Self-adaptive systems (SASs) are designed to handle changes and uncertainties through a feedback loop with four core functionalities: monitoring, analyzing, planning, and execution. Recently, generative artificial intelligence (GenAI), especially the area of large language models, has shown impressive performance in data comprehension and logical reasoning. These capabilities are highly aligned with the functionalities required in SASs, suggesting a strong potential to employ GenAI to enhance SASs. However, the specific benefits and challenges of employing GenAI in SASs remain unclear. Yet, providing a comprehensive understanding of these benefits and challenges is complex due to several reasons: limited publications in the SAS field, the technological and application diversity within SASs, and the rapid evolution of GenAI technologies. To that end, this article aims to provide researchers and practitioners a comprehensive snapshot that outlines the potential benefits and challenges of employing GenAI’s within SAS. Specifically, we gather, filter, and analyze literature from four distinct research fields and organize them into two main categories to potential benefits: (i) enhancements to the autonomy of SASs centered around the specific functions of the MAPE-K feedback loop, and (ii) improvements in the interaction between humans and SASs within human-on-the-loop settings. From our study, we outline a research roadmap that highlights the challenges of integrating GenAI into SASs. The roadmap starts with outlining key research challenges that need to be tackled to exploit the potential for applying GenAI in the field of SAS. The roadmap concludes with a practical reflection, elaborating on current shortcomings of GenAI and proposing possible mitigation strategies. ^†

Multimodal interaction technology has become a key aspect of remote education by enriching student engagement and learning results as it utilizes the speech, gesture, and visual feedback as various sensory channels. This publication reflects on the latest breakthroughs in multimodal interaction and its usage in remote learning environments, including a multi-layered discussion that addresses various levels of learning and understanding. It showcases the main technologies, such as speech recognition, computer vision, and haptic feedback, that enable the visitors and learning portals to exchange data fluidly. In addition, we investigate the function of multimodal learning analytics in order to measure the cognitive and emotional states of students, targeting personalized feedback and refining instructional strategies. Though multimodal communication may bring a historical improvement to the mode of online education, the platform still faces many issues, such as media synchronization, higher computational demand, physical adaptability, and privacy concerns. These problems demand further research in the fields of algorithm optimization, access to technology guidance, and the ethical use of big data. This paper presents a systematic review of the application of multimodal interaction in remote education. Through the analysis of 25 selected research papers, this review explores key technologies, applications, and challenges in the field. By synthesizing existing findings, this study highlights the role of multimodal learning analytics, speech recognition, gesture-based interaction, and haptic feedback in enhancing remote learning.

Large Language Models (LLMs), with their abilities in knowledge acquisition and reasoning, can potentially enhance the various aspects of Self-adaptive Systems (SAS). Yet, the potential of LLMs in SAS remains largely unexplored and ambiguous, due to the lack of literature from flagship conferences or journals in the field, such as SEAMS and TAAS. The interdisciplinary nature of SAS suggests that drawing and integrating ideas from related fields, such as software engineering and autonomous agents, could unveil innovative research directions for LLMs within SAS. To this end, this paper reports the results of a literature review of studies in relevant fields, summarizes and classifies the studies relevant to SAS, and outlines their potential to specific aspects of SAS. Literature classification: www.github.com/545659928/LLM4SAS

Advancements in large language models (LLMs) have enhanced their ability to handle ambiguous user instructions. However, effective prompt patterns remain crucial for usability and comprehension. This article presents a taxonomy of prompt engineering patterns for software engineering. It is based on a systematic literature review that was conducted in early 2023, when LLMs still faced significant limitations in context length and inference capabilities. Our study explores techniques that enhance the usability and reliability of LLMs, emphasizing the ongoing importance of well-designed prompts in optimizing task performance. Our findings highlight the critical role of prompt patterns in maximizing LLM’s potential, even as their capabilities continue to evolve.

With the rapid advancement of mobile technology, e-learning has expanded significantly, making language learning more accessible than ever. At the same time, the rise of artificial intelligence (AI) technologies has opened new avenues for adaptive and personalized e-learning experiences. However, traditional e-learning methods remain limited by their reliance on static, predefined materials, which restricts equitable access to learning resources and fails to fully support lifelong learning. To address this limitation, this study proposes a location-based AI-driven e-learning system that dynamically generates language learning materials tailored to real-world contexts by integrating location-awareness technology with AI. This approach enables learners to acquire language skills that are directly applicable to their physical surroundings, thereby enhancing engagement, comprehension, and retention. Both objective evaluation and user surveys confirm the reliability and effectiveness of AI-generated language learning materials. Specifically, user surveys indicate that the generated content achieves a content relevance score of 8.4/10, an accuracy score of 8.8/10, a motivation score of 7.9/10, and a learning efficiency score of 7.8/10. Our method can reduce reliance on predefined content, allowing learners to access location-relevant learning resources anytime and anywhere, thereby improving accessibility and fostering lifelong learning in the context of sustainable education.

Evolutionary computation (EC), as a powerful optimization algorithm, has been applied across various domains. However, as the complexity of problems increases, the limitations of EC have become more apparent. The advent of large language models (LLMs) has not only transformed natural language processing but also extended their capabilities to diverse fields. By harnessing LLMs' vast knowledge and adaptive capabilities, we provide a forward-looking overview of potential improvements LLMs can bring to EC, focusing on the algorithms themselves, population design, and additional enhancements. This presents a promising direction for future research at the intersection of LLMs and EC.