Parsa Mahmoudieh

Gheorghe Comanici, Eric Bieber, Mike Schaekermann et al. · amazon-science, baidu

In this report, we introduce the Gemini 2.X model family: Gemini 2.5 Pro and Gemini 2.5 Flash, as well as our earlier Gemini 2.0 Flash and Flash-Lite models. Gemini 2.5 Pro is our most capable model yet, achieving SoTA performance on frontier coding and reasoning benchmarks. In addition to its incredible coding and reasoning skills, Gemini 2.5 Pro is a thinking model that excels at multimodal understanding and it is now able to process up to 3 hours of video content. Its unique combination of long context, multimodal and reasoning capabilities can be combined to unlock new agentic workflows. Gemini 2.5 Flash provides excellent reasoning abilities at a fraction of the compute and latency requirements and Gemini 2.0 Flash and Flash-Lite provide high performance at low latency and cost. Taken together, the Gemini 2.X model generation spans the full Pareto frontier of model capability vs cost, allowing users to explore the boundaries of what is possible with complex agentic problem solving.

Irina Jurenka, Markus Kunesch, Kevin R. McKee et al.

A major challenge facing the world is the provision of equitable and universal access to quality education. Recent advances in generative AI (gen AI) have created excitement about the potential of new technologies to offer a personal tutor for every learner and a teaching assistant for every teacher. The full extent of this dream, however, has not yet materialised. We argue that this is primarily due to the difficulties with verbalising pedagogical intuitions into gen AI prompts and the lack of good evaluation practices, reinforced by the challenges in defining excellent pedagogy. Here we present our work collaborating with learners and educators to translate high level principles from learning science into a pragmatic set of seven diverse educational benchmarks, spanning quantitative, qualitative, automatic and human evaluations; and to develop a new set of fine-tuning datasets to improve the pedagogical capabilities of Gemini, introducing LearnLM-Tutor. Our evaluations show that LearnLM-Tutor is consistently preferred over a prompt tuned Gemini by educators and learners on a number of pedagogical dimensions. We hope that this work can serve as a first step towards developing a comprehensive educational evaluation framework, and that this can enable rapid progress within the AI and EdTech communities towards maximising the positive impact of gen AI in education.

LearnLM Team, Abhinit Modi, Aditya Srikanth Veerubhotla et al. · amazon-science, cmu

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 \textit{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 experts substantially prefer across a diverse set of learning scenarios, with average preference strengths of +31\% over GPT-4o, +11\% over Claude 3.5 Sonnet, and +13\% over the Gemini 1.5 Pro model on which LearnLM was based.

LearnLM Team, Abhinit Modi, Aditya Srikanth Veerubhotla et al. · amazon-science, cmu

Artificial intelligence (AI) is poised to transform education, but the research community lacks a robust, general benchmark to evaluate AI models for learning. To assess state-of-the-art support for educational use cases, we ran an "arena for learning" where educators and pedagogy experts conduct blind, head-to-head, multi-turn comparisons of leading AI models. In particular, $N = 189$ educators drew from their experience to role-play realistic learning use cases, interacting with two models sequentially, after which $N = 206$ experts judged which model better supported the user's learning goals. The arena evaluated a slate of state-of-the-art models: Gemini 2.5 Pro, Claude 3.7 Sonnet, GPT-4o, and OpenAI o3. Excluding ties, experts preferred Gemini 2.5 Pro in 73.2% of these match-ups -- ranking it first overall in the arena. Gemini 2.5 Pro also demonstrated markedly higher performance across key principles of good pedagogy. Altogether, these results position Gemini 2.5 Pro as a leading model for learning.

Deepak Pathak, Parsa Mahmoudieh, Guanghao Luo et al.

The current dominant paradigm for imitation learning relies on strong supervision of expert actions to learn both 'what' and 'how' to imitate. We pursue an alternative paradigm wherein an agent first explores the world without any expert supervision and then distills its experience into a goal-conditioned skill policy with a novel forward consistency loss. In our framework, the role of the expert is only to communicate the goals (i.e., what to imitate) during inference. The learned policy is then employed to mimic the expert (i.e., how to imitate) after seeing just a sequence of images demonstrating the desired task. Our method is 'zero-shot' in the sense that the agent never has access to expert actions during training or for the task demonstration at inference. We evaluate our zero-shot imitator in two real-world settings: complex rope manipulation with a Baxter robot and navigation in previously unseen office environments with a TurtleBot. Through further experiments in VizDoom simulation, we provide evidence that better mechanisms for exploration lead to learning a more capable policy which in turn improves end task performance. Videos, models, and more details are available at https://pathak22.github.io/zeroshot-imitation/

Evan Shelhamer, Parsa Mahmoudieh, Max Argus et al.

Reinforcement learning optimizes policies for expected cumulative reward. Need the supervision be so narrow? Reward is delayed and sparse for many tasks, making it a difficult and impoverished signal for end-to-end optimization. To augment reward, we consider a range of self-supervised tasks that incorporate states, actions, and successors to provide auxiliary losses. These losses offer ubiquitous and instantaneous supervision for representation learning even in the absence of reward. While current results show that learning from reward alone is feasible, pure reinforcement learning methods are constrained by computational and data efficiency issues that can be remedied by auxiliary losses. Self-supervised pre-training and joint optimization improve the data efficiency and policy returns of end-to-end reinforcement learning.