Long Chen

Yuechen Luo, Fang Li, Shaoqing Xu et al.

While Vision-Language-Action (VLA) models have revolutionized autonomous driving by unifying perception and planning, their reliance on explicit textual Chain-of-Thought (CoT) leads to semantic-perceptual decoupling and perceptual-symbolic conflicts. Recent shifts toward latent reasoning attempt to bypass these bottlenecks by thinking in continuous hidden space. However, without explicit intermediate constraints, standard latent CoT often operates as a physics-agnostic representation. To address this, we propose the Latent Spatio-Temporal VLA (LaST-VLA), a framework shifting the reasoning paradigm from discrete symbolic processing into a physically grounded Latent Spatio-Temporal CoT. By implementing a dual-feature alignment mechanism, we distill geometric constraints from 3D foundation models and dynamic foresight from world models directly into the latent space. Coupled with a progressive SFT training strategy that transitions from feature alignment to trajectory generation, and refined via Reinforcement Learning with Group Relative Policy Optimization (GRPO) to ensure safety and rule compliance. \method~setting a new record on NAVSIM v1 (91.3 PDMS) and NAVSIM v2 (87.1 EPDMS), while excelling in spatial-temporal reasoning on SURDS and NuDynamics benchmarks.

Zhiqi Yu, Xingping Liu, Haobin Mao et al.

Grading in large undergraduate STEM courses often yields minimal feedback due to heavy instructional workloads. We present a large-scale empirical study of AI grading on real, handwritten single-variable calculus work from UC Irvine. Using OCR-conditioned large language models with structured, rubric-guided prompting, our system produces scores and formative feedback for thousands of free-response quiz submissions from nearly 800 students. In a setting with no single ground-truth label, we evaluate performance against official teaching-assistant grades, student surveys, and independent human review, finding strong alignment with TA scoring and a large majority of AI-generated feedback rated as correct or acceptable across quizzes. Beyond calculus, this setting highlights core challenges in OCR-conditioned mathematical reasoning and partial-credit assessment. We analyze key failure modes, propose practical rubric- and prompt-design principles, and introduce a multi-perspective evaluation protocol for reliable, real-course deployment. Building on the dataset and evaluation framework developed here, we outline a standardized benchmark for AI grading of handwritten mathematics to support reproducible comparison and future research.