A Multi-view Discourse Framework for Integrating Semantic and Syntactic Features in Dialog Agents

Multiturn dialogue models aim to generate human-like responses by leveraging conversational context, consisting of utterances from previous exchanges. Existing methods often neglect the interactions between these utterances or treat all of them as equally significant. This paper introduces a discourse-aware framework for response selection in retrieval-based dialogue systems. The proposed model first encodes each utterance and response with contextual, positional, and syntactic features using Multi-view Canonical Correlation Analysis (MCCA). It then learns discourse tokens that capture relationships between an utterance and its surrounding turns in a shared subspace via Canonical Correlation Analysis (CCA). This two-step approach effectively integrates semantic and syntactic features to build discourse-level understanding. Experiments on the Ubuntu Dialogue Corpus demonstrate that our model achieves significant improvements in automatic evaluation metrics, highlighting its effectiveness in response selection.

Dialogic Learning in Child-Robot Interaction: A Hybrid Approach to Personalized Educational Content Generation

Dialogic learning fosters motivation and deeper understanding in education through purposeful and structured dialogues. Foundational models offer a transformative potential for child-robot interactions, enabling the design of personalized, engaging, and scalable interactions. However, their integration into educational contexts presents challenges in terms of ensuring age-appropriate and safe content and alignment with pedagogical goals. We introduce a hybrid approach to designing personalized educational dialogues in child-robot interactions. By combining rule-based systems with LLMs for selective offline content generation and human validation, the framework ensures educational quality and developmental appropriateness. We illustrate this approach through a project aimed at enhancing reading motivation, in which a robot facilitated book-related dialogues.

Interactive Explanations for Reinforcement-Learning Agents

As reinforcement learning methods increasingly amass accomplishments, the need for comprehending their solutions becomes more crucial. Most explainable reinforcement learning (XRL) methods generate a static explanation depicting their developers' intuition of what should be explained and how. In contrast, literature from the social sciences proposes that meaningful explanations are structured as a dialog between the explainer and the explainee, suggesting a more active role for the user and her communication with the agent. In this paper, we present ASQ-IT -- an interactive explanation system that presents video clips of the agent acting in its environment based on queries given by the user that describe temporal properties of behaviors of interest. Our approach is based on formal methods: queries in ASQ-IT's user interface map to a fragment of Linear Temporal Logic over finite traces (LTLf), which we developed, and our algorithm for query processing is based on automata theory. User studies show that end-users can understand and formulate queries in ASQ-IT and that using ASQ-IT assists users in identifying faulty agent behaviors.

Resurrecting Socrates in the Age of AI: A Study Protocol for Evaluating a Socratic Tutor to Support Research Question Development in Higher Education

Formulating research questions is a foundational yet challenging academic skill, one that generative AI systems often oversimplify by offering instant answers at the expense of student reflection. This protocol lays out a study grounded in constructivist learning theory to evaluate a novel AI-based Socratic Tutor, designed to foster cognitive engagement and scaffold research question development in higher education. Anchored in dialogic pedagogy, the tutor engages students through iterative, reflective questioning, aiming to promote System 2 thinking and counteract overreliance on AI-generated outputs. In a quasi-experimental design, approximately 80 German pre-service biology teacher students will be randomly assigned to one of two groups: an AI Socratic Tutor condition and an uninstructed chatbot control. Across multiple cycles, students are expected to formulate research questions based on background texts, with quality assessed through double-blind expert review. The study also examines transfer of skills to novel phenomena and captures student perceptions through mixed-methods analysis, including surveys, interviews and reflective journals. This study aims to advance the understanding of how generative AI can be pedagogically aligned to support, not replace, human cognition and offers design principles for human-AI collaboration in education.

EIAD: Explainable Industrial Anomaly Detection Via Multi-Modal Large Language Models

Industrial Anomaly Detection (IAD) is critical to ensure product quality during manufacturing. Although existing zero-shot defect segmentation and detection methods have shown effectiveness, they cannot provide detailed descriptions of the defects. Furthermore, the application of large multi-modal models in IAD remains in its infancy, facing challenges in balancing question-answering (QA) performance and mask-based grounding capabilities, often owing to overfitting during the fine-tuning process. To address these challenges, we propose a novel approach that introduces a dedicated multi-modal defect localization module to decouple the dialog functionality from the core feature extraction. This decoupling is achieved through independent optimization objectives and tailored learning strategies. Additionally, we contribute to the first multi-modal industrial anomaly detection training dataset, named Defect Detection Question Answering (DDQA), encompassing a wide range of defect types and industrial scenarios. Unlike conventional datasets that rely on GPT-generated data, DDQA ensures authenticity and reliability and offers a robust foundation for model training. Experimental results demonstrate that our proposed method, Explainable Industrial Anomaly Detection Assistant (EIAD), achieves outstanding performance in defect detection and localization tasks. It not only significantly enhances accuracy but also improves interpretability. These advancements highlight the potential of EIAD for practical applications in industrial settings.

Unlocking the Capabilities of Vision-Language Models for Generalizable and Explainable Deepfake Detection

Current vision-language models (VLMs) have demonstrated remarkable capabilities in understanding multimodal data, but their potential remains underexplored for deepfake detection due to the misaligned of their knowledge and forensics patterns. To this end, we present a novel paradigm that unlocks VLMs' potential capabilities through three components: (1) A knowledge-guided forgery adaptation module that aligns VLM's semantic space with forensic features through contrastive learning with external manipulation knowledge; (2) A multi-modal prompt tuning framework that jointly optimizes visual-textual embeddings for both localization and explainability; (3) An iterative refinement strategy enabling multi-turn dialog for evidence-based reasoning. Our framework includes a VLM-based Knowledge-guided Forgery Detector (KFD), a VLM image encoder, and a Large Language Model (LLM). The VLM image encoder extracts visual prompt embeddings from images, while the LLM receives visual and question prompt embeddings for inference. The KFD is used to calculate correlations between image features and pristine/deepfake class embeddings, enabling forgery classification and localization. The outputs from these components are used to construct forgery prompt embeddings. Finally, we feed these prompt embeddings into the LLM to generate textual detection responses to assist judgment. Extensive experiments on multiple benchmarks, including FF++, CDF2, DFD, DFDCP, and DFDC, demonstrate that our scheme surpasses state-of-the-art methods in generalization performance, while also supporting multi-turn dialogue capabilities.

PanoGen++: Domain-Adapted Text-Guided Panoramic Environment Generation for Vision-and-Language Navigation

Vision-and-language navigation (VLN) tasks require agents to navigate three-dimensional environments guided by natural language instructions, offering substantial potential for diverse applications. However, the scarcity of training data impedes progress in this field. This paper introduces PanoGen++, a novel framework that addresses this limitation by generating varied and pertinent panoramic environments for VLN tasks. PanoGen++ incorporates pre-trained diffusion models with domain-specific fine-tuning, employing parameter-efficient techniques such as low-rank adaptation to minimize computational costs. We investigate two settings for environment generation: masked image inpainting and recursive image outpainting. The former maximizes novel environment creation by inpainting masked regions based on textual descriptions, while the latter facilitates agents' learning of spatial relationships within panoramas. Empirical evaluations on room-to-room (R2R), room-for-room (R4R), and cooperative vision-and-dialog navigation (CVDN) datasets reveal significant performance enhancements: a 2.44% increase in success rate on the R2R test leaderboard, a 0.63% improvement on the R4R validation unseen set, and a 0.75-meter enhancement in goal progress on the CVDN validation unseen set. PanoGen++ augments the diversity and relevance of training environments, resulting in improved generalization and efficacy in VLN tasks.

MathTutorBench: A Benchmark for Measuring Open-ended Pedagogical Capabilities of LLM Tutors

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.

V$^2$Dial: Unification of Video and Visual Dialog via Multimodal Experts

We present V$^2$Dial - a novel expert-based model specifically geared towards simultaneously handling image and video input data for multimodal conversational tasks. Current multimodal models primarily focus on simpler tasks (e.g., VQA, VideoQA, video-text retrieval) and often neglect the more challenging conversational counterparts, such as video and visual/image dialog. Moreover, works on both conversational tasks evolved separately from each other despite their apparent similarities limiting their applicability potential. To this end, we propose to unify both tasks using a single model that for the first time jointly learns the spatial and temporal features of images and videos by routing them through dedicated experts and aligns them using matching and contrastive learning techniques. Furthermore, we systemically study the domain shift between the two tasks by investigating whether and to what extent these seemingly related tasks can mutually benefit from their respective training data. Extensive evaluations on the widely used video and visual dialog datasets of AVSD and VisDial show that our model achieves new state-of-the-art results across four benchmarks both in zero-shot and fine-tuning settings.

KwaiChat: A Large-Scale Video-Driven Multilingual Mixed-Type Dialogue Corpus

Video-based dialogue systems, such as education assistants, have compelling application value, thereby garnering growing interest. However, the current video-based dialogue systems are limited by their reliance on a single dialogue type, which hinders their versatility in practical applications across a range of scenarios, including question-answering, emotional dialog, etc. In this paper, we identify this challenge as how to generate video-driven multilingual mixed-type dialogues. To mitigate this challenge, we propose a novel task and create a human-to-human video-driven multilingual mixed-type dialogue corpus, termed KwaiChat, containing a total of 93,209 videos and 246,080 dialogues, across 4 dialogue types, 30 domains, 4 languages, and 13 topics. Additionally, we establish baseline models on KwaiChat. An extensive analysis of 7 distinct LLMs on KwaiChat reveals that GPT-4o achieves the best performance but still cannot perform well in this situation even with the help of in-context learning and fine-tuning, which indicates that the task is not trivial and needs further research.