arXiv:2603.16673v3 Announce Type: replace-cross Abstract: Embodied robotic systems increasingly rely on large language model (LLM)-based agents to support high-level reasoning, planning, and decision-making during interactions with the environment. However, invoking LLM reasoning introduces substantial computational latency and resource overhead, which can interrupt action execution and reduce system reliability. Excessive reasoning may delay actions, while insufficient reasoning often leads to incorrect decisions and task failures. This raises a fundamental question for embodied agents: when should the agent reason, and when should it act? In this work, we propose RARRL (Resource-Aware Reasoning via Reinforcement Learning), a hierarchical framework for resource-aware orchestration of embodied agents. Rather than learning low-level control policies, RARRL learns a high-level orchestration policy that operates at the agent's decision-making layer. This policy enables the agent to adaptively determine whether to invoke reasoning, which reasoning role to employ, and how much computational budget to allocate based on current observations, execution history, and remaining resources. Extensive experiments, including evaluations with empirical latency profiles derived from the ALFRED benchmark, show that RARRL consistently improves task success rates while reducing execution latency and enhancing robustness compared with fixed or heuristic reasoning strategies. These results demonstrate that adaptive reasoning control is essential for building reliable and efficient embodied robotic agents.

arXiv:2602.18466v1 Announce Type: cross Abstract: K-12 science classrooms are rich sites of inquiry where students coordinate phenomena, evidence, and explanatory models through discourse; yet, the multimodal complexity of these interactions has made automated analysis elusive. Existing benchmarks for classroom discourse focus primarily on mathematics and rely solely on transcripts, overlooking the visual artifacts and model-based reasoning emphasized by the Next Generation Science Standards (NGSS). We address this gap with SciIBI, the first video benchmark for analyzing science classroom discourse, featuring 113 NGSS-aligned clips annotated with Core Instructional Practices (CIP) and sophistication levels. By evaluating eight state-of-the-art LLMs and Multimodal LLMs, we reveal fundamental limitations: current models struggle to distinguish pedagogically similar practices, suggesting that CIP coding requires instructional reasoning beyond surface pattern matching. Furthermore, adding video input yields inconsistent gains across architectures. Crucially, our evidence-based evaluation reveals that models often succeed through surface shortcuts rather than genuine pedagogical understanding. These findings establish science classroom discourse as a challenging frontier for multimodal AI and point toward human-AI collaboration, where models retrieve evidence to accelerate expert review rather than replace it.