arXiv:2604.04490v1 Announce Type: cross Abstract: This paper presents RAVEN, a computationally efficient deep learning architecture for FMCW radar perception. The method processes raw ADC data in a chirp-wise streaming manner, preserves MIMO structure through independent receiver state-space encoders, and uses a learnable cross-antenna mixing module to recover compact virtual-array features. It also introduces an early-exit mechanism so the model can make decisions using only a subset of chirps when the latent state has stabilized. Across automotive radar benchmarks, the approach reports strong object detection and BEV free-space segmentation performance while substantially reducing computation and end-to-end latency compared with conventional frame-based radar pipelines.

arXiv:2604.04670v1 Announce Type: cross Abstract: The rapid rise of LLMs over the last few years has promoted growing experimentation with LLM-driven AI tutors. However, the details of implementation, as well as the benefit in a teaching environment, are still in the early days of exploration. This article addresses these issues in the context of implementation of an AI Teaching Assistant (AI-TA) using Retrieval Augmented Generation (RAG) for Trinity College Dublin's Master's Motion Picture Engineering (MPE) course. We provide details of our implementation (including the prompt to the LLM, and code), and highlight how we designed and tuned our RAG pipeline to meet course needs. We describe our survey instrument and report on the impact of the AI-TA through a number of quantitative metrics. The scale of our experiment (43 students, 296 sessions, 1,889 queries over 7 weeks) was sufficient to have confidence in our findings. Unlike previous studies, we experimented with allowing the use of the AI-TA in open-book examinations. Statistical analysis across three exams showed no performance differences regardless of AI-TA access (p > 0.05), demonstrating that thoughtfully designed assessments can maintain academic validity. Student feedback revealed that the AI-TA was beneficial (mean = 4.22/5), while students had mixed feelings about preferring it over human tutoring (mean = 2.78/5).