Shashank Agarwal

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.

Farzad Nozarian, Shashank Agarwal, Farzaneh Rezaeianaran et al.

Semi-supervised 3D object detection can benefit from the promising pseudo-labeling technique when labeled data is limited. However, recent approaches have overlooked the impact of noisy pseudo-labels during training, despite efforts to enhance pseudo-label quality through confidence-based filtering. In this paper, we examine the impact of noisy pseudo-labels on IoU-based target assignment and propose the Reliable Student framework, which incorporates two complementary approaches to mitigate errors. First, it involves a class-aware target assignment strategy that reduces false negative assignments in difficult classes. Second, it includes a reliability weighting strategy that suppresses false positive assignment errors while also addressing remaining false negatives from the first step. The reliability weights are determined by querying the teacher network for confidence scores of the student-generated proposals. Our work surpasses the previous state-of-the-art on KITTI 3D object detection benchmark on point clouds in the semi-supervised setting. On 1% labeled data, our approach achieves a 6.2% AP improvement for the pedestrian class, despite having only 37 labeled samples available. The improvements become significant for the 2% setting, achieving 6.0% AP and 5.7% AP improvements for the pedestrian and cyclist classes, respectively.