X. Luo

Tianyi Ma, Yiyue Qian, Zheyuan Zhang et al.

The exponential growth of data-driven systems and AI technologies has intensified the demand for high-quality web-sourced datasets. While existing datasets have proven valuable, conventional web data collection approaches face significant limitations in terms of human effort and scalability. Current data-collecting solutions fall into two categories: wrapper-based methods that struggle with adaptability and reproducibility, and large language model (LLM)-based approaches that incur substantial computational and financial costs. To address these challenges, we propose AutoData, a novel multi-agent system for Automated web Data collection, that requires minimal human intervention, i.e., only necessitating a natural language instruction specifying the desired dataset. In addition, AutoData is designed with a robust multi-agent architecture, featuring a novel oriented message hypergraph coordinated by a central task manager, to efficiently organize agents across research and development squads. Besides, we introduce a novel hypergraph cache system to advance the multi-agent collaboration process that enables efficient automated data collection and mitigates the token cost issues prevalent in existing LLM-based systems. Moreover, we introduce Instruct2DS, a new benchmark dataset supporting live data collection from web sources across three domains: academic, finance, and sports. Comprehensive evaluations over Instruct2DS and three existing benchmark datasets demonstrate AutoData's superior performance compared to baseline methods. Case studies on challenging tasks such as picture book collection and paper extraction from surveys further validate its applicability. Our source code and dataset are available at https://github.com/GraphResearcher/AutoData.

Zining Chen, Xingshuang Luo, Weiqiu Wang et al.

Recent Anomaly Detection (AD) methods have achieved great success with In-Distribution (ID) data. However, real-world data often exhibits distribution shift, causing huge performance decay on traditional AD methods. From this perspective, few previous work has explored AD with distribution shift, and the distribution-invariant normality learning has been proposed based on the Reverse Distillation (RD) framework. However, we observe the misalignment issue between the teacher and the student network that causes detection failure, thereby propose FiCo, Filter or Compensate, to address the distribution shift issue in AD. FiCo firstly compensates the distribution-specific information to reduce the misalignment between the teacher and student network via the Distribution-Specific Compensation (DiSCo) module, and secondly filters all abnormal information to capture distribution-invariant normality with the Distribution-Invariant Filter (DiIFi) module. Extensive experiments on three different AD benchmarks demonstrate the effectiveness of FiCo, which outperforms all existing state-of-the-art (SOTA) methods, and even achieves better results on the ID scenario compared with RD-based methods. Our code is available at https://github.com/znchen666/FiCo.

Clayton Cohn, Surya Rayala, Namrata Srivastava et al.

Large language models (LLMs) present new opportunities for creating pedagogical agents that engage in meaningful dialogue to support student learning. However, the current use of LLM systems like ChatGPT in classrooms often lacks the solid theoretical foundation found in earlier intelligent tutoring systems. To bridge this gap, we propose a framework that combines Evidence-Centered Design with Social Cognitive Theory for adaptive scaffolding in LLM-based agents focused on STEM+C learning. We illustrate this framework with Inquizzitor, an LLM-based formative assessment agent that integrates human-AI hybrid intelligence and provides feedback grounded in cognitive science principles. Our findings show that Inquizzitor delivers high-quality assessment and interaction aligned with core learning theories, offering teachers effective guidance that students value. This research underscores the potential for theory-driven LLM integration in education, highlighting the ability of these systems to provide adaptive and principled instruction.