TacO: Benchmarking Tactile Sensors for Object Manipulation

Vision-based learning from demonstrations has achieved remarkable success in enabling robots to perform manipulation tasks and high-level semantic reasoning, yet it remains insufficient for complex, contact-rich manipulation. While there is broad agreement that tactile sensing improves manipulation, there is no empirical guidance on which tactile sensors are best suited for which manipulation tasks. In this paper, we provide a systematic, task-driven evaluation of tactile sensors for robot manipulation and propose a framework for selecting and evaluating sensors based on manipulation policy performance. Separate manipulation policies are trained for tactile sensors of four distinct modalities: visual, acoustic, magnetic, and resistive, across three tasks: pick-and-place with unknown mass, object reorientation, and plug insertion. For each task, an analysis of how sensor properties such as spatial resolution, shear sensing, and tactile representation, and the inherent material friction affect task performances is done. Rather than tactile sensing being universally beneficial in the same way, our results show that the usefulness of tactile information depends strongly on sensor modality, material properties, and the specific manipulation tasks. All of the tactile sensors, code, data, and hardware setup will be publicly available on the project website.

Rewarding How Models Think Pedagogically: Integrating Pedagogical Reasoning and Thinking Rewards for LLMs in Education

Large language models (LLMs) are increasingly deployed as intelligent tutoring systems, yet research on optimizing LLMs specifically for educational contexts remains limited. Recent works have proposed reinforcement learning approaches for training LLM tutors, but these methods focus solely on optimizing visible responses while neglecting the model's internal thinking process. We introduce PedagogicalRL-Thinking, a framework that extends pedagogical alignment to reasoning LLMs in education through two novel approaches: (1) Pedagogical Reasoning Prompting, which guides internal reasoning using domain-specific educational theory rather than generic instructions; and (2) Thinking Reward, which explicitly evaluates and reinforces the pedagogical quality of the model's reasoning traces. Our experiments reveal that domain-specific, theory-grounded prompting outperforms generic prompting, and that Thinking Reward is most effective when combined with pedagogical prompting. Furthermore, models trained only on mathematics tutoring dialogues show improved performance on educational benchmarks not seen during training, while preserving the base model's factual knowledge. Our quantitative and qualitative analyses reveal that pedagogical thinking reward produces systematic reasoning trace changes, with increased pedagogical reasoning and more structured instructional decision-making in the tutor's thinking process.