Xiaonan Xu

Xiaonan Xu, Wenjing Wu

Skill documents provide procedural knowledge to large-language-model agents at inference time. This article studies whether the presentation granularity of controlled skill knowledge changes downstream task success. The experiment uses a pinned SkillsBench version, a 30-task domain-balanced subset validated by official oracle runs, two reasoning-enabled model configurations, six skill conditions, and five trials per task-condition-model cell. Skill availability is the clearest empirical signal. Relative to no skill, skill conditions increase task-mean pass rate by 26.7 to 36.0 percentage points for GPT-5.5 and by 18.0 to 26.0 percentage points for DeepSeek V4-Flash. The final data contain 1,800 rows, with 900 rows for each model. The task is the inference unit. Five trials are aggregated within each task-condition-model cell before paired contrasts are estimated over 30 tasks. The primary presentation contrasts are smaller and uncertain. Low-abstraction guidance differs from high-abstraction guidance by +0.7 percentage points for GPT-5.5 and -6.7 percentage points for DeepSeek V4-Flash, with both 95% bootstrap confidence intervals crossing zero. Adding one worked example to medium-abstraction guidance differs from the no-example variant by +0.7 and +1.3 percentage points. Mean-reward robustness checks preserve the same substantive conclusion. In this controlled subset, skill availability is associated with higher success than no skill, while the tested presentation-granularity changes yield small, uncertain, and model-dependent effects.

Xiaonan Xu, Yichao Wu, Penghao Liang et al.

With the boom of e-commerce and web applications, recommender systems have become an important part of our daily lives, providing personalized recommendations based on the user's preferences. Although deep neural networks (DNNs) have made significant progress in improving recommendation systems by simulating the interaction between users and items and incorporating their textual information, these DNN-based approaches still have some limitations, such as the difficulty of effectively understanding users' interests and capturing textual information. It is not possible to generalize to different seen/unseen recommendation scenarios and reason about their predictions. At the same time, the emergence of large language models (LLMs), represented by ChatGPT and GPT-4, has revolutionized the fields of natural language processing (NLP) and artificial intelligence (AI) due to their superior capabilities in the basic tasks of language understanding and generation, and their impressive generalization and reasoning capabilities. As a result, recent research has sought to harness the power of LLM to improve recommendation systems. Given the rapid development of this research direction in the field of recommendation systems, there is an urgent need for a systematic review of existing LLM-driven recommendation systems for researchers and practitioners in related fields to gain insight into. More specifically, we first introduced a representative approach to learning user and item representations using LLM as a feature encoder. We then reviewed the latest advances in LLMs techniques for collaborative filtering enhanced recommendation systems from the three paradigms of pre-training, fine-tuning, and prompting. Finally, we had a comprehensive discussion on the future direction of this emerging field.

Xiaonan Xu, Bin Yuan, Yongyao Mo et al.

The Curriculum Recommendations paradigm is dedicated to fostering learning equality within the ever-evolving realms of educational technology and curriculum development. In acknowledging the inherent obstacles posed by existing methodologies, such as content conflicts and disruptions from language translation, this paradigm aims to confront and overcome these challenges. Notably, it addresses content conflicts and disruptions introduced by language translation, hindrances that can impede the creation of an all-encompassing and personalized learning experience. The paradigm's objective is to cultivate an educational environment that not only embraces diversity but also customizes learning experiences to suit the distinct needs of each learner. To overcome these challenges, our approach builds upon notable contributions in curriculum development and personalized learning, introducing three key innovations. These include the integration of Transformer Base Model to enhance computational efficiency, the implementation of InfoNCE Loss for accurate content-topic matching, and the adoption of a language switching strategy to alleviate translation-related ambiguities. Together, these innovations aim to collectively tackle inherent challenges and contribute to forging a more equitable and effective learning journey for a diverse range of learners. Competitive cross-validation scores underscore the efficacy of sentence-transformers/LaBSE, achieving 0.66314, showcasing our methodology's effectiveness in diverse linguistic nuances for content alignment prediction. Index Terms-Curriculum Recommendation, Transformer model with InfoNCE Loss, Language Switching.