expertise appear to form a trade-off that is navigated by the degree of tutoring specialization of the model. Furthermore, tutoring appears to become more challenging in longer dialogs, where simpler questioning strategies begin to fail. We release the benchmark, code, and leaderboard openly to enable rapid benchmarking of future models.

Curriculum design is a fundamental component of education. For example, when we learn mathematics at school, we build upon our knowledge of addition to learn multiplication. These and other concepts must be mastered before our first algebra lesson, which also reinforces our addition and multiplication skills. Designing a curriculum for teaching either a human or a machine shares the underlying goal of maximizing knowledge transfer from earlier to later tasks, while also minimizing forgetting of learned tasks. Prior research on curriculum design for image classification focuses on the ordering of training examples during a single offline task. Here, we investigate the effect of the order in which multiple distinct tasks are learned in a sequence. We focus on the online class-incremental continual learning setting, where algorithms or humans must learn image classes one at a time during a single pass through a dataset. We find that curriculum consistently influences learning outcomes for humans and for multiple continual machine learning algorithms across several benchmark datasets. We introduce a novel-object recognition dataset for human curriculum learning experiments and observe that curricula that are effective for humans are highly correlated with those that are effective for machines. As an initial step towards automated curriculum design for online class-incremental learning, we propose a novel algorithm, dubbed Curriculum Designer (CD), that designs and ranks curricula based on inter-class feature similarities. We find significant overlap between curricula that are empirically highly effective and those that are highly ranked by our CD. Our study establishes a framework for further research on teaching humans and machines to learn continuously using optimized curricula.

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.

State-of-the-art flow models achieve remarkable quality but require slow, iterative sampling. To accelerate this, flow maps can be distilled from pre-trained teachers, a procedure that conventionally requires sampling from an external dataset. We argue that this data-dependency introduces a fundamental risk of Teacher-Data Mismatch, as a static dataset may provide an incomplete or even misaligned representation of the teacher's full generative capabilities. This leads us to question whether this reliance on data is truly necessary for successful flow map distillation. In this work, we explore a data-free alternative that samples only from the prior distribution, a distribution the teacher is guaranteed to follow by construction, thereby circumventing the mismatch risk entirely. To demonstrate the practical viability of this philosophy, we introduce a principled framework that learns to predict the teacher's sampling path while actively correcting for its own compounding errors to ensure high fidelity. Our approach surpasses all data-based counterparts and establishes a new state-of-the-art by a significant margin. Specifically, distilling from SiT-XL/2+REPA, our method reaches an impressive FID of 1.45 on ImageNet 256x256, and 1.49 on ImageNet 512x512, both with only 1 sampling step. We hope our work establishes a more robust paradigm for accelerating generative models and motivates the broader adoption of flow map distillation without data.

We introduce a novel task within the field of 3D dance generation, termed dance accompaniment, which necessitates the generation of responsive movements from a dance partner, the "follower", synchronized with the lead dancer's movements and the underlying musical rhythm. Unlike existing solo or group dance generation tasks, a duet dance scenario entails a heightened degree of interaction between the two participants, requiring delicate coordination in both pose and position. To support this task, we first build a large-scale and diverse duet interactive dance dataset, DD100, by recording about 117 minutes of professional dancers' performances. To address the challenges inherent in this task, we propose a GPT-based model, Duolando, which autoregressively predicts the subsequent tokenized motion conditioned on the coordinated information of the music, the leader's and the follower's movements. To further enhance the GPT's capabilities of generating stable results on unseen conditions (music and leader motions), we devise an off-policy reinforcement learning strategy that allows the model to explore viable trajectories from out-of-distribution samplings, guided by human-defined rewards. Based on the collected dataset and proposed method, we establish a benchmark with several carefully designed metrics.

High-quality conversational datasets are integral to the successful development of Intelligent Tutoring Systems (ITS) that employ a Large Language Model (LLM) backend. These datasets, when used to fine-tune the LLM backend, significantly enhance the quality of interactions between students and ITS. A common strategy for developing these datasets involves generating synthetic student-teacher dialogues using advanced GPT-4 models. However, challenges arise when these dialogues demand complex calculations, common in subjects like physics. Despite its advanced capabilities, GPT-4's performance falls short in reliably handling even simple multiplication tasks, marking a significant limitation in its utility for these subjects. To address these challenges, this paper introduces an innovative stateful prompt design. Our approach generates a mock conversation between a student and a tutorbot, both roles simulated by GPT-4. Each student response triggers a soliloquy (an inner monologue) in the GPT-tutorbot, which assesses whether its response would necessitate calculations. If so, it proceeds to script the required code in Python and then uses the resulting output to construct its response to the student. Our approach notably enhances the quality of synthetic conversation datasets, especially for subjects that are calculation-intensive. Our findings show that our Higgs model -- a LLaMA finetuned with datasets generated through our novel stateful prompt design -- proficiently utilizes Python for computations. Consequently, finetuning with our datasets enriched with code soliloquies enhances not just the accuracy but also the computational reliability of Higgs' responses.

Diffusion models have experienced a surge of interest as highly expressive yet efficiently trainable probabilistic models. We show that these models are an excellent fit for synthesising human motion that co-occurs with audio, for example co-speech gesticulation, since motion is complex and highly ambiguous given audio, calling for a probabilistic description. Specifically, we adapt the DiffWave architecture to model 3D pose sequences, putting Conformers in place of dilated convolutions for improved accuracy. We also demonstrate control over motion style, using classifier-free guidance to adjust the strength of the stylistic expression. Gesture-generation experiments on the Trinity Speech-Gesture and ZeroEGGS datasets confirm that the proposed method achieves top-of-the-line motion quality, with distinctive styles whose expression can be made more or less pronounced. We also synthesise dance motion and path-driven locomotion using the same model architecture. Finally, we extend the guidance procedure to perform style interpolation in a manner that is appealing for synthesis tasks and has connections to product-of-experts models, a contribution we believe is of independent interest. Video examples are available at https://www.speech.kth.se/research/listen-denoise-action/

Large Language Model (LLM) based agents have garnered significant attention and are becoming increasingly popular. Furthermore, planning ability is a crucial component of an LLM-based agent, involving interaction with the environment and executing actions to complete a planning task, which generally entails achieving a desired goal from an initial state. This paper investigates enhancing the planning abilities of LLMs through instruction tuning, referred to as agent training. Recent studies have demonstrated that utilizing expert-level trajectory for instruction-tuning LLMs effectively enhances their planning capabilities. However, existing work primarily focuses on synthesizing trajectories from manually designed planning tasks and environments. The labor-intensive nature of creating these environments and tasks impedes the generation of sufficiently varied and extensive trajectories. To address this limitation, this paper explores the automated synthesis of diverse environments and a gradual range of planning tasks, from easy to difficult. We introduce a framework, AgentGen, that leverages LLMs first to generate environments and subsequently generate planning tasks conditioned on these environments. Specifically, to improve environmental diversity, we propose using an inspiration corpus composed of various domain-specific text segments as the context for synthesizing environments. Moreover, to increase the difficulty diversity of generated planning tasks, we propose a bidirectional evolution method, Bi-Evol, that evolves planning tasks from easier and harder directions to synthesize a task set with a smoother difficulty curve. The evaluation results derived from AgentBoard show that AgentGen greatly improves LLMs' planning ability, e.g., the AgentGen instruction-tuned Llama-3 8B surpasses GPT-3.5 in overall performance. Moreover, in certain tasks, it even outperforms GPT-4.

Teaching robots new skills quickly and conveniently is crucial for the broader adoption of robotic systems. In this work, we address the problem of one-shot imitation from a single human demonstration, given by an RGB-D video recording through a two-stage process. In the first stage which is offline, we extract the trajectory of the demonstration. This entails segmenting manipulated objects and determining their relative motion in relation to secondary objects such as containers. Subsequently, in the live online trajectory generation stage, we first re-detect all objects, then we warp the demonstration trajectory to the current scene, and finally, we trace the trajectory with the robot. To complete these steps, our method makes leverages several ancillary models, including those for segmentation, relative object pose estimation, and grasp prediction. We systematically evaluate different combinations of correspondence and re-detection methods to validate our design decision across a diverse range of tasks. Specifically, we collect demonstrations of ten different tasks including pick-and-place tasks as well as articulated object manipulation. Finally, we perform extensive evaluations on a real robot system to demonstrate the effectiveness and utility of our approach in real-world scenarios. We make the code publicly available at http://ditto.cs.uni-freiburg.de.

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.

Text-conditioned motion synthesis has made remarkable progress with the emergence of diffusion models. However, the majority of these motion diffusion models are primarily designed for a single character and overlook multi-human interactions. In our approach, we strive to explore this problem by synthesizing human motion with interactions for a group of characters of any size in a zero-shot manner. The key aspect of our approach is the adaptation of human-wise interactions as pairs of human joints that can be either in contact or separated by a desired distance. In contrast to existing methods that necessitate training motion generation models on multi-human motion datasets with a fixed number of characters, our approach inherently possesses the flexibility to model human interactions involving an arbitrary number of individuals, thereby transcending the limitations imposed by the training data. We introduce a novel controllable motion generation method, InterControl, to encourage the synthesized motions maintaining the desired distance between joint pairs. It consists of a motion controller and an inverse kinematics guidance module that realistically and accurately aligns the joints of synthesized characters to the desired location. Furthermore, we demonstrate that the distance between joint pairs for human-wise interactions can be generated using an off-the-shelf Large Language Model (LLM). Experimental results highlight the capability of our framework to generate interactions with multiple human characters and its potential to work with off-the-shelf physics-based character simulators.

Recent advancements in software engineering agents have demonstrated promising capabilities in automating program improvements. However, their reliance on closed-source or resource-intensive models introduces significant deployment challenges in private environments, prompting a critical question: How can personally deployable open-source LLMs achieve comparable code reasoning performance? To this end, we propose a unified Test-Time Compute scaling framework that leverages increased inference-time computation instead of larger models. Our framework incorporates two complementary strategies: internal TTC and external TTC. Internally, we introduce a development-contextualized trajectory synthesis method leveraging real-world software repositories to bootstrap multi-stage reasoning processes, such as fault localization and patch generation. We further enhance trajectory quality through rejection sampling, rigorously evaluating trajectories along accuracy and complexity. Externally, we propose a novel development-process-based search strategy guided by reward models and execution verification. This approach enables targeted computational allocation at critical development decision points, overcoming limitations of existing "end-point only" verification methods. Evaluations on SWE-bench Verified demonstrate our 32B model achieves a 46\% issue resolution rate, surpassing significantly larger models such as DeepSeek R1 671B and OpenAI o1. Additionally, we provide the empirical validation of the test-time scaling phenomenon within SWE agents, revealing that models dynamically allocate more tokens to increasingly challenging problems, effectively enhancing reasoning capabilities. We publicly release all training data, models, and code to facilitate future research. https://github.com/yingweima2022/SWE-Reasoner

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

Recent advances in motion planning for autonomous driving have led to models capable of generating high-quality trajectories. However, most existing planners tend to fix their policy after supervised training, leading to consistent but rigid driving behaviors. This limits their ability to reflect human preferences or adapt to dynamic, instruction-driven demands. In this work, we propose a diffusion-based multi-head trajectory planner(M-diffusion planner). During the early training stage, all output heads share weights to learn to generate high-quality trajectories. Leveraging the probabilistic nature of diffusion models, we then apply Group Relative Policy Optimization (GRPO) to fine-tune the pre-trained model for diverse policy-specific behaviors. At inference time, we incorporate a large language model (LLM) to guide strategy selection, enabling dynamic, instruction-aware planning without switching models. Closed-loop simulation demonstrates that our post-trained planner retains strong planning capability while achieving state-of-the-art (SOTA) performance on the nuPlan val14 benchmark. Open-loop results further show that the generated trajectories exhibit clear diversity, effectively satisfying multi-modal driving behavior requirements. The code and related experiments will be released upon acceptance of the paper.

Synthesizing interaction-involved human motions has been challenging due to the high complexity of 3D environments and the diversity of possible human behaviors within. We present LAMA, Locomotion-Action-MAnipulation, to synthesize natural and plausible long-term human movements in complex indoor environments. The key motivation of LAMA is to build a unified framework to encompass a series of everyday motions including locomotion, scene interaction, and object manipulation. Unlike existing methods that require motion data "paired" with scanned 3D scenes for supervision, we formulate the problem as a test-time optimization by using human motion capture data only for synthesis. LAMA leverages a reinforcement learning framework coupled with a motion matching algorithm for optimization, and further exploits a motion editing framework via manifold learning to cover possible variations in interaction and manipulation. Throughout extensive experiments, we demonstrate that LAMA outperforms previous approaches in synthesizing realistic motions in various challenging scenarios. Project page: https://jiyewise.github.io/projects/LAMA/ .

Synthesizing human motions in 3D environments, particularly those with complex activities such as locomotion, hand-reaching, and human-object interaction, presents substantial demands for user-defined waypoints and stage transitions. These requirements pose challenges for current models, leading to a notable gap in automating the animation of characters from simple human inputs. This paper addresses this challenge by introducing a comprehensive framework for synthesizing multi-stage scene-aware interaction motions directly from a single text instruction and goal location. Our approach employs an auto-regressive diffusion model to synthesize the next motion segment, along with an autonomous scheduler predicting the transition for each action stage. To ensure that the synthesized motions are seamlessly integrated within the environment, we propose a scene representation that considers the local perception both at the start and the goal location. We further enhance the coherence of the generated motion by integrating frame embeddings with language input. Additionally, to support model training, we present a comprehensive motion-captured dataset comprising 16 hours of motion sequences in 120 indoor scenes covering 40 types of motions, each annotated with precise language descriptions. Experimental results demonstrate the efficacy of our method in generating high-quality, multi-stage motions closely aligned with environmental and textual conditions.

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

Interactive tool-using agents must solve real-world tasks via multi-turn interaction with both humans and external environments, requiring dialogue state tracking, multi-step tool execution, while following complex instructions. Post-training such agents is challenging because synthesis for high-quality multi-turn tool-use data is difficult to scale, and reinforcement learning (RL) could face noisy signals caused by user simulation, leading to degraded training efficiency. We propose a unified framework that combines a self-evolving data agent with verifier-based RL. Our system, EigenData, is a hierarchical multi-agent engine that synthesizes tool-grounded dialogues together with executable per-instance checkers, and improves generation reliability via closed-loop self-evolving process that updates prompts and workflow. Building on the synthetic data, we develop an RL recipe that first fine-tunes the user model and then applies GRPO-style training with trajectory-level group-relative advantages and dynamic filtering, yielding consistent improvements beyond SFT. Evaluated on tau^2-bench, our best model reaches 73.0% pass^1 on Airline and 98.3% pass^1 on Telecom, matching or exceeding frontier models. Overall, our results suggest a scalable pathway for bootstrapping complex tool-using behaviors without expensive human annotation.

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.

Imitation learning is a popular approach for teaching motor skills to robots. However, most approaches focus on extracting policy parameters from execution traces alone (i.e., motion trajectories and perceptual data). No adequate communication channel exists between the human expert and the robot to describe critical aspects of the task, such as the properties of the target object or the intended shape of the motion. Motivated by insights into the human teaching process, we introduce a method for incorporating unstructured natural language into imitation learning. At training time, the expert can provide demonstrations along with verbal descriptions in order to describe the underlying intent (e.g., "go to the large green bowl"). The training process then interrelates these two modalities to encode the correlations between language, perception, and motion. The resulting language-conditioned visuomotor policies can be conditioned at runtime on new human commands and instructions, which allows for more fine-grained control over the trained policies while also reducing situational ambiguity. We demonstrate in a set of simulation experiments how our approach can learn language-conditioned manipulation policies for a seven-degree-of-freedom robot arm and compare the results to a variety of alternative methods.

Tool-calling agents are increasingly deployed in real-world customer-facing workflows. Yet most studies on tool-calling agents focus on idealized settings with general, fixed, and well-specified tasks. In real-world applications, user requests are often (1) ambiguous, (2) changing over time, or (3) infeasible due to policy constraints, and training and evaluation data that cover these diverse, complex interaction patterns remain under-represented. To bridge the gap, we present Trajectory2Task, a verifiable data generation pipeline for studying tool use at scale under three realistic user scenarios: ambiguous intent, changing intent, and infeasible intents. The pipeline first conducts multi-turn exploration to produce valid tool-call trajectories. It then converts these trajectories into user-facing tasks with controlled intent adaptations. This process yields verifiable task that support closed-loop evaluation and training. We benchmark seven state-of-the-art LLMs on the generated complex user scenario tasks and observe frequent failures. Finally, using successful trajectories obtained from task rollouts, we fine-tune lightweight LLMs and find consistent improvements across all three conditions, along with better generalization to unseen tool-use domains, indicating stronger general tool-calling ability.

Motion behaviour is driven by several factors -- goals, presence and actions of neighbouring agents, social relations, physical and social norms, the environment with its variable characteristics, and further. Most factors are not directly observable and must be modelled from context. Trajectory prediction, is thus a hard problem, and has seen increasing attention from researchers in the recent years. Prediction of motion, in application, must be realistic, diverse and controllable. In spite of increasing focus on multimodal trajectory generation, most methods still lack means for explicitly controlling different modes of the data generation. Further, most endeavours invest heavily in designing special mechanisms to learn the interactions in latent space. We present Conditional Speed GAN (CSG), that allows controlled generation of diverse and socially acceptable trajectories, based on user controlled speed. During prediction, CSG forecasts future speed from latent space and conditions its generation based on it. CSG is comparable to state-of-the-art GAN methods in terms of the benchmark distance metrics, while being simple and useful for simulation and data augmentation for different contexts such as fast or slow paced environments. Additionally, we compare the effect of different aggregation mechanisms and show that a naive approach of concatenation works comparable to its attention and pooling alternatives.

Generative AI, particularly Language Models (LMs), has the potential to transform real-world domains with societal impact, particularly where access to experts is limited. For example, in education, training novice educators with expert guidance is important for effectiveness but expensive, creating significant barriers to improving education quality at scale. This challenge disproportionately harms students from under-served communities, who stand to gain the most from high-quality education. We introduce Tutor CoPilot, a novel Human-AI approach that leverages a model of expert thinking to provide expert-like guidance to tutors as they tutor. This study is the first randomized controlled trial of a Human-AI system in live tutoring, involving 900 tutors and 1,800 K-12 students from historically under-served communities. Following a preregistered analysis plan, we find that students working with tutors that have access to Tutor CoPilot are 4 percentage points (p.p.) more likely to master topics (p<0.01). Notably, students of lower-rated tutors experienced the greatest benefit, improving mastery by 9 p.p. We find that Tutor CoPilot costs only $20 per-tutor annually. We analyze 550,000+ messages using classifiers to identify pedagogical strategies, and find that tutors with access to Tutor CoPilot are more likely to use high-quality strategies to foster student understanding (e.g., asking guiding questions) and less likely to give away the answer to the student. Tutor interviews highlight how Tutor CoPilot's guidance helps tutors to respond to student needs, though they flag issues in Tutor CoPilot, such as generating suggestions that are not grade-level appropriate. Altogether, our study of Tutor CoPilot demonstrates how Human-AI systems can scale expertise in real-world domains, bridge gaps in skills and create a future where high-quality education is accessible to all students.

Our goal is to train a policy for autonomous driving via imitation learning that is robust enough to drive a real vehicle. We find that standard behavior cloning is insufficient for handling complex driving scenarios, even when we leverage a perception system for preprocessing the input and a controller for executing the output on the car: 30 million examples are still not enough. We propose exposing the learner to synthesized data in the form of perturbations to the expert's driving, which creates interesting situations such as collisions and/or going off the road. Rather than purely imitating all data, we augment the imitation loss with additional losses that penalize undesirable events and encourage progress -- the perturbations then provide an important signal for these losses and lead to robustness of the learned model. We show that the ChauffeurNet model can handle complex situations in simulation, and present ablation experiments that emphasize the importance of each of our proposed changes and show that the model is responding to the appropriate causal factors. Finally, we demonstrate the model driving a car in the real world.

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.

Executing complex terminal tasks remains a significant challenge for open-weight LLMs, constrained by two fundamental limitations. First, high-fidelity, executable training environments are scarce: environments synthesized from real-world repositories are not diverse and scalable, while trajectories synthesized by LLMs suffer from hallucinations. Second, standard instruction tuning uses expert trajectories that rarely exhibit simple mistakes common to smaller models. This creates a distributional mismatch, leaving student models ill-equipped to recover from their own runtime failures. To bridge these gaps, we introduce TermiGen, an end-to-end pipeline for synthesizing verifiable environments and resilient expert trajectories. Termi-Gen first generates functionally valid tasks and Docker containers via an iterative multi-agent refinement loop. Subsequently, we employ a Generator-Critic protocol that actively injects errors during trajectory collection, synthesizing data rich in error-correction cycles. Fine-tuned on this TermiGen-generated dataset, our TermiGen-Qwen2.5-Coder-32B achieves a 31.3% pass rate on TerminalBench. This establishes a new open-weights state-of-the-art, outperforming existing baselines and notably surpassing capable proprietary models such as o4-mini. Dataset is avaiable at https://github.com/ucsb-mlsec/terminal-bench-env.

Accumulating substantial volumes of real-world driving data proves pivotal in the realm of trajectory forecasting for autonomous driving. Given the heavy reliance of current trajectory forecasting models on data-driven methodologies, we aim to tackle the challenge of learning general trajectory forecasting representations under limited data availability. We propose a pipeline-level solution to mitigate the issue of data scarcity in trajectory forecasting. The solution is composed of two parts: firstly, we adopt HD map augmentation and trajectory synthesis for generating driving data, and then we learn representations by pre-training on them. Specifically, we apply vector transformations to reshape the maps, and then employ a rule-based model to generate trajectories on both original and augmented scenes; thus enlarging the driving data without collecting additional real ones. To foster the learning of general representations within this augmented dataset, we comprehensively explore the different pre-training strategies, including extending the concept of a Masked AutoEncoder (MAE) for trajectory forecasting. Without bells and whistles, our proposed pipeline-level solution is general, simple, yet effective: we conduct extensive experiments to demonstrate the effectiveness of our data expansion and pre-training strategies, which outperform the baseline prediction model by large margins, e.g. 5.04%, 3.84% and 8.30% in terms of MR_6, minADE_6 and minFDE_6. The pre-training dataset and the codes for pre-training and fine-tuning are released at https://github.com/yhli123/Pretraining_on_Synthetic_Driving_Data_for_Trajectory_Prediction.

Large Language Models (LLMs) have recently showcased remarkable reasoning abilities. However, larger models often surpass their smaller counterparts in reasoning tasks, posing the challenge of effectively transferring these capabilities from larger models. Existing approaches heavily rely on extensive fine-tuning data or continuous interactions with a superior teacher LLM during inference. We introduce a principle-based teacher-student framework called ``Teaching via Principle Discovery'' (TPD) to address these limitations. Inspired by human learning mechanisms, TPD mimics the interaction between a teacher and a student using a principle-based approach. The teacher LLM generates problem-solving instructions and corrective principles based on the student LLM's errors. These principles guide the refinement of instructions and the selection of instructive examples from a validation set. This enables the student model to learn from both the teacher's guidance and its own mistakes. Once the student model begins making inferences, TPD requires no further intervention from the teacher LLM or humans. Through extensive experiments across eight reasoning tasks, we demonstrate the effectiveness of TPD. Compared to standard chain-of-thought prompting, TPD significantly improves the student model's performance, achieving 6.2% improvement on average.

Recent video generation approaches increasingly rely on planning intermediate control signals such as object trajectories to improve temporal coherence and motion fidelity. However, these methods mostly employ single-shot plans that are typically limited to simple motions, or iterative refinement which requires multiple calls to the video generator, incuring high computational cost. To overcome these limitations, we propose SketchVerify, a training-free, sketch-verification-based planning framework that improves motion planning quality with more dynamically coherent trajectories (i.e., physically plausible and instruction-consistent motions) prior to full video generation by introducing a test-time sampling and verification loop. Given a prompt and a reference image, our method predicts multiple candidate motion plans and ranks them using a vision-language verifier that jointly evaluates semantic alignment with the instruction and physical plausibility. To efficiently score candidate motion plans, we render each trajectory as a lightweight video sketch by compositing objects over a static background, which bypasses the need for expensive, repeated diffusion-based synthesis while achieving comparable performance. We iteratively refine the motion plan until a satisfactory one is identified, which is then passed to the trajectory-conditioned generator for final synthesis. Experiments on WorldModelBench and PhyWorldBench demonstrate that our method significantly improves motion quality, physical realism, and long-term consistency compared to competitive baselines while being substantially more efficient. Our ablation study further shows that scaling up the number of trajectory candidates consistently enhances overall performance.

Linguistic expressions of emotions such as depression, anxiety, and trauma-related states are pervasive in clinical notes, counseling dialogues, and online mental health communities, and accurate recognition of these emotions is essential for clinical triage, risk assessment, and timely intervention. Although large language models (LLMs) have demonstrated strong generalization ability in emotion analysis tasks, their diagnostic reliability in high-stakes, context-intensive medical settings remains highly sensitive to prompt design. Moreover, existing methods face two key challenges: emotional comorbidity, in which multiple intertwined emotional states complicate prediction, and inefficient exploration of clinically relevant cues. To address these challenges, we propose APOLO (Automated Prompt Optimization for Linguistic Emotion Diagnosis), a framework that systematically explores a broader and finer-grained prompt space to improve diagnostic efficiency and robustness. APOLO formulates instruction refinement as a Partially Observable Markov Decision Process and adopts a multi-agent collaboration mechanism involving Planner, Teacher, Critic, Student, and Target roles. Within this closed-loop framework, the Planner defines an optimization trajectory, while the Teacher-Critic-Student agents iteratively refine prompts to enhance reasoning stability and effectiveness, and the Target agent determines whether to continue optimization based on performance evaluation. Experimental results show that APOLO consistently improves diagnostic accuracy and robustness across domain-specific and stratified benchmarks, demonstrating a scalable and generalizable paradigm for trustworthy LLM applications in mental healthcare.

This paper introduces Elastic Decision Transformer (EDT), a significant advancement over the existing Decision Transformer (DT) and its variants. Although DT purports to generate an optimal trajectory, empirical evidence suggests it struggles with trajectory stitching, a process involving the generation of an optimal or near-optimal trajectory from the best parts of a set of sub-optimal trajectories. The proposed EDT differentiates itself by facilitating trajectory stitching during action inference at test time, achieved by adjusting the history length maintained in DT. Further, the EDT optimizes the trajectory by retaining a longer history when the previous trajectory is optimal and a shorter one when it is sub-optimal, enabling it to "stitch" with a more optimal trajectory. Extensive experimentation demonstrates EDT's ability to bridge the performance gap between DT-based and Q Learning-based approaches. In particular, the EDT outperforms Q Learning-based methods in a multi-task regime on the D4RL locomotion benchmark and Atari games. Videos are available at: https://kristery.github.io/edt/

Large language models (LLMs) have exhibited the ability to effectively utilize external tools to address user queries. However, their performance may be limited in complex, multi-turn interactions involving users and multiple tools. To address this, we propose Magnet, a principled framework for synthesizing high-quality training trajectories to enhance the function calling capability of large language model agents in multi-turn conversations with humans. The framework is based on automatic and iterative translations from a function signature path to a sequence of queries and executable function calls. We model the complicated function interactions in multi-turn cases with graph and design novel node operations to build reliable signature paths. Motivated by context distillation, when guiding the generation of positive and negative trajectories using a teacher model, we provide reference function call sequences as positive hints in context and contrastive, incorrect function calls as negative hints. Experiments show that training with the positive trajectories with supervised fine-tuning and preference optimization against negative trajectories, our 14B model, Magnet-14B-mDPO, obtains 68.01 on BFCL-v3 and 73.30 on ToolQuery, surpassing the performance of the teacher model Gemini-1.5-pro-002 by a large margin in function calling.

In this paper, we propose Tutoring bot, a generative chatbot trained on a large scale of tutor-student conversations for English-language learning. To mimic a human tutor's behavior in language education, the tutor bot leverages diverse educational instructions and grounds to each instruction as additional input context for the tutor response generation. As a single instruction generally involves multiple dialogue turns to give the student sufficient speaking practice, the tutor bot is required to monitor and capture when the current instruction should be kept or switched to the next instruction. For that, the tutor bot is learned to not only generate responses but also infer its teaching action and progress on the current conversation simultaneously by a multi-task learning scheme. Our Tutoring bot is deployed under a non-commercial use license at https://tutoringai.com.

Developing multi-turn interactive tool-use agents is challenging because real-world user needs are often complex and ambiguous, yet agents must execute deterministic actions to satisfy them. To address this gap, we introduce CoVe (Constraint-Verification), a post-training data synthesis framework designed for training interactive tool-use agents while ensuring both data complexity and correctness. CoVe begins by defining explicit task constraints, which serve a dual role: they guide the generation of complex trajectories and act as deterministic verifiers for assessing trajectory quality. This enables the creation of high-quality training trajectories for supervised fine-tuning (SFT) and the derivation of accurate reward signals for reinforcement learning (RL). Our evaluation on the challenging τ^2-bench benchmark demonstrates the effectiveness of the framework. Notably, our compact CoVe-4B model achieves success rates of 43.0\% and 59.4\% in the Airline and Retail domains, respectively; its overall performance significantly outperforms strong baselines of similar scale and remains competitive with models up to 17times its size. These results indicate that CoVe provides an effective and efficient pathway for synthesizing training data for state-of-the-art interactive tool-use agents. To support future research, we open-source our code, trained model, and the full set of 12K high-quality trajectories used for training.

Training long-horizon robotic policies in complex physical environments is essential for many applications, such as robotic manipulation. However, learning a policy that can generalize to unseen tasks is challenging. In this work, we propose to achieve one-shot task generalization by decoupling plan generation and plan execution. Specifically, our method solves complex long-horizon tasks in three steps: build a paired abstract environment by simplifying geometry and physics, generate abstract trajectories, and solve the original task by an abstract-to-executable trajectory translator. In the abstract environment, complex dynamics such as physical manipulation are removed, making abstract trajectories easier to generate. However, this introduces a large domain gap between abstract trajectories and the actual executed trajectories as abstract trajectories lack low-level details and are not aligned frame-to-frame with the executed trajectory. In a manner reminiscent of language translation, our approach leverages a seq-to-seq model to overcome the large domain gap between the abstract and executable trajectories, enabling the low-level policy to follow the abstract trajectory. Experimental results on various unseen long-horizon tasks with different robot embodiments demonstrate the practicability of our methods to achieve one-shot task generalization.

Most end-to-end autonomous driving methods rely on imitation learning from single expert demonstrations, often leading to conservative and homogeneous behaviors that limit generalization in complex real-world scenarios. In this work, we propose DIVER, an end-to-end driving framework that integrates reinforcement learning with diffusion-based generation to produce diverse and feasible trajectories. At the core of DIVER lies a reinforced diffusion-based generation mechanism. First, the model conditions on map elements and surrounding agents to generate multiple reference trajectories from a single ground-truth trajectory, alleviating the limitations of imitation learning that arise from relying solely on single expert demonstrations. Second, reinforcement learning is employed to guide the diffusion process, where reward-based supervision enforces safety and diversity constraints on the generated trajectories, thereby enhancing their practicality and generalization capability. Furthermore, to address the limitations of L2-based open-loop metrics in capturing trajectory diversity, we propose a novel Diversity metric to evaluate the diversity of multi-mode predictions.Extensive experiments on the closed-loop NAVSIM and Bench2Drive benchmarks, as well as the open-loop nuScenes dataset, demonstrate that DIVER significantly improves trajectory diversity, effectively addressing the mode collapse problem inherent in imitation learning.

Advancing complex reasoning in large language models relies on high-quality, verifiable datasets, yet human annotation remains cost-prohibitive and difficult to scale. Current synthesis paradigms often face a recurring trade-off: maintaining structural validity typically restricts problem complexity, while relaxing constraints to increase difficulty frequently leads to inconsistent or unsolvable instances. To address this, we propose Agentic Proposing, a framework that models problem synthesis as a goal-driven sequential decision process where a specialized agent dynamically selects and composes modular reasoning skills. Through an iterative workflow of internal reflection and tool-use, we develop the Agentic-Proposer-4B using Multi-Granularity Policy Optimization (MGPO) to generate high-precision, verifiable training trajectories across mathematics, coding, and science. Empirical results demonstrate that downstream solvers trained on agent-synthesized data significantly outperform leading baselines and exhibit robust cross-domain generalization. Notably, a 30B solver trained on only 11,000 synthesized trajectories achieves a state-of-the-art 91.6% accuracy on AIME25, rivaling frontier-scale proprietary models such as GPT-5 and proving that a small volume of high-quality synthetic signals can effectively substitute for massive human-curated datasets.

Text-driven human motion synthesis is capturing significant attention for its ability to effortlessly generate intricate movements from abstract text cues, showcasing its potential for revolutionizing motion design not only in film narratives but also in virtual reality experiences and computer game development. Existing methods often rely on 3D motion capture data, which require special setups resulting in higher costs for data acquisition, ultimately limiting the diversity and scope of human motion. In contrast, 2D human videos offer a vast and accessible source of motion data, covering a wider range of styles and activities. In this paper, we explore leveraging 2D human motion extracted from videos as an alternative data source to improve text-driven 3D motion generation. Our approach introduces a novel framework that disentangles local joint motion from global movements, enabling efficient learning of local motion priors from 2D data. We first train a single-view 2D local motion generator on a large dataset of text-motion pairs. To enhance this model to synthesize 3D motion, we fine-tune the generator with 3D data, transforming it into a multi-view generator that predicts view-consistent local joint motion and root dynamics. Experiments on the HumanML3D dataset and novel text prompts demonstrate that our method efficiently utilizes 2D data, supporting realistic 3D human motion generation and broadening the range of motion types it supports. Our code will be made publicly available at https://zju3dv.github.io/Motion-2-to-3/.

We introduce a novel system for human-to-robot trajectory transfer that enables robots to manipulate objects by learning from human demonstration videos. The system consists of four modules. The first module is a data collection module that is designed to collect human demonstration videos from the point of view of a robot using an AR headset. The second module is a video understanding module that detects objects and extracts 3D human-hand trajectories from demonstration videos. The third module transfers a human-hand trajectory into a reference trajectory of a robot end-effector in 3D space. The last module utilizes a trajectory optimization algorithm to solve a trajectory in the robot configuration space that can follow the end-effector trajectory transferred from the human demonstration. Consequently, these modules enable a robot to watch a human demonstration video once and then repeat the same mobile manipulation task in different environments, even when objects are placed differently from the demonstrations. Experiments of different manipulation tasks are conducted on a mobile manipulator to verify the effectiveness of our system

Despite having powerful reasoning and inference capabilities, Large Language Models (LLMs) still need external tools to acquire real-time information retrieval or domain-specific expertise to solve complex tasks, which is referred to as tool learning. Existing tool learning methods primarily rely on tuning with expert trajectories, focusing on token-sequence learning from a linguistic perspective. However, there are several challenges: 1) imitating static trajectories limits their ability to generalize to new tasks. 2) even expert trajectories can be suboptimal, and better solution paths may exist. In this work, we introduce StepTool, a novel step-grained reinforcement learning framework to improve tool learning in LLMs. It consists of two components: Step-grained Reward Shaping, which assigns rewards at each tool interaction based on tool invocation success and its contribution to the task, and Step-grained Optimization, which uses policy gradient methods to optimize the model in a multi-step manner. Experimental results demonstrate that StepTool significantly outperforms existing methods in multi-step, tool-based tasks, providing a robust solution for complex task environments. Codes are available at https://github.com/yuyq18/StepTool.

This work investigates the reproducibility of the paper 'Explaining RL decisions with trajectories'. The original paper introduces a novel approach in explainable reinforcement learning based on the attribution decisions of an agent to specific clusters of trajectories encountered during training. We verify the main claims from the paper, which state that (i) training on less trajectories induces a lower initial state value, (ii) trajectories in a cluster present similar high-level patterns, (iii) distant trajectories influence the decision of an agent, and (iv) humans correctly identify the attributed trajectories to the decision of the agent. We recover the environments used by the authors based on the partial original code they provided for one of the environments (Grid-World), and implemented the remaining from scratch (Seaquest, HalfCheetah, Breakout and Q*Bert). While we confirm that (i), (ii), and (iii) partially hold, we extend on the largely qualitative experiments from the authors by introducing a quantitative metric to further support (iii), and new experiments and visual results for (i). Moreover, we investigate the use of different clustering algorithms and encoder architectures to further support (ii). We could not support (iv), given the limited extent of the original experiments. We conclude that, while some of the claims can be supported, further investigations and experiments could be of interest. We recognise the novelty of the work from the authors and hope that our work paves the way for clearer and more transparent approaches.

In this paper, we focus on enhancing a diffusion-based text-to-video (T2V) model during the post-training phase by distilling a highly capable consistency model from a pretrained T2V model. Our proposed method, T2V-Turbo-v2, introduces a significant advancement by integrating various supervision signals, including high-quality training data, reward model feedback, and conditional guidance, into the consistency distillation process. Through comprehensive ablation studies, we highlight the crucial importance of tailoring datasets to specific learning objectives and the effectiveness of learning from diverse reward models for enhancing both the visual quality and text-video alignment. Additionally, we highlight the vast design space of conditional guidance strategies, which centers on designing an effective energy function to augment the teacher ODE solver. We demonstrate the potential of this approach by extracting motion guidance from the training datasets and incorporating it into the ODE solver, showcasing its effectiveness in improving the motion quality of the generated videos with the improved motion-related metrics from VBench and T2V-CompBench. Empirically, our T2V-Turbo-v2 establishes a new state-of-the-art result on VBench, with a Total score of 85.13, surpassing proprietary systems such as Gen-3 and Kling.

Mainstream approaches to aligning large language models (LLMs) heavily rely on human preference data, particularly when models require periodic updates. The standard process for iterative alignment of LLMs involves collecting new human feedback for each update. However, the data collection process is costly and challenging to scale. To address this issue, we introduce the "TS-Align" framework, which fine-tunes a policy model using pairwise feedback data automatically mined from its outputs. This automatic mining process is efficiently accomplished through the collaboration between a large-scale teacher model and a small-scale student model. The policy fine-tuning process can be iteratively repeated using on-policy generations within our proposed teacher-student collaborative framework. Through extensive experiments, we demonstrate that our final aligned policy outperforms the base policy model with an average win rate of 69.7% across seven conversational or instruction-following datasets. Furthermore, we show that the ranking capability of the teacher is effectively distilled into the student through our pipeline, resulting in a small-scale yet effective reward model for policy model alignment.

Motion trajectories offer reliable references for physics-based motion learning but suffer from sparsity, particularly in regions that lack sufficient data coverage. To address this challenge, we introduce a self-supervised, structured representation and generation method that extracts spatial-temporal relationships in periodic or quasi-periodic motions. The motion dynamics in a continuously parameterized latent space enable our method to enhance the interpolation and generalization capabilities of motion learning algorithms. The motion learning controller, informed by the motion parameterization, operates online tracking of a wide range of motions, including targets unseen during training. With a fallback mechanism, the controller dynamically adapts its tracking strategy and automatically resorts to safe action execution when a potentially risky target is proposed. By leveraging the identified spatial-temporal structure, our work opens new possibilities for future advancements in general motion representation and learning algorithms.

Controllable video generation has gained significant attention in recent years. However, two main limitations persist: Firstly, most existing works focus on either text, image, or trajectory-based control, leading to an inability to achieve fine-grained control in videos. Secondly, trajectory control research is still in its early stages, with most experiments being conducted on simple datasets like Human3.6M. This constraint limits the models' capability to process open-domain images and effectively handle complex curved trajectories. In this paper, we propose DragNUWA, an open-domain diffusion-based video generation model. To tackle the issue of insufficient control granularity in existing works, we simultaneously introduce text, image, and trajectory information to provide fine-grained control over video content from semantic, spatial, and temporal perspectives. To resolve the problem of limited open-domain trajectory control in current research, We propose trajectory modeling with three aspects: a Trajectory Sampler (TS) to enable open-domain control of arbitrary trajectories, a Multiscale Fusion (MF) to control trajectories in different granularities, and an Adaptive Training (AT) strategy to generate consistent videos following trajectories. Our experiments validate the effectiveness of DragNUWA, demonstrating its superior performance in fine-grained control in video generation. The homepage link is https://www.microsoft.com/en-us/research/project/dragnuwa/

We propose a Geometry-aware Policy Imitation (GPI) approach that rethinks imitation learning by treating demonstrations as geometric curves rather than collections of state-action samples. From these curves, GPI derives distance fields that give rise to two complementary control primitives: a progression flow that advances along expert trajectories and an attraction flow that corrects deviations. Their combination defines a controllable, non-parametric vector field that directly guides robot behavior. This formulation decouples metric learning from policy synthesis, enabling modular adaptation across low-dimensional robot states and high-dimensional perceptual inputs. GPI naturally supports multimodality by preserving distinct demonstrations as separate models and allows efficient composition of new demonstrations through simple additions to the distance field. We evaluate GPI in simulation and on real robots across diverse tasks. Experiments show that GPI achieves higher success rates than diffusion-based policies while running 20 times faster, requiring less memory, and remaining robust to perturbations. These results establish GPI as an efficient, interpretable, and scalable alternative to generative approaches for robotic imitation learning. Project website: https://yimingli1998.github.io/projects/GPI/

The performance gap between closed-source and open-source large language models (LLMs) is largely attributed to disparities in access to high-quality training data. To bridge this gap, we introduce a novel framework for the automated synthesis of sophisticated, research-grade instructional data. Our approach centers on a multi-agent workflow where collaborative AI agents simulate complex tool-integrated reasoning to generate diverse and high-fidelity data end-to-end. Leveraging this synthesized data, we develop a two-stage training strategy that integrates supervised fine-tuning with a novel reinforcement learning method, designed to maximize model alignment and capability. Extensive experiments demonstrate that our framework empowers open-source models across multiple scales, enabling them to achieve new state-of-the-art performance on the major deep research benchmark. This work provides a scalable and effective pathway for advancing open-source LLMs without relying on proprietary data or models.

Can a model learn to escape its own learning plateau? Reinforcement learning methods for finetuning large reasoning models stall on datasets with low initial success rates, and thus little training signal. We investigate a fundamental question: Can a pretrained LLM leverage latent knowledge to generate an automated curriculum for problems it cannot solve? To explore this, we design SOAR: A self-improvement framework designed to surface these pedagogical signals through meta-RL. A teacher copy of the model proposes synthetic problems for a student copy, and is rewarded with its improvement on a small subset of hard problems. Critically, SOAR grounds the curriculum in measured student progress rather than intrinsic proxy rewards. Our study on the hardest subsets of mathematical benchmarks (0/128 success) reveals three core findings. First, we show that it is possible to realize bi-level meta-RL that unlocks learning under sparse, binary rewards by sharpening a latent capacity of pretrained models to generate useful stepping stones. Second, grounded rewards outperform intrinsic reward schemes used in prior LLM self-play, reliably avoiding the instability and diversity collapse modes they typically exhibit. Third, analyzing the generated questions reveals that structural quality and well-posedness are more critical for learning progress than solution correctness. Our results suggest that the ability to generate useful stepping stones does not require the preexisting ability to actually solve the hard problems, paving a principled path to escape reasoning plateaus without additional curated data.

Watch time prediction (WTP) has emerged as a pivotal task in short video recommendation systems, designed to quantify user engagement through continuous interaction modeling. Predicting users' watch times on videos often encounters fundamental challenges, including wide value ranges and imbalanced data distributions, which can lead to significant estimation bias when directly applying regression techniques. Recent studies have attempted to address these issues by converting the continuous watch time estimation into an ordinal regression task. While these methods demonstrate partial effectiveness, they exhibit notable limitations: (1) the discretization process frequently relies on bucket partitioning, inherently reducing prediction flexibility and accuracy and (2) the interdependencies among different partition intervals remain underutilized, missing opportunities for effective error correction. Inspired by language modeling paradigms, we propose a novel Generative Regression (GR) framework that reformulates WTP as a sequence generation task. Our approach employs structural discretization to enable nearly lossless value reconstruction while maintaining prediction fidelity. Through carefully designed vocabulary construction and label encoding schemes, each watch time is bijectively mapped to a token sequence. To mitigate the training-inference discrepancy caused by teacher-forcing, we introduce a curriculum learning with embedding mixup strategy that gradually transitions from guided to free-generation modes. We evaluate our method against state-of-the-art approaches on two public datasets and one industrial dataset. We also perform online A/B testing on the Kuaishou App to confirm the real-world effectiveness. The results conclusively show that GR outperforms existing techniques significantly.

Data scarcity continues to be a major challenge in the field of robotic manipulation. Although diffusion models provide a promising solution for generating robotic manipulation videos, existing methods largely depend on 2D trajectories, which inherently face issues with 3D spatial ambiguity. In this work, we present a novel framework named ManipDreamer3D for generating plausible 3D-aware robotic manipulation videos from the input image and the text instruction. Our method combines 3D trajectory planning with a reconstructed 3D occupancy map created from a third-person perspective, along with a novel trajectory-to-video diffusion model. Specifically, ManipDreamer3D first reconstructs the 3D occupancy representation from the input image and then computes an optimized 3D end-effector trajectory, minimizing path length while avoiding collisions. Next, we employ a latent editing technique to create video sequences from the initial image latent and the optimized 3D trajectory. This process conditions our specially trained trajectory-to-video diffusion model to produce robotic pick-and-place videos. Our method generates robotic videos with autonomously planned plausible 3D trajectories, significantly reducing human intervention requirements. Experimental results demonstrate superior visual quality compared to existing methods.