Understanding instruction-following capabilities in scientific domains is essential for effectively leveraging Multimodal Large Language Models (MLLMs) to advance the development of scientific fields. In this work, we introduce SciMIF, a novel benchmark designed to evaluate the capability of MLLMs in following complex scientific instructions. Specifically, based on an extensive analysis of 22 distinct tasks across 5 representative scientific disciplines, we propose a comprehensive taxonomy comprising 10 constraint groups that captures both general functional requirements and discipline-specific characteristics. Guided by this taxonomy, we develop a high-fidelity instruction injection pipeline to systematically augment existing scientific datasets. We conduct comprehensive experiments on multiple state-of-the-art closed-source and open-source MLLMs. Our findings reveal significant performance disparities across different scientific disciplines, with chemistry posing greater challenges for current MLLMs. Furthermore, we observe that increasing the model scale does not yield corresponding improvements in constraint adherence, and current models still struggle severely with fine-grained constraints and instructions requiring the deep application of disciplinary knowledge. SciMIF fills the current void in evaluating multimodal instruction adherence within scientific domains, laying a crucial foundation for future enhancements of MLLMs in rigorous scientific applications. Data and code will be released at https://github.com/shenye7436/SciMIF .
Ye Shen, Yu-Ting Zheng, Dun Pei et al.· 0 citations
Large-scale manipulation data is essential for robot learning, yet collecting robot demonstrations remains expensive and difficult to scale. Meanwhile, abundant egocentric human manipulation videos provide rich behavioral experiences, but transferring them across embodiments remains challenging due to differences between human hands and robotic end-effectors. Recent advances in video world models offer a promising pathway to synthesize robot-centric manipulation videos from human observations, while their cross-embodiment transfer capability remains largely unexplored. Therefore, we introduce H2R-Bench, a benchmark for evaluating cross-embodiment human-to-robot manipulation video generation, where models transform egocentric human demonstrations into robot manipulation videos under specified embodiments. Each benchmark instance contains a human demonstration video, target embodiment constraints, and source-grounded annotations covering task goals, action events, functional contacts, and object responses. H2R-Bench evaluates generated videos through five dimensions, including goal-state completion, action-event completion, functional contact transfer, embodiment correctness, and general video quality. We benchmark eleven state-of-the-art video generation models across six manipulation families and two robot embodiments. Our evaluation reveals that current video world models remain limited in human-to-robot manipulation transfer: even leading models often fail in embodiment consistency, functional interaction, and task execution. H2R-Bench provides a systematic diagnostic framework for evaluating whether video world models can bridge the human-to-robot embodiment gap and convert human manipulation observations into robot-centric training resources.
Dingyi Rong, Yue Shi, Chaofan Ma et al.· 1 citation
Large language models are increasingly deployed in education as tutors, teaching assistants, and content generators. These roles place demands that ordinary question answering does not: a usable education-facing model is supposed to be accurate, safe under sensitive prompts, instructionally useful, and aligned with pedagogical goals at the same time. Existing benchmarks evaluate these requirements largely in isolation, so none assesses education-facing suitability as an integrated profile. We introduce ELBench, the first benchmark to evaluate all four requirements (General Capability, Safety and Trustworthiness, Basic Education, and High-Level Cultivation) on the same models under a common protocol, combining curated public sources with newly synthesized safety and cultivation data. We evaluate nine models, seven frontier general-purpose systems and two education-specialized variants, and report three findings. First, module-level profiles are more informative than a single aggregate: the top six models are statistically indistinguishable on overall score, yet their module leaders differ substantially, and safety is anti-correlated with practical teaching (r = -0.83). Second, the Chinese-developed models lead the safety module, the most discriminative in the suite; this advantage is largest on region-specific normative content and narrows, but does not vanish, on universal-harm content. Third, the two education-specialized models lead neither education module, and on High-Level Cultivation all models share a systematic blind spot: on the structured judgment task they converge on the same non-reference option, favoring pedagogical style over fit to the stated goal, so the module scores uniformly low and does not separate models. This raises, but does not resolve, whether domain post-training keeps pace with frontier systems on education tasks.
Yi-Lin Jiang, Xiao-Rong Zhu, Fei Tan et al.· 0 citations
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