Daily Papers

Recent approaches representing 3D objects and scenes using Gaussian splats show increased rendering speed across a variety of platforms and devices. While rendering such representations is indeed extremely efficient, storing and transmitting them is often prohibitively expensive. To represent large-scale scenes, one often needs to store millions of 3D Gaussians, occupying gigabytes of disk space. This poses a very practical limitation, prohibiting widespread adoption.Several solutions have been proposed to strike a balance between disk size and rendering quality, noticeably reducing the visual quality. In this work, we propose a new representation that dramatically reduces the hard drive footprint while featuring similar or improved quality when compared to the standard 3D Gaussian splats. When compared to other compact solutions, ours offers higher quality renderings with significantly reduced storage, being able to efficiently run on a mobile device in real-time. Our key observation is that nearby points in the scene can share similar representations. Hence, only a small ratio of 3D points needs to be stored. We introduce an approach to identify such points which are called parent points. The discarded points called children points along with attributes can be efficiently predicted by tiny MLPs.

Vision-language models (VLMs) demonstrate impressive performance on standard video understanding benchmarks yet fail systematically on simple reasoning tasks that preschool children can solve, including counting, spatial reasoning, and compositional understanding. We hypothesize that the pedagogically-structured content of educational videos provides an ideal training signal for improving these capabilities. We introduce DoraVQA, a dataset of 5,344 question-answer pairs automatically extracted from 8 seasons of Dora the Explorer with precise timestamp alignment. Each episode follows a consistent context-question-pause-answer structure that creates a self-contained learning environment analogous to interactive tutoring. We fine-tune both Qwen2 and Qwen3 using Group Relative Policy Optimization (GRPO), leveraging the clear correctness signals and structured reasoning traces inherent in educational content. Despite training exclusively on 38 hours of children's educational videos, our approach achieves improvements of 8-14 points on DoraVQA and state-of-the-art 86.16\% on CVBench, with strong transfer to Video-MME and NExT-QA, demonstrating effective generalization from narrow pedagogical content to broad multimodal understanding. Through cross-domain benchmarks, we show that VLMs can perform tasks that require robust reasoning learned from structured educational content, suggesting that content structure matters as much as content scale.

Gaze behaviors such as eye-contact or shared attention are important markers for diagnosing developmental disorders in children. While previous studies have looked at some of these elements, the analysis is usually performed on private datasets and is restricted to lab settings. Furthermore, all publicly available gaze target prediction benchmarks mostly contain instances of adults, which makes models trained on them less applicable to scenarios with young children. In this paper, we propose the first study for predicting the gaze target of children and interacting adults. To this end, we introduce the ChildPlay dataset: a curated collection of short video clips featuring children playing and interacting with adults in uncontrolled environments (e.g. kindergarten, therapy centers, preschools etc.), which we annotate with rich gaze information. We further propose a new model for gaze target prediction that is geometrically grounded by explicitly identifying the scene parts in the 3D field of view (3DFoV) of the person, leveraging recent geometry preserving depth inference methods. Our model achieves state of the art results on benchmark datasets and ChildPlay. Furthermore, results show that looking at faces prediction performance on children is much worse than on adults, and can be significantly improved by fine-tuning models using child gaze annotations. Our dataset and models will be made publicly available.

This paper analyzes the safety of Large Language Models (LLMs) in interactions with children below age of 18 years. Despite the transformative applications of LLMs in various aspects of children's lives such as education and therapy, there remains a significant gap in understanding and mitigating potential content harms specific to this demographic. The study acknowledges the diverse nature of children often overlooked by standard safety evaluations and proposes a comprehensive approach to evaluating LLM safety specifically for children. We list down potential risks that children may encounter when using LLM powered applications. Additionally we develop Child User Models that reflect the varied personalities and interests of children informed by literature in child care and psychology. These user models aim to bridge the existing gap in child safety literature across various fields. We utilize Child User Models to evaluate the safety of six state of the art LLMs. Our observations reveal significant safety gaps in LLMs particularly in categories harmful to children but not adults