arXiv subjects

Tianyu Shao

Publications and source records attributed to Tianyu Shao.

4 recordsLinked to original sources

arXiv2026

A Survey of Large Audio Language Models: Generalization, Trustworthiness, and Outlook

Advances in Large Language Models (LLMs) have paved the way for Multimodal Large Language Models (MLLMs). Among these, Large Audio Language Models (LALMs) are essential for realizing universal auditory intelligence. Despite their remarkable performance, the escalation of LALMs' capabilities has significantly outpaced the development of systemic frameworks to ensure their trustworthiness. This survey provides a comprehensive investigation into the endogenous mechanisms of LALMs, detailing the architectural innovations and alignment algorithms that facilitate emergent reasoning. Specifically, we analyze how the transition to unified end-to-end frameworks and the integration of continuous acoustic signals expand the attack surface. To rigorously evaluate the risks within these paradigms, we establish a comprehensive taxonomy of trustworthiness, categorizing critical vulnerabilities such as cross-modal jailbreaking, latent acoustic backdoors, and biometric privacy leakage. We review the state-of-the-art LALMs through six analytical pillars: hallucination, robustness, safety, privacy, fairness, and authentication. The pronounced imbalance between a mature offensive landscape and underdeveloped defenses highlights persistent trustworthiness gaps and multidimensional risks in audio-centric intelligence. Finally, we propose a roadmap advocating for ``Defense-in-Depth'' architectures, causal auditory world modeling, and intrinsic representation engineering to support the development of more reliable and trustworthy audio intelligence. Our project has been uploaded to GitHub https://github.com/Kwwwww74/Awesome-Trustworthy-AudioLLMs.

cs.SD↗

arXiv2026

Tracing Prompt-Level Trajectories to Understand Student Learning with AI in Programming Education

As AI tools such as ChatGPT enter programming classrooms, students encounter differing rules across courses and instructors, which shape how they use AI and leave them with unequal capabilities for leveraging it. We investigate how students engaged with AI in an introductory Python assignment, analyzing student-LLM chat histories and final code submissions from 163 students. We examined prompt-level strategies, traced trajectories of interaction, and compared AI-generated code with student submissions. We identified trajectories ranging from full delegation to iterative refinement, with hybrid forms in between. Although most students directly copied AI-generated code in their submission, many students scaffolded the code generation through iterative refinement. We also contrasted interaction patterns with assignment outcomes and course performance. Our findings show that prompting trajectories serve as promising windows into students' self-regulation and learning orientation. We draw design implications for educational AI systems that promote personalized and productive student-AI collaborative learning.

cs.HC↗

arXiv2026

Game-Based and Gamified Robotics Education: A Comparative Systematic Review and Design Guidelines

Robotics education fosters computational thinking, creativity, and problem-solving, but remains challenging due to technical complexity. Game-based learning (GBL) and gamification offer engagement benefits, yet their comparative impact remains unclear. We present the first PRISMA-aligned systematic review and comparative synthesis of GBL and gamification in robotics education, analyzing 95 studies from 12,485 records across four databases (2014-2025). We coded each study's approach, learning context, skill level, modality, pedagogy, and outcomes (k = .918). Three patterns emerged: (1) approach-context-pedagogy coupling (GBL more prevalent in informal settings, while gamification dominated formal classrooms [p < .001] and favored project-based learning [p = .009]); (2) emphasis on introductory programming and modular kits, with limited adoption of advanced software (~17%), advanced hardware (~5%), or immersive technologies (~22%); and (3) short study horizons, relying on self-report. We propose eight research directions and a design space outlining best practices and pitfalls, offering actionable guidance for robotics education.

cs.RO↗

arXiv2025

PRIMT: Preference-based Reinforcement Learning with Multimodal Feedback and Trajectory Synthesis from Foundation Models

Preference-based reinforcement learning (PbRL) has emerged as a promising paradigm for teaching robots complex behaviors without reward engineering. However, its effectiveness is often limited by two critical challenges: the reliance on extensive human input and the inherent difficulties in resolving query ambiguity and credit assignment during reward learning. In this paper, we introduce PRIMT, a PbRL framework designed to overcome these challenges by leveraging foundation models (FMs) for multimodal synthetic feedback and trajectory synthesis. Unlike prior approaches that rely on single-modality FM evaluations, PRIMT employs a hierarchical neuro-symbolic fusion strategy, integrating the complementary strengths of large language models and vision-language models in evaluating robot behaviors for more reliable and comprehensive feedback. PRIMT also incorporates foresight trajectory generation, which reduces early-stage query ambiguity by warm-starting the trajectory buffer with bootstrapped samples, and hindsight trajectory augmentation, which enables counterfactual reasoning with a causal auxiliary loss to improve credit assignment. We evaluate PRIMT on 2 locomotion and 6 manipulation tasks on various benchmarks, demonstrating superior performance over FM-based and scripted baselines.

cs.RO↗