Hey Chat, Can You Teach Me? Structuring Socratic Dialogue for Human Learning in the Wild

Large language models are now widely used for everyday learning, but the underlying interactions are typically unstructured chats rather than following a curriculum. Unlike formal online learning systems, these interactions carry no prior record of the student, so any estimate of what the student already knows must be inferred from the dialogue itself. We show that this gap is not closed by scaling models alone. Frontier and education-tuned LLMs perform poorly when asked to tutor a student over an extended session, because doing so requires three things at once. The tutor must sequence a curriculum, conduct Socratic dialogue, and infer the student's knowledge state from that dialogue. We propose separating these responsibilities. Given a student query, our system constructs a prerequisite knowledge graph in which subtopics are nodes and dependencies are edges, and frames tutoring as deciding which node to teach next and how many dialogue turns to spend on it before moving on. A lightweight PPO policy handles this sequencing decision, while an LLM conducts the Socratic exchange at the chosen node and returns a signal of student progress. Across held-out STEM and non-STEM topics, our PPO-paired tutor outperforms heuristic baselines, frontier general-purpose models, and a model specialised for Socratic dialogue: on both the rate at which students reach full curriculum mastery and the number of turns required. Explicit curriculum structure delivers gains that scaling the underlying model does not.

Efficient Unsupervised Environment Design through Hierarchical Policy Representation Learning

Unsupervised Environment Design (UED) has emerged as a promising approach to developing general-purpose agents through automated curriculum generation. Popular UED methods focus on Open-Endedness, where teacher algorithms rely on stochastic processes for infinite generation of useful environments. This assumption becomes impractical in resource-constrained scenarios where teacher-student interaction opportunities are limited. To address this challenge, we introduce a hierarchical Markov Decision Process (MDP) framework for environment design. Our framework features a teacher agent that leverages student policy representations derived from discovered evaluation environments, enabling it to generate training environments based on the student's capabilities. To improve efficiency, we incorporate a generative model that augments the teacher's training dataset with synthetic data, reducing the need for teacher-student interactions. In experiments across several domains, we show that our method outperforms baseline approaches while requiring fewer teacher-student interactions in a single episode. The results suggest the applicability of our approach in settings where training opportunities are limited.

EduQate: Generating Adaptive Curricula through RMABs in Education Settings

There has been significant interest in the development of personalized and adaptive educational tools that cater to a student's individual learning progress. A crucial aspect in developing such tools is in exploring how mastery can be achieved across a diverse yet related range of content in an efficient manner. While Reinforcement Learning and Multi-armed Bandits have shown promise in educational settings, existing works often assume the independence of learning content, neglecting the prevalent interdependencies between such content. In response, we introduce Education Network Restless Multi-armed Bandits (EdNetRMABs), utilizing a network to represent the relationships between interdependent arms. Subsequently, we propose EduQate, a method employing interdependency-aware Q-learning to make informed decisions on arm selection at each time step. We establish the optimality guarantee of EduQate and demonstrate its efficacy compared to baseline policies, using students modeled from both synthetic and real-world data.

Training Reinforcement Learning Agents and Humans With Difficulty-Conditioned Generators

We adapt Parameterized Environment Response Model (PERM), a method for training both Reinforcement Learning (RL) Agents and human learners in parameterized environments by directly modeling difficulty and ability. Inspired by Item Response Theory (IRT), PERM aligns environment difficulty with individual ability, creating a Zone of Proximal Development-based curriculum. Remarkably, PERM operates without real-time RL updates and allows for offline training, ensuring its adaptability across diverse students. We present a two-stage training process that capitalizes on PERM's adaptability, and demonstrate its effectiveness in training RL agents and humans in an empirical study.

Transferable Curricula through Difficulty Conditioned Generators

Advancements in reinforcement learning (RL) have demonstrated superhuman performance in complex tasks such as Starcraft, Go, Chess etc. However, knowledge transfer from Artificial "Experts" to humans remain a significant challenge. A promising avenue for such transfer would be the use of curricula. Recent methods in curricula generation focuses on training RL agents efficiently, yet such methods rely on surrogate measures to track student progress, and are not suited for training robots in the real world (or more ambitiously humans). In this paper, we introduce a method named Parameterized Environment Response Model (PERM) that shows promising results in training RL agents in parameterized environments. Inspired by Item Response Theory, PERM seeks to model difficulty of environments and ability of RL agents directly. Given that RL agents and humans are trained more efficiently under the "zone of proximal development", our method generates a curriculum by matching the difficulty of an environment to the current ability of the student. In addition, PERM can be trained offline and does not employ non-stationary measures of student ability, making it suitable for transfer between students. We demonstrate PERM's ability to represent the environment parameter space, and training with RL agents with PERM produces a strong performance in deterministic environments. Lastly, we show that our method is transferable between students, without any sacrifice in training quality.

Improving Multi-Agent Cooperation using Theory of Mind

Recent advances in Artificial Intelligence have produced agents that can beat human world champions at games like Go, Starcraft, and Dota2. However, most of these models do not seem to play in a human-like manner: People infer others' intentions from their behaviour, and use these inferences in scheming and strategizing. Here, using a Bayesian Theory of Mind (ToM) approach, we investigated how much an explicit representation of others' intentions improves performance in a cooperative game. We compared the performance of humans playing with optimal-planning agents with and without ToM, in a cooperative game where players have to flexibly cooperate to achieve joint goals. We find that teams with ToM agents significantly outperform non-ToM agents when collaborating with all types of partners: non-ToM, ToM, as well as human players, and that the benefit of ToM increases the more ToM agents there are. These findings have implications for designing better cooperative agents.