Daily Papers

Many students struggle with math word problems (MWPs), often finding it difficult to identify key information and select the appropriate mathematical operations.Schema-based instruction (SBI) is an evidence-based strategy that helps students categorize problems based on their structure, improving problem-solving accuracy. Building on this, we propose a Schema-Based Instruction Retrieval-Augmented Generation (SBI-RAG) framework that incorporates a large language model (LLM).Our approach emphasizes step-by-step reasoning by leveraging schemas to guide solution generation. We evaluate its performance on the GSM8K dataset, comparing it with GPT-4 and GPT-3.5 Turbo, and introduce a "reasoning score" metric to assess solution quality. Our findings suggest that SBI-RAG enhances reasoning clarity and problem-solving accuracy, potentially providing educational benefits for students

Learning disorders are neurological conditions that affect the brain's ability to interconnect communication areas. Dyslexic students experience problems with reading, memorizing, and exposing concepts; however the magnitude of these can be mitigated through both therapies and the creation of compensatory mechanisms. Several efforts have been made to mitigate these issues, leading to the creation of digital resources for students with specific learning disorders attending primary and secondary education levels. Conversely, a standard approach is still missed in higher education. The VRAIlexia project has been created to tackle this issue by proposing two different tools: a mobile application integrating virtual reality (VR) to collect data quickly and easily, and an artificial intelligencebased software (AI) to analyze the collected data for customizing the supporting methodology for each student. The first one has been created and is being distributed among dyslexic students in Higher Education Institutions, for the conduction of specific psychological and psychometric tests. The second tool applies specific artificial intelligence algorithms to the data gathered via the application and other surveys. These AI techniques have allowed us to identify the most relevant difficulties faced by the students' cohort. Our different models have obtained around 90\% mean accuracy for predicting the support tools and learning strategies.

This paper presents a pioneering methodology, termed StructTuning, to efficiently transform foundation Large Language Models (LLMs) into domain specialists. It significantly minimizes the training corpus requirement to a mere 0.3% while achieving an impressive 50% of traditional knowledge injection performance. Our method is inspired by the educational processes for human students, particularly how structured domain knowledge from textbooks is absorbed and then applied to tackle real-world challenges through specific exercises. Based on this, we propose a novel two-stage knowledge injection strategy: Structure-aware Continual Pre-Training (SCPT) and Structure-aware Supervised Fine-Tuning (SSFT). In the SCPT phase, we organize the training data into an auto-generated taxonomy of domain knowledge, enabling LLMs to effectively memorize textual segments linked to specific expertise within the taxonomy's architecture. Subsequently, in the SSFT phase, we explicitly prompt models to reveal the underlying knowledge structure in their outputs, leveraging this structured domain insight to address practical problems adeptly. Our ultimate method has undergone extensive evaluations across model architectures and scales, using closed-book question-answering tasks on LongBench and MMedBench datasets. Remarkably, our method matches 50% of the improvement displayed by the state-of-the-art MMedLM2 on MMedBench, but with only 0.3% quantity of the training corpus. This breakthrough showcases the potential to scale up our StructTuning for stronger domain-specific LLMs. Code will be made public soon.

Assessing student's answers and in particular natural language answers is a crucial challenge in the field of education. Advances in machine learning, including transformer-based models such as Large Language Models(LLMs), have led to significant progress in various natural language tasks. Nevertheless, amidst the growing trend of evaluating LLMs across diverse tasks, evaluating LLMs in the realm of automated answer assesment has not received much attention. To address this gap, we explore the potential of using LLMs for automated assessment of student's short and open-ended answer. Particularly, we use LLMs to compare students' explanations with expert explanations in the context of line-by-line explanations of computer programs. For comparison purposes, we assess both Large Language Models (LLMs) and encoder-based Semantic Textual Similarity (STS) models in the context of assessing the correctness of students' explanation of computer code. Our findings indicate that LLMs, when prompted in few-shot and chain-of-thought setting perform comparable to fine-tuned encoder-based models in evaluating students' short answers in programming domain.

This study applies Activity Theory to investigate how English as a foreign language (EFL) students prompt generative artificial intelligence (AI) tools during short story writing. Sixty-seven Hong Kong secondary school students created generative-AI tools using open-source language models and wrote short stories with them. The study collected and analyzed the students' generative-AI tools, short stories, and written reflections on their conditions or purposes for prompting. The research identified three main themes regarding the purposes for which students prompt generative-AI tools during short story writing: a lack of awareness of purposes, overcoming writer's block, and developing, expanding, and improving the story. The study also identified common characteristics of students' activity systems, including the sophistication of their generative-AI tools, the quality of their stories, and their school's overall academic achievement level, for their prompting of generative-AI tools for the three purposes during short story writing. The study's findings suggest that teachers should be aware of students' purposes for prompting generative-AI tools to provide tailored instructions and scaffolded guidance. The findings may also help designers provide differentiated instructions for users at various levels of story development when using a generative-AI tool.

Recent developments in natural language representations have been accompanied by large and expensive models that leverage vast amounts of general-domain text through self-supervised pre-training. Due to the cost of applying such models to down-stream tasks, several model compression techniques on pre-trained language representations have been proposed (Sun et al., 2019; Sanh, 2019). However, surprisingly, the simple baseline of just pre-training and fine-tuning compact models has been overlooked. In this paper, we first show that pre-training remains important in the context of smaller architectures, and fine-tuning pre-trained compact models can be competitive to more elaborate methods proposed in concurrent work. Starting with pre-trained compact models, we then explore transferring task knowledge from large fine-tuned models through standard knowledge distillation. The resulting simple, yet effective and general algorithm, Pre-trained Distillation, brings further improvements. Through extensive experiments, we more generally explore the interaction between pre-training and distillation under two variables that have been under-studied: model size and properties of unlabeled task data. One surprising observation is that they have a compound effect even when sequentially applied on the same data. To accelerate future research, we will make our 24 pre-trained miniature BERT models publicly available.

Developing an educational test can be expensive and time-consuming, as each item must be written by experts and then evaluated by collecting hundreds of student responses. Moreover, many tests require multiple distinct sets of questions administered throughout the school year to closely monitor students' progress, known as parallel tests. In this study, we focus on tests of silent sentence reading efficiency, used to assess students' reading ability over time. To generate high-quality parallel tests, we propose to fine-tune large language models (LLMs) to simulate how previous students would have responded to unseen items. With these simulated responses, we can estimate each item's difficulty and ambiguity. We first use GPT-4 to generate new test items following a list of expert-developed rules and then apply a fine-tuned LLM to filter the items based on criteria from psychological measurements. We also propose an optimal-transport-inspired technique for generating parallel tests and show the generated tests closely correspond to the original test's difficulty and reliability based on crowdworker responses. Our evaluation of a generated test with 234 students from grades 2 to 8 produces test scores highly correlated (r=0.93) to those of a standard test form written by human experts and evaluated across thousands of K-12 students.

In this paper we look at the ability of recent large language models (LLMs) at solving mathematical problems in combinatorics. We compare models LLaMA-2, LLaMA-3.1, GPT-4, and Mixtral against each other and against human pupils and undergraduates with prior experience in mathematical olympiads. To facilitate these comparisons we introduce the Combi-Puzzles dataset, which contains 125 problem variants based on 25 combinatorial reasoning problems. Each problem is presented in one of five distinct forms, created by systematically manipulating the problem statements through adversarial additions, numeric parameter changes, and linguistic obfuscation. Our variations preserve the mathematical core and are designed to measure the generalisability of LLM problem-solving abilities, while also increasing confidence that problems are submitted to LLMs in forms that have not been seen as training instances. We found that a model based on GPT-4 outperformed all other models in producing correct responses, and performed significantly better in the mathematical variation of the problems than humans. We also found that modifications to problem statements significantly impact the LLM's performance, while human performance remains unaffected.

Although LLMs are increasing the productivity of professional programmers, existing work shows that beginners struggle to prompt LLMs to solve text-to-code tasks. Why is this the case? This paper explores two competing hypotheses about the cause of student-LLM miscommunication: (1) students simply lack the technical vocabulary needed to write good prompts, and (2) students do not understand the extent of information that LLMs need to solve code generation tasks. We study (1) with a causal intervention experiment on technical vocabulary and (2) by analyzing graphs that abstract how students edit prompts and the different failures that they encounter. We find that substance beats style: a poor grasp of technical vocabulary is merely correlated with prompt failure; that the information content of prompts predicts success; that students get stuck making trivial edits; and more. Our findings have implications for the use of LLMs in programming education, and for efforts to make computing more accessible with LLMs.

This study evaluates the effectiveness of various large language models (LLMs) in performing tasks common among undergraduate computer science students. Although a number of research studies in the computing education community have explored the possibility of using LLMs for a variety of tasks, there is a lack of comprehensive research comparing different LLMs and evaluating which LLMs are most effective for different tasks. Our research systematically assesses some of the publicly available LLMs such as Google Bard, ChatGPT(3.5), GitHub Copilot Chat, and Microsoft Copilot across diverse tasks commonly encountered by undergraduate computer science students in India. These tasks include code explanation and documentation, solving class assignments, technical interview preparation, learning new concepts and frameworks, and email writing. Evaluation for these tasks was carried out by pre-final year and final year undergraduate computer science students and provides insights into the models' strengths and limitations. This study aims to guide students as well as instructors in selecting suitable LLMs for any specific task and offers valuable insights on how LLMs can be used constructively by students and instructors.

Science and Engineering fairs offer K-12 students opportunities to engage with authentic STEM practices. Particularly, students are given the chance to experience authentic and open inquiry processes, by defining which themes, questions and approaches will guide their scientific endeavors. In this study, we analyzed data from over 5,000 projects presented at a nationwide science fair in Brazil over the past 20 years using topic modeling to identify the main topics that have driven students' inquiry and design. Our analysis identified a broad range of topics being explored, with significant variations over time, region, and school setting. We argue those results and proposed methodology can not only support further research in the context of science fairs, but also inform instruction and design of contexts-specific resources to support students in open inquiry experiences in different settings.

Transformers and masked language modeling are quickly being adopted and explored in computer vision as vision transformers and masked image modeling (MIM). In this work, we argue that image token masking differs from token masking in text, due to the amount and correlation of tokens in an image. In particular, to generate a challenging pretext task for MIM, we advocate a shift from random masking to informed masking. We develop and exhibit this idea in the context of distillation-based MIM, where a teacher transformer encoder generates an attention map, which we use to guide masking for the student. We thus introduce a novel masking strategy, called attention-guided masking (AttMask), and we demonstrate its effectiveness over random masking for dense distillation-based MIM as well as plain distillation-based self-supervised learning on classification tokens. We confirm that AttMask accelerates the learning process and improves the performance on a variety of downstream tasks. We provide the implementation code at https://github.com/gkakogeorgiou/attmask.

Flashcard schedulers are tools that rely on 1) student models to predict the flashcards a student knows; and 2) teaching policies to schedule cards based on these predictions. Existing student models, however, only use flashcard-level features, like the student's past responses, ignoring the semantic ties of flashcards. Deep Knowledge Tracing (DKT) models can capture semantic relations with language models, but are inefficient, lack content-rich datasets for evaluation, and require robust teaching policies. To address these issues, we design KARL, a DKT-inspired student model that uses retrieval and BERT embeddings for efficient and accurate student recall predictions. To test KARL, we collect a new dataset of diverse study history on trivia questions. KARL bests existing student models in AUC and calibration error. Finally, we propose a novel teaching policy that exploits the predictive power of DKT models to deploy KARL online. Based on 27 learners and 32 6-day study trajectories, KARL shows the ability to enhance medium-term educational learning, proving its efficacy for scheduling.

We present the InterviewBot that dynamically integrates conversation history and customized topics into a coherent embedding space to conduct 10 mins hybrid-domain (open and closed) conversations with foreign students applying to U.S. colleges for assessing their academic and cultural readiness. To build a neural-based end-to-end dialogue model, 7,361 audio recordings of human-to-human interviews are automatically transcribed, where 440 are manually corrected for finetuning and evaluation. To overcome the input/output size limit of a transformer-based encoder-decoder model, two new methods are proposed, context attention and topic storing, allowing the model to make relevant and consistent interactions. Our final model is tested both statistically by comparing its responses to the interview data and dynamically by inviting professional interviewers and various students to interact with it in real-time, finding it highly satisfactory in fluency and context awareness.

Student's grade retention is a key issue faced by many education systems, especially those in developing countries. In this paper, we seek to gauge the relevance of students' personality traits in predicting grade retention in Brazil. For that, we used data collected in 2012 and 2017, in the city of Sertaozinho, countryside of the state of Sao Paulo, Brazil. The surveys taken in Sertaozinho included several socioeconomic questions, standardized tests, and a personality test. Moreover, students were in grades 4, 5, and 6 in 2012. Our approach was based on training machine learning models on the surveys' data to predict grade retention between 2012 and 2017 using information from 2012 or before, and then using some strategies to quantify personality traits' predictive power. We concluded that, besides proving to be fairly better than a random classifier when isolated, personality traits contribute to prediction even when using socioeconomic variables and standardized tests results.

Blended learning is generally defined as the combination of traditional face-to-face learning and online learning. This learning mode has been widely used in advanced education across the globe due to the COVID-19 pandemic's social distance restriction as well as the development of technology. Online learning plays an important role in blended learning, and as it requires more student autonomy, the quality of blended learning in advanced education has been a persistent concern. Existing literature offers several elements and frameworks regarding evaluating the quality of blended learning. However, most of them either have different favours for evaluation perspectives or simply offer general guidance for evaluation, reducing the completeness, objectivity and practicalness of related works. In order to carry out a more intuitive and comprehensive evaluation framework, this paper proposes a hierarchy-based analysis approach. Applying gradient boosting model and feature importance evaluation method, this approach mainly analyses student engagement and its three identified dimensions (behavioral engagement, emotional engagement, cognitive engagement) to eliminate some existing stubborn problems when it comes to blended learning evaluation. The results show that cognitive engagement and emotional engagement play a more important role in blended learning evaluation, implying that these two should be considered to improve for better learning as well as teaching quality.

Large Language Models (LLMs) perform complex reasoning by generating explanations for their predictions. However, a complementary goal of explanations is to also communicate useful knowledge that improves weaker agents. Hence, we investigate whether LLMs also make good teachers for weaker agents. In particular, we consider a student-teacher framework between two LLM agents and study if, when, and how the teacher should intervene with natural language explanations to improve the student's performance. Since communication is expensive, we define a budget such that the teacher only communicates explanations for a fraction of the data, after which the student should perform well on its own. We decompose the teaching problem along four axes: (1) if teacher's test time intervention improve student predictions, (2) when it is worth explaining a data point, (3) how the teacher should personalize explanations to better teach the student, and (4) if teacher explanations also improve student performance on future unexplained data. We first show that teacher LLMs can indeed intervene on student reasoning to improve their performance. Next, we propose a Theory of Mind approach, in which the teacher builds two few-shot mental models of the student. The first model defines an Intervention Function that simulates the utility of an intervention, allowing the teacher to intervene when this utility is the highest and improving student performance at lower budgets. The second model enables the teacher to personalize explanations for a particular student and outperform unpersonalized teachers. We also demonstrate that in multi-turn interactions, teacher explanations generalize and learning from explained data improves student performance on future unexplained data. Finally, we also verify that misaligned teachers can lower student performance to random chance by intentionally misleading them.

Intelligent Tutoring Systems (ITS) enhance personalized learning by predicting student answers to provide immediate and customized instruction. However, recent research has primarily focused on the correctness of the answer rather than the student's performance on specific answer choices, limiting insights into students' thought processes and potential misconceptions. To address this gap, we present MCQStudentBert, an answer forecasting model that leverages the capabilities of Large Language Models (LLMs) to integrate contextual understanding of students' answering history along with the text of the questions and answers. By predicting the specific answer choices students are likely to make, practitioners can easily extend the model to new answer choices or remove answer choices for the same multiple-choice question (MCQ) without retraining the model. In particular, we compare MLP, LSTM, BERT, and Mistral 7B architectures to generate embeddings from students' past interactions, which are then incorporated into a finetuned BERT's answer-forecasting mechanism. We apply our pipeline to a dataset of language learning MCQ, gathered from an ITS with over 10,000 students to explore the predictive accuracy of MCQStudentBert, which incorporates student interaction patterns, in comparison to correct answer prediction and traditional mastery-learning feature-based approaches. This work opens the door to more personalized content, modularization, and granular support.

Accurately detecting student behavior in classroom videos can aid in analyzing their classroom performance and improving teaching effectiveness. However, the current accuracy rate in behavior detection is low. To address this challenge, we propose the Student Classroom Behavior Detection system based on based on YOLOv7-BRA (YOLOv7 with Bi-level Routing Attention ). We identified eight different behavior patterns, including standing, sitting, speaking, listening, walking, raising hands, reading, and writing. We constructed a dataset, which contained 11,248 labels and 4,001 images, with an emphasis on the common behavior of raising hands in a classroom setting (Student Classroom Behavior dataset, SCB-Dataset). To improve detection accuracy, we added the biformer attention module to the YOLOv7 network. Finally, we fused the results from YOLOv7 CrowdHuman, SlowFast, and DeepSort models to obtain student classroom behavior data. We conducted experiments on the SCB-Dataset, and YOLOv7-BRA achieved an mAP@0.5 of 87.1%, resulting in a 2.2% improvement over previous results. Our SCB-dataset can be downloaded from: https://github.com/Whiffe/SCB-datase

Knowledge distillation methods have recently shown to be a promising direction to speedup the synthesis of large-scale diffusion models by requiring only a few inference steps. While several powerful distillation methods were recently proposed, the overall quality of student samples is typically lower compared to the teacher ones, which hinders their practical usage. In this work, we investigate the relative quality of samples produced by the teacher text-to-image diffusion model and its distilled student version. As our main empirical finding, we discover that a noticeable portion of student samples exhibit superior fidelity compared to the teacher ones, despite the ``approximate'' nature of the student. Based on this finding, we propose an adaptive collaboration between student and teacher diffusion models for effective text-to-image synthesis. Specifically, the distilled model produces the initial sample, and then an oracle decides whether it needs further improvements with a slow teacher model. Extensive experiments demonstrate that the designed pipeline surpasses state-of-the-art text-to-image alternatives for various inference budgets in terms of human preference. Furthermore, the proposed approach can be naturally used in popular applications such as text-guided image editing and controllable generation.

With the ever-increasing number of news stories available online, classifying them by topic, regardless of the language they are written in, has become crucial for enhancing readers' access to relevant content. To address this challenge, we propose a teacher-student framework based on large language models (LLMs) for developing multilingual news classification models of reasonable size with no need for manual data annotation. The framework employs a Generative Pretrained Transformer (GPT) model as the teacher model to develop an IPTC Media Topic training dataset through automatic annotation of news articles in Slovenian, Croatian, Greek, and Catalan. The teacher model exhibits a high zero-shot performance on all four languages. Its agreement with human annotators is comparable to that between the human annotators themselves. To mitigate the computational limitations associated with the requirement of processing millions of texts daily, smaller BERT-like student models are fine-tuned on the GPT-annotated dataset. These student models achieve high performance comparable to the teacher model. Furthermore, we explore the impact of the training data size on the performance of the student models and investigate their monolingual, multilingual and zero-shot cross-lingual capabilities. The findings indicate that student models can achieve high performance with a relatively small number of training instances, and demonstrate strong zero-shot cross-lingual abilities. Finally, we publish the best-performing news topic classifier, enabling multilingual classification with the top-level categories of the IPTC Media Topic schema.

Human education system trains one student by multiple experts. Mixture-of-experts (MoE) is a powerful sparse architecture including multiple experts. However, sparse MoE model is easy to overfit, hard to deploy, and not hardware-friendly for practitioners. In this work, inspired by the human education model, we propose a novel task, knowledge integration, to obtain a dense student model (OneS) as knowledgeable as one sparse MoE. We investigate this task by proposing a general training framework including knowledge gathering and knowledge distillation. Specifically, to gather key knowledge from different pre-trained experts, we first investigate four different possible knowledge gathering methods, \ie summation, averaging, Top-K Knowledge Gathering (Top-KG), and Singular Value Decomposition Knowledge Gathering (SVD-KG) proposed in this paper. We then refine the dense student model by knowledge distillation to offset the noise from gathering. On ImageNet, our OneS preserves 61.7% benefits from MoE and achieves 78.4% top-1 accuracy ImageNet with only 15M parameters. On four natural language processing datasets, OneS obtains 88.2% MoE benefits and outperforms the best baseline by 51.7% using the same architecture and training data. In addition, compared with the MoE counterpart, OneS can achieve 3.7 times inference speedup due to less computation and hardware-friendly architecture.

Diffusion models achieve high-quality sample generation at the cost of a lengthy multistep inference procedure. To overcome this, diffusion distillation techniques produce student generators capable of matching or surpassing the teacher in a single step. However, the student model's inference speed is limited by the size of the teacher architecture, preventing real-time generation for computationally heavy applications. In this work, we introduce Multi-Student Distillation (MSD), a framework to distill a conditional teacher diffusion model into multiple single-step generators. Each student generator is responsible for a subset of the conditioning data, thereby obtaining higher generation quality for the same capacity. MSD trains multiple distilled students, allowing smaller sizes and, therefore, faster inference. Also, MSD offers a lightweight quality boost over single-student distillation with the same architecture. We demonstrate MSD is effective by training multiple same-sized or smaller students on single-step distillation using distribution matching and adversarial distillation techniques. With smaller students, MSD gets competitive results with faster inference for single-step generation. Using 4 same-sized students, MSD significantly outperforms single-student baseline counterparts and achieves remarkable FID scores for one-step image generation: 1.20 on ImageNet-64x64 and 8.20 on zero-shot COCO2014.

It is clear, from the major press coverage that Virtual Reality (VR) development is garnering, that there is a huge amount of development interest in VR across multiple industries, including video streaming, gaming and simulated learning. Even though PC, web, and mobile are still the top platforms for software development, it is important for university computer science (CS) programs to expose students to VR as a development platform. Additionally, it is important for CS students to learn how to learn about new technologies, since change is constant in the CS field. CS curriculum changes happen much slower than the pace of technology adoption. As new technologies are introduced, CS faculty and students often learn together, especially in smaller CS programs. This paper describes how student-led VR projects are used, across the CS curriculum, as basic CS concepts are covered. The student-led VR projects are engaging, and promote learning and creativity. Additionally, each student project inspires more students to try their hand at VR development as well.

Knowledge distillation (KD) is an effective training strategy to improve the lightweight student models under the guidance of cumbersome teachers. However, the large architecture difference across the teacher-student pairs limits the distillation gains. In contrast to previous adaptive distillation methods to reduce the teacher-student gap, we explore a novel training-free framework to search for the best student architectures for a given teacher. Our work first empirically show that the optimal model under vanilla training cannot be the winner in distillation. Secondly, we find that the similarity of feature semantics and sample relations between random-initialized teacher-student networks have good correlations with final distillation performances. Thus, we efficiently measure similarity matrixs conditioned on the semantic activation maps to select the optimal student via an evolutionary algorithm without any training. In this way, our student architecture search for Distillation WithOut Training (DisWOT) significantly improves the performance of the model in the distillation stage with at least 180times training acceleration. Additionally, we extend similarity metrics in DisWOT as new distillers and KD-based zero-proxies. Our experiments on CIFAR, ImageNet and NAS-Bench-201 demonstrate that our technique achieves state-of-the-art results on different search spaces. Our project and code are available at https://lilujunai.github.io/DisWOT-CVPR2023/.

Purpose: Automating tasks such as lung tumor localization and segmentation in radiological images can free valuable time for radiologists and other clinical personnel. Convolutional neural networks may be suited for such tasks, but require substantial amounts of labeled data to train. Obtaining labeled data is a challenge, especially in the medical domain. Methods: This paper investigates the use of a teacher-student design to utilize datasets with different types of supervision to train an automatic model performing pulmonary tumor segmentation on computed tomography images. The framework consists of two models: the student that performs end-to-end automatic tumor segmentation and the teacher that supplies the student additional pseudo-annotated data during training. Results: Using only a small proportion of semantically labeled data and a large number of bounding box annotated data, we achieved competitive performance using a teacher-student design. Models trained on larger amounts of semantic annotations did not perform better than those trained on teacher-annotated data. Conclusions: Our results demonstrate the potential of utilizing teacher-student designs to reduce the annotation load, as less supervised annotation schemes may be performed, without any real degradation in segmentation accuracy.

We present Noisy Student Training, a semi-supervised learning approach that works well even when labeled data is abundant. Noisy Student Training achieves 88.4% top-1 accuracy on ImageNet, which is 2.0% better than the state-of-the-art model that requires 3.5B weakly labeled Instagram images. On robustness test sets, it improves ImageNet-A top-1 accuracy from 61.0% to 83.7%, reduces ImageNet-C mean corruption error from 45.7 to 28.3, and reduces ImageNet-P mean flip rate from 27.8 to 12.2. Noisy Student Training extends the idea of self-training and distillation with the use of equal-or-larger student models and noise added to the student during learning. On ImageNet, we first train an EfficientNet model on labeled images and use it as a teacher to generate pseudo labels for 300M unlabeled images. We then train a larger EfficientNet as a student model on the combination of labeled and pseudo labeled images. We iterate this process by putting back the student as the teacher. During the learning of the student, we inject noise such as dropout, stochastic depth, and data augmentation via RandAugment to the student so that the student generalizes better than the teacher. Models are available at https://github.com/tensorflow/tpu/tree/master/models/official/efficientnet. Code is available at https://github.com/google-research/noisystudent.

Large Language Models (LLMs) have shown significant promise as copilots in various tasks. Local deployment of LLMs on edge devices is necessary when handling privacy-sensitive data or latency-sensitive tasks. The computational constraints of such devices make direct deployment of powerful large-scale LLMs impractical, necessitating the Knowledge Distillation from large-scale models to lightweight models. Lots of work has been done to elicit diversity and quality training examples from LLMs, but little attention has been paid to aligning teacher instructional content based on student preferences, akin to "responsive teaching" in pedagogy. Thus, we propose ARTE, dubbed Aligning TeacheR with StudenT PreferencEs, a framework that aligns the teacher model with student preferences to generate tailored training examples for Knowledge Distillation. Specifically, we elicit draft questions and rationales from the teacher model, then collect student preferences on these questions and rationales using students' performance with in-context learning as a proxy, and finally align the teacher model with student preferences. In the end, we repeat the first step with the aligned teacher model to elicit tailored training examples for the student model on the target task. Extensive experiments on academic benchmarks demonstrate the superiority of ARTE over existing instruction-tuning datasets distilled from powerful LLMs. Moreover, we thoroughly investigate the generalization of ARTE, including the generalization of fine-tuned student models in reasoning ability and the generalization of aligned teacher models to generate tailored training data across tasks and students. In summary, our contributions lie in proposing a novel framework for tailored training example generation, demonstrating its efficacy in experiments, and investigating the generalization of both student & aligned teacher models in ARTE.

Instruction tuning is critical to large language models (LLMs) for achieving better instruction following and task adaptation capabilities but its success heavily relies on the training data quality. Many recent methods focus on improving the data quality but often overlook the compatibility of the data with the student model being finetuned. This paper introduces Selective Reflection-Tuning, a novel paradigm that synergizes a teacher LLM's reflection and introspection for improving existing data quality with the data selection capability of the student LLM, to automatically refine existing instruction-tuning data. This teacher-student collaboration produces high-quality and student-compatible instruction-response pairs, resulting in sample-efficient instruction tuning and LLMs of superior performance. Selective Reflection-Tuning is a data augmentation and synthesis that generally improves LLM finetuning and self-improvement without collecting brand-new data. We apply our method to Alpaca and WizardLM data and achieve much stronger and top-tier 7B and 13B LLMs.

End of semester student evaluations of teaching are the dominant mechanism for providing feedback to academics on their teaching practice. For large classes, however, the volume of feedback makes these tools impractical for this purpose. This paper explores the use of open-source generative AI to synthesise factual, actionable and appropriate summaries of student feedback from these survey responses. In our setup, we have 742 student responses ranging over 75 courses in a Computer Science department. For each course, we synthesise a summary of the course evaluations and actionable items for the instructor. Our results reveal a promising avenue for enhancing teaching practices in the classroom setting. Our contribution lies in demonstrating the feasibility of using generative AI to produce insightful feedback for teachers, thus providing a cost-effective means to support educators' development. Overall, our work highlights the possibility of using generative AI to produce factual, actionable, and appropriate feedback for teachers in the classroom setting.

Mainstream approaches to aligning large language models (LLMs) heavily rely on human preference data, particularly when models require periodic updates. The standard process for iterative alignment of LLMs involves collecting new human feedback for each update. However, the data collection process is costly and challenging to scale. To address this issue, we introduce the "TS-Align" framework, which fine-tunes a policy model using pairwise feedback data automatically mined from its outputs. This automatic mining process is efficiently accomplished through the collaboration between a large-scale teacher model and a small-scale student model. The policy fine-tuning process can be iteratively repeated using on-policy generations within our proposed teacher-student collaborative framework. Through extensive experiments, we demonstrate that our final aligned policy outperforms the base policy model with an average win rate of 69.7% across seven conversational or instruction-following datasets. Furthermore, we show that the ranking capability of the teacher is effectively distilled into the student through our pipeline, resulting in a small-scale yet effective reward model for policy model alignment.

The burgeoning complexity of contemporary deep learning models, while achieving unparalleled accuracy, has inadvertently introduced deployment challenges in resource-constrained environments. Knowledge distillation, a technique aiming to transfer knowledge from a high-capacity "teacher" model to a streamlined "student" model, emerges as a promising solution to this dilemma. This paper provides a comprehensive overview of the knowledge distillation paradigm, emphasizing its foundational principles such as the utility of soft labels and the significance of temperature scaling. Through meticulous examination, we elucidate the critical determinants of successful distillation, including the architecture of the student model, the caliber of the teacher, and the delicate balance of hyperparameters. While acknowledging its profound advantages, we also delve into the complexities and challenges inherent in the process. Our exploration underscores knowledge distillation's potential as a pivotal technique in optimizing the trade-off between model performance and deployment efficiency.

Recent progress in large language models has enabled the deployment of many generative NLP applications. At the same time, it has also led to a misleading public discourse that ``it's all been solved.'' Not surprisingly, this has in turn made many NLP researchers -- especially those at the beginning of their career -- wonder about what NLP research area they should focus on. This document is a compilation of NLP research directions that are rich for exploration, reflecting the views of a diverse group of PhD students in an academic research lab. While we identify many research areas, many others exist; we do not cover those areas that are currently addressed by LLMs but where LLMs lag behind in performance, or those focused on LLM development. We welcome suggestions for other research directions to include: https://bit.ly/nlp-era-llm

Conventional 2D human pose estimation methods typically require extensive labeled annotations, which are both labor-intensive and expensive. In contrast, semi-supervised 2D human pose estimation can alleviate the above problems by leveraging a large amount of unlabeled data along with a small portion of labeled data. Existing semi-supervised 2D human pose estimation methods update the network through backpropagation, ignoring crucial historical information from the previous training process. Therefore, we propose a novel semi-supervised 2D human pose estimation method by utilizing a newly designed Teacher-Reviewer-Student framework. Specifically, we first mimic the phenomenon that human beings constantly review previous knowledge for consolidation to design our framework, in which the teacher predicts results to guide the student's learning and the reviewer stores important historical parameters to provide additional supervision signals. Secondly, we introduce a Multi-level Feature Learning strategy, which utilizes the outputs from different stages of the backbone to estimate the heatmap to guide network training, enriching the supervisory information while effectively capturing keypoint relationships. Finally, we design a data augmentation strategy, i.e., Keypoint-Mix, to perturb pose information by mixing different keypoints, thus enhancing the network's ability to discern keypoints. Extensive experiments on publicly available datasets, demonstrate our method achieves significant improvements compared to the existing methods.

Educational chatbots are a promising tool for assisting student learning. However, the development of effective chatbots in education has been challenging, as high-quality data is seldom available in this domain. In this paper, we propose a framework for generating synthetic teacher-student interactions grounded in a set of textbooks. Our approaches capture one aspect of learning interactions where curious students with partial knowledge interactively ask a teacher questions about the material in the textbook. We highlight various quality criteria that such dialogues should fulfill and compare several approaches relying on either prompting or fine-tuning large language models. We use synthetic dialogues to train educational chatbots and show benefits of further fine-tuning in different educational domains. However, human evaluation shows that our best data synthesis method still suffers from hallucinations and tends to reiterate information from previous conversations. Our findings offer insights for future efforts in synthesizing conversational data that strikes a balance between size and quality. We will open-source our data and code.

Recent advancements in large language models (LLMs) have raised concerns about inference costs, increasing the need for research into model compression. While knowledge distillation (KD) is a prominent method for this, research on KD for generative language models like LLMs is relatively sparse, and the approach of distilling student-friendly knowledge, which has shown promising performance in KD for classification models, remains unexplored in generative language models. To explore this approach, we propose PromptKD, a simple yet effective method that utilizes prompt tuning - for the first time in KD - to enable generative language models to transfer student-friendly knowledge. Unlike previous works in classification that require fine-tuning the entire teacher model for extracting student-friendly knowledge, PromptKD achieves similar effects by adding a small number of prompt tokens and tuning only the prompt with student guidance. Extensive experiments on instruction-following datasets using the GPT-2 model family show that PromptKD achieves state-of-the-art performance while adding only 0.0007% of the teacher's parameters as prompts. Further analysis suggests that distilling student-friendly knowledge alleviates exposure bias effectively throughout the entire training process, leading to performance enhancements.

Transferring the reasoning capability from stronger large language models (LLMs) to smaller ones has been quite appealing, as smaller LLMs are more flexible to deploy with less expense. Among the existing solutions, knowledge distillation stands out due to its outstanding efficiency and generalization. However, existing methods suffer from several drawbacks, including limited knowledge diversity and the lack of rich contextual information. To solve the problems and facilitate the learning of compact language models, we propose TinyLLM, a novel knowledge distillation paradigm to learn a small student LLM from multiple large teacher LLMs. In particular, we encourage the student LLM to not only generate the correct answers but also understand the rationales behind these answers. Given that different LLMs possess diverse reasoning skills, we guide the student model to assimilate knowledge from various teacher LLMs. We further introduce an in-context example generator and a teacher-forcing Chain-of-Thought strategy to ensure that the rationales are accurate and grounded in contextually appropriate scenarios. Extensive experiments on six datasets across two reasoning tasks demonstrate the superiority of our method. Results show that TinyLLM can outperform large teacher LLMs significantly, despite having a considerably smaller model size.

Large Language Models (LLMs) have recently showcased remarkable reasoning abilities. However, larger models often surpass their smaller counterparts in reasoning tasks, posing the challenge of effectively transferring these capabilities from larger models. Existing approaches heavily rely on extensive fine-tuning data or continuous interactions with a superior teacher LLM during inference. We introduce a principle-based teacher-student framework called ``Teaching via Principle Discovery'' (TPD) to address these limitations. Inspired by human learning mechanisms, TPD mimics the interaction between a teacher and a student using a principle-based approach. The teacher LLM generates problem-solving instructions and corrective principles based on the student LLM's errors. These principles guide the refinement of instructions and the selection of instructive examples from a validation set. This enables the student model to learn from both the teacher's guidance and its own mistakes. Once the student model begins making inferences, TPD requires no further intervention from the teacher LLM or humans. Through extensive experiments across eight reasoning tasks, we demonstrate the effectiveness of TPD. Compared to standard chain-of-thought prompting, TPD significantly improves the student model's performance, achieving 6.2% improvement on average.

In this paper, we strive to answer the question "how to collaboratively learn convolutional neural network (CNN)-based and vision transformer (ViT)-based models by selecting and exchanging the reliable knowledge between them for semantic segmentation?" Accordingly, we propose an online knowledge distillation (KD) framework that can simultaneously learn compact yet effective CNN-based and ViT-based models with two key technical breakthroughs to take full advantage of CNNs and ViT while compensating their limitations. Firstly, we propose heterogeneous feature distillation (HFD) to improve students' consistency in low-layer feature space by mimicking heterogeneous features between CNNs and ViT. Secondly, to facilitate the two students to learn reliable knowledge from each other, we propose bidirectional selective distillation (BSD) that can dynamically transfer selective knowledge. This is achieved by 1) region-wise BSD determining the directions of knowledge transferred between the corresponding regions in the feature space and 2) pixel-wise BSD discerning which of the prediction knowledge to be transferred in the logit space. Extensive experiments on three benchmark datasets demonstrate that our proposed framework outperforms the state-of-the-art online distillation methods by a large margin, and shows its efficacy in learning collaboratively between ViT-based and CNN-based models.

Many text mining models are constructed by fine-tuning a large deep pre-trained language model (PLM) in downstream tasks. However, a significant challenge is maintaining performance when we use a lightweight model with limited labeled samples. We present DisCo, a semi-supervised learning (SSL) framework for fine-tuning a cohort of small student models generated from a large PLM using knowledge distillation. Our key insight is to share complementary knowledge among distilled student cohorts to promote their SSL effectiveness. DisCo employs a novel co-training technique to optimize multiple small student models by promoting knowledge sharing among students under diversified views: model views produced by different distillation strategies and data views produced by various input augmentations. We evaluate DisCo on both semi-supervised text classification and extractive summarization tasks. Experimental results show that DisCo can produce student models that are 7.6 times smaller and 4.8 times faster in inference than the baseline PLMs while maintaining comparable performance. We also show that DisCo-generated student models outperform the similar-sized models elaborately tuned in distinct tasks.

Knowledge distillation (KD) has been extensively employed to transfer the knowledge from a large teacher model to the smaller students, where the parameters of the teacher are fixed (or partially) during training. Recent studies show that this mode may cause difficulties in knowledge transfer due to the mismatched model capacities. To alleviate the mismatch problem, teacher-student joint training methods, e.g., online distillation, have been proposed, but it always requires expensive computational cost. In this paper, we present a parameter-efficient and student-friendly knowledge distillation method, namely PESF-KD, to achieve efficient and sufficient knowledge transfer by updating relatively few partial parameters. Technically, we first mathematically formulate the mismatch as the sharpness gap between their predictive distributions, where we show such a gap can be narrowed with the appropriate smoothness of the soft label. Then, we introduce an adapter module for the teacher and only update the adapter to obtain soft labels with appropriate smoothness. Experiments on a variety of benchmarks show that PESF-KD can significantly reduce the training cost while obtaining competitive results compared to advanced online distillation methods. Code will be released upon acceptance.

The growing popularity of data mining catalyses the researchers to explore various exciting aspects of education. Early prediction of student performance is an emerging area among them. The researchers have used various predictors in performance modelling studies. Although prior cognition can affect student performance, establishing their relationship is still an open research challenge. Quantifying the knowledge from readily available data is the major challenge here. We have proposed a semantic approach for this purpose. Association mining on nearly 0.35 million observations establishes that prior cognition impacts the student performance. The proposed approach of measuring domain knowledge can help the early performance modelling studies to use it as a predictor.

Recent advances in knowledge distillation (KD) have enabled smaller student models to approach the performance of larger teacher models. However, popular methods such as supervised KD and on-policy KD, are adversely impacted by the knowledge gaps between teacher-student in practical scenarios. Supervised KD suffers from a distribution mismatch between training with a static dataset and inference over final student-generated outputs. Conversely, on-policy KD, which uses student-generated samples for training, can suffer from low-quality training examples with which teacher models are not familiar, resulting in inaccurate teacher feedback. To address these limitations, we introduce Speculative Knowledge Distillation (SKD), a novel approach that leverages cooperation between student and teacher models to generate high-quality training data on-the-fly while aligning with the student's inference-time distribution. In SKD, the student proposes tokens, and the teacher replaces poorly ranked ones based on its own distribution, transferring high-quality knowledge adaptively. We evaluate SKD on various text generation tasks, including translation, summarization, math, and instruction following, and show that SKD consistently outperforms existing KD methods across different domains, data sizes, and model initialization strategies.

Large language models (LLMs) present an opportunity to scale high-quality personalized education to all. A promising approach towards this means is to build dialog tutoring models that scaffold students' problem-solving. However, even though existing LLMs perform well in solving reasoning questions, they struggle to precisely detect student's errors and tailor their feedback to these errors. Inspired by real-world teaching practice where teachers identify student errors and customize their response based on them, we focus on verifying student solutions and show how grounding to such verification improves the overall quality of tutor response generation. We collect a dataset of 1K stepwise math reasoning chains with the first error step annotated by teachers. We show empirically that finding the mistake in a student solution is challenging for current models. We propose and evaluate several verifiers for detecting these errors. Using both automatic and human evaluation we show that the student solution verifiers steer the generation model towards highly targeted responses to student errors which are more often correct with less hallucinations compared to existing baselines.

Online learning is a rapidly growing industry due to its convenience. However, a major challenge in online learning is whether students are as engaged as they are in face-to-face classes. An engagement recognition system can significantly improve the learning experience in online classes. Current challenges in engagement detection involve poor label quality in the dataset, intra-class variation, and extreme data imbalance. To address these problems, we present the CMOSE dataset, which contains a large number of data in different engagement levels and high-quality labels generated according to the psychological advice. We demonstrate the advantage of transferability by analyzing the model performance on other engagement datasets. We also developed a training mechanism, MocoRank, to handle the intra-class variation, the ordinal relationship between different classes, and the data imbalance problem. MocoRank outperforms prior engagement detection losses, achieving a 1.32% enhancement in overall accuracy and 5.05% improvement in average accuracy. We further demonstrate the effectiveness of multi-modality by conducting ablation studies on features such as pre-trained video features, high-level facial features, and audio features.

We explore whether Large Language Models (LLMs) are capable of logical reasoning with distorted facts, which we call Deduction under Perturbed Evidence (DUPE). DUPE presents a unique challenge to LLMs since they typically rely on their parameters, which encode mostly accurate information, to reason and make inferences. However, in DUPE, LLMs must reason over manipulated or falsified evidence present in their prompts, which can result in false conclusions that are valid only under the manipulated evidence. Our goal with DUPE is to determine whether LLMs can arrive at these false conclusions and identify whether the dominant factor influencing the deduction process is the encoded data in the parameters or the manipulated evidence in the prompts. To evaluate the DUPE capabilities of LLMs, we create a DUPEd version of the StrategyQA dataset, where facts are manipulated to reverse the answer to the question. Our findings show that even the most advanced GPT models struggle to reason on manipulated facts - showcasing poor DUPE skills - with accuracy dropping by 45% compared to the original dataset. We also investigate prompt settings inspired from student simulation models, which mitigate the accuracy drop to some extent. Our findings have practical implications for understanding the performance of LLMs in real-world applications such as student simulation models that involve reasoning over inaccurate information.

Providing explainable and faithful feedback is crucial for automated student answer assessment. In this paper, we introduce a novel framework that explores using ChatGPT, a cutting-edge large language model, for the concurrent tasks of student answer scoring and rationale generation. We identify the appropriate instructions by prompting ChatGPT with different templates to collect the rationales, where inconsistent rationales are refined to align with marking standards. The refined ChatGPT outputs enable us to fine-tune a smaller language model that simultaneously assesses student answers and provides rationales. Extensive experiments on the benchmark dataset show that the proposed method improves the overall QWK score by 11% compared to ChatGPT. Furthermore, our thorough analysis and human evaluation demonstrate that the rationales generated by our proposed method are comparable to those of ChatGPT. Our approach provides a viable solution to achieve explainable automated assessment in education. Code available at https://github.com/lijiazheng99/aera.

This article details the advances made to a system that uses artificial intelligence to identify alarming student responses. This system is built into our assessment platform to assess whether a student's response indicates they are a threat to themselves or others. Such responses may include details concerning threats of violence, severe depression, suicide risks, and descriptions of abuse. Driven by advances in natural language processing, the latest model is a fine-tuned language model trained on a large corpus consisting of student responses and supplementary texts. We demonstrate that the use of a language model delivers a substantial improvement in accuracy over the previous iterations of this system.

We study unsupervised domain adaptation (UDA) for semantic segmentation. Currently, a popular UDA framework lies in self-training which endows the model with two-fold abilities: (i) learning reliable semantics from the labeled images in the source domain, and (ii) adapting to the target domain via generating pseudo labels on the unlabeled images. We find that, by decreasing/increasing the proportion of training samples from the target domain, the 'learning ability' is strengthened/weakened while the 'adapting ability' goes in the opposite direction, implying a conflict between these two abilities, especially for a single model. To alleviate the issue, we propose a novel dual teacher-student (DTS) framework and equip it with a bidirectional learning strategy. By increasing the proportion of target-domain data, the second teacher-student model learns to 'Focus on Your Target' while the first model is not affected. DTS is easily plugged into existing self-training approaches. In a standard UDA scenario (training on synthetic, labeled data and real, unlabeled data), DTS shows consistent gains over the baselines and sets new state-of-the-art results of 76.5\% and 75.1\% mIoUs on GTAvrightarrowCityscapes and SYNTHIArightarrowCityscapes, respectively.

English as foreign language_EFL_students' use of text generated from artificial intelligence_AI_natural language generation_NLG_tools may improve their writing quality. However, it remains unclear to what extent AI-generated text in these students' writing might lead to higher-quality writing. We explored 23 Hong Kong secondary school students' attempts to write stories comprising their own words and AI-generated text. Human experts scored the stories for dimensions of content, language and organization. We analyzed the basic organization and structure and syntactic complexity of the stories' AI-generated text and performed multiple linear regression and cluster analyses. The results show the number of human words and the number of AI-generated words contribute significantly to scores. Besides, students can be grouped into competent and less competent writers who use more AI-generated text or less AI-generated text compared to their peers. Comparisons of clusters reveal some benefit of AI-generated text in improving the quality of both high-scoring students' and low-scoring students' writing. The findings can inform pedagogical strategies to use AI-generated text for EFL students' writing and to address digital divides. This study contributes designs of NLG tools and writing activities to implement AI-generated text in schools.

Most translation tasks among languages belong to the zero-resource translation problem where parallel corpora are unavailable. Multilingual neural machine translation (MNMT) enables one-pass translation using shared semantic space for all languages compared to the two-pass pivot translation but often underperforms the pivot-based method. In this paper, we propose a novel method, named as Unified Multilingual Multiple teacher-student Model for NMT (UM4). Our method unifies source-teacher, target-teacher, and pivot-teacher models to guide the student model for the zero-resource translation. The source teacher and target teacher force the student to learn the direct source to target translation by the distilled knowledge on both source and target sides. The monolingual corpus is further leveraged by the pivot-teacher model to enhance the student model. Experimental results demonstrate that our model of 72 directions significantly outperforms previous methods on the WMT benchmark.

Recent advancements in machine learning research, i.e., deep learning, introduced methods that excel conventional algorithms as well as humans in several complex tasks, ranging from detection of objects in images and speech recognition to playing difficult strategic games. However, the current methodology of machine learning research and consequently, implementations of the real-world applications of such algorithms, seems to have a recurring HARKing (Hypothesizing After the Results are Known) issue. In this work, we elaborate on the algorithmic, economic and social reasons and consequences of this phenomenon. We present examples from current common practices of conducting machine learning research (e.g. avoidance of reporting negative results) and failure of generalization ability of the proposed algorithms and datasets in actual real-life usage. Furthermore, a potential future trajectory of machine learning research and development from the perspective of accountable, unbiased, ethical and privacy-aware algorithmic decision making is discussed. We would like to emphasize that with this discussion we neither claim to provide an exhaustive argumentation nor blame any specific institution or individual on the raised issues. This is simply a discussion put forth by us, insiders of the machine learning field, reflecting on us.

Automated scoring engines are increasingly being used to score the free-form text responses that students give to questions. Such engines are not designed to appropriately deal with responses that a human reader would find alarming such as those that indicate an intention to self-harm or harm others, responses that allude to drug abuse or sexual abuse or any response that would elicit concern for the student writing the response. Our neural network models have been designed to help identify these anomalous responses from a large collection of typical responses that students give. The responses identified by the neural network can be assessed for urgency, severity, and validity more quickly by a team of reviewers than otherwise possible. Given the anomalous nature of these types of responses, our goal is to maximize the chance of flagging these responses for review given the constraint that only a fixed percentage of responses can viably be assessed by a team of reviewers.

Synthetic data has been widely used to train large language models, but their generative nature inevitably introduces noisy, non-informative, and misleading learning signals. In this paper, we propose Montessori-Instruct, a novel data synthesis framework that tailors the data synthesis ability of the teacher language model toward the student language model's learning process. Specifically, we utilize local data influence of synthetic training data points on students to characterize students' learning preferences. Then, we train the teacher model with Direct Preference Optimization (DPO) to generate synthetic data tailored toward student learning preferences. Experiments with Llama3-8B-Instruct (teacher) and Llama3-8B (student) on Alpaca Eval and MT-Bench demonstrate that Montessori-Instruct significantly outperforms standard synthesis methods by 18.35\% and 46.24\% relatively. Our method also beats data synthesized by a stronger teacher model, GPT-4o. Further analysis confirms the benefits of teacher's learning to generate more influential training data in the student's improved learning, the advantages of local data influence in accurately measuring student preferences, and the robustness of Montessori-Instruct across different student models. Our code and data are open-sourced at https://github.com/cxcscmu/Montessori-Instruct.

We develop a method of adapting the AlphaZero model to General Game Playing (GGP) that focuses on faster model generation and requires less knowledge to be extracted from the game rules. The dataset generation uses MCTS playing instead of self-play; only the value network is used, and attention layers replace the convolutional ones. This allows us to abandon any assumptions about the action space and board topology. We implement the method within the Regular Boardgames GGP system and show that we can build models outperforming the UCT baseline for most games efficiently.

While various models and computational tools have been proposed for structure and property analysis of molecules, generating molecules that conform to all desired structures and properties remains a challenge. Here, we introduce a multi-constraint molecular generation large language model, TSMMG, which, akin to a student, incorporates knowledge from various small models and tools, namely, the 'teachers'. To train TSMMG, we construct a large set of text-molecule pairs by extracting molecular knowledge from these 'teachers', enabling it to generate novel molecules that conform to the descriptions through various text prompts. We experimentally show that TSMMG remarkably performs in generating molecules meeting complex, natural language-described property requirements across two-, three-, and four-constraint tasks, with an average molecular validity of over 99% and success ratio of 82.58%, 68.03%, and 67.48%, respectively. The model also exhibits adaptability through zero-shot testing, creating molecules that satisfy combinations of properties that have not been encountered. It can comprehend text inputs with various language styles, extending beyond the confines of outlined prompts, as confirmed through empirical validation. Additionally, the knowledge distillation feature of TSMMG contributes to the continuous enhancement of small models, while the innovative approach to dataset construction effectively addresses the issues of data scarcity and quality, which positions TSMMG as a promising tool in the domains of drug discovery and materials science.

In this paper, we propose a new Self-Supervised Learning (SSL) algorithm called data2vec-aqc, for speech representation learning from unlabeled speech data. Our goal is to improve SSL for speech in domains where both unlabeled and labeled data are limited. Building on the recently introduced data2vec, we introduce additional modules to the data2vec framework that leverage the benefit of data augmentations, quantized representations, and clustering. The interaction between these modules helps solve the cross-contrastive loss as an additional self-supervised objective. data2vec-aqc achieves up to 14.1% and 20.9% relative WER improvement over the existing state-of-the-art data2vec system over the test-clean and test-other sets, respectively of LibriSpeech, without the use of any language model (LM). Our proposed model also achieves up to 17.8\% relative WER gains over the baseline data2vec when fine-tuned on a subset of the Switchboard dataset. Code: https://github.com/Speech-Lab-IITM/data2vec-aqc.

The maritime industry's continuous commitment to sustainability has led to a dedicated exploration of methods to reduce vessel fuel consumption. This paper undertakes this challenge through a machine learning approach, leveraging a real-world dataset spanning two years of a ferry in west coast Canada. Our focus centers on the creation of a time series forecasting model given the dynamic and static states, actions, and disturbances. This model is designed to predict dynamic states based on the actions provided, subsequently serving as an evaluative tool to assess the proficiency of the ferry's operation under the captain's guidance. Additionally, it lays the foundation for future optimization algorithms, providing valuable feedback on decision-making processes. To facilitate future studies, our code is available at https://github.com/pagand/model_optimze_vessel/tree/AAAI

Timely, personalized feedback is essential for students learning programming, especially as class sizes expand. LLM-based tools like ChatGPT offer instant support, but reveal direct answers with code, which may hinder deep conceptual engagement. We developed CodeAid, an LLM-based programming assistant delivering helpful, technically correct responses, without revealing code solutions. For example, CodeAid can answer conceptual questions, generate pseudo-code with line-by-line explanations, and annotate student's incorrect code with fix suggestions. We deployed CodeAid in a programming class of 700 students for a 12-week semester. A thematic analysis of 8,000 usages of CodeAid was performed, further enriched by weekly surveys, and 22 student interviews. We then interviewed eight programming educators to gain further insights on CodeAid. Findings revealed students primarily used CodeAid for conceptual understanding and debugging, although a minority tried to obtain direct code. Educators appreciated CodeAid's educational approach, and expressed concerns about occasional incorrect feedback and students defaulting to ChatGPT.

Large language model (LLM)-based evaluation pipelines have demonstrated their capability to robustly evaluate machine-generated text. Extending this methodology to assess human-written text could significantly benefit educational settings by providing direct feedback to enhance writing skills, although this application is not straightforward. In this paper, we investigate whether LLMs can effectively assess human-written text for educational purposes. We collected 100 texts from 32 Korean students across 15 types of writing and employed GPT-4-Turbo to evaluate them using grammaticality, fluency, coherence, consistency, and relevance as criteria. Our analyses indicate that LLM evaluators can reliably assess grammaticality and fluency, as well as more objective types of writing, though they struggle with other criteria and types of writing. We publicly release our dataset and feedback.

Generative AI and large language models hold great promise in enhancing programming education by automatically generating individualized feedback for students. We investigate the role of generative AI models in providing human tutor-style programming hints to help students resolve errors in their buggy programs. Recent works have benchmarked state-of-the-art models for various feedback generation scenarios; however, their overall quality is still inferior to human tutors and not yet ready for real-world deployment. In this paper, we seek to push the limits of generative AI models toward providing high-quality programming hints and develop a novel technique, GPT4Hints-GPT3.5Val. As a first step, our technique leverages GPT-4 as a ``tutor'' model to generate hints -- it boosts the generative quality by using symbolic information of failing test cases and fixes in prompts. As a next step, our technique leverages GPT-3.5, a weaker model, as a ``student'' model to further validate the hint quality -- it performs an automatic quality validation by simulating the potential utility of providing this feedback. We show the efficacy of our technique via extensive evaluation using three real-world datasets of Python programs covering a variety of concepts ranging from basic algorithms to regular expressions and data analysis using pandas library.

Clinical monitoring of metastatic disease to the brain can be a laborious and time-consuming process, especially in cases involving multiple metastases when the assessment is performed manually. The Response Assessment in Neuro-Oncology Brain Metastases (RANO-BM) guideline, which utilizes the unidimensional longest diameter, is commonly used in clinical and research settings to evaluate response to therapy in patients with brain metastases. However, accurate volumetric assessment of the lesion and surrounding peri-lesional edema holds significant importance in clinical decision-making and can greatly enhance outcome prediction. The unique challenge in performing segmentations of brain metastases lies in their common occurrence as small lesions. Detection and segmentation of lesions that are smaller than 10 mm in size has not demonstrated high accuracy in prior publications. The brain metastases challenge sets itself apart from previously conducted MICCAI challenges on glioma segmentation due to the significant variability in lesion size. Unlike gliomas, which tend to be larger on presentation scans, brain metastases exhibit a wide range of sizes and tend to include small lesions. We hope that the BraTS-METS dataset and challenge will advance the field of automated brain metastasis detection and segmentation.

Lectures are a learning experience for both students and teachers. Students learn from teachers about the subject material, while teachers learn from students about how to refine their instruction. However, online student feedback is unstructured and abundant, making it challenging for teachers to learn and improve. We take a step towards tackling this challenge. First, we contribute a dataset for studying this problem: SIGHT is a large dataset of 288 math lecture transcripts and 15,784 comments collected from the Massachusetts Institute of Technology OpenCourseWare (MIT OCW) YouTube channel. Second, we develop a rubric for categorizing feedback types using qualitative analysis. Qualitative analysis methods are powerful in uncovering domain-specific insights, however they are costly to apply to large data sources. To overcome this challenge, we propose a set of best practices for using large language models (LLMs) to cheaply classify the comments at scale. We observe a striking correlation between the model's and humans' annotation: Categories with consistent human annotations (>0.9 inter-rater reliability, IRR) also display higher human-model agreement (>0.7), while categories with less consistent human annotations (0.7-0.8 IRR) correspondingly demonstrate lower human-model agreement (0.3-0.5). These techniques uncover useful student feedback from thousands of comments, costing around 0.002$ per comment. We conclude by discussing exciting future directions on using online student feedback and improving automated annotation techniques for qualitative research.

There is growing interest in systems that generate captions for scientific figures. However, assessing these systems output poses a significant challenge. Human evaluation requires academic expertise and is costly, while automatic evaluation depends on often low-quality author-written captions. This paper investigates using large language models (LLMs) as a cost-effective, reference-free method for evaluating figure captions. We first constructed SCICAP-EVAL, a human evaluation dataset that contains human judgments for 3,600 scientific figure captions, both original and machine-made, for 600 arXiv figures. We then prompted LLMs like GPT-4 and GPT-3 to score (1-6) each caption based on its potential to aid reader understanding, given relevant context such as figure-mentioning paragraphs. Results show that GPT-4, used as a zero-shot evaluator, outperformed all other models and even surpassed assessments made by Computer Science and Informatics undergraduates, achieving a Kendall correlation score of 0.401 with Ph.D. students rankings

We present a shared data model for enabling data science in Massive Open Online Courses (MOOCs). The model captures students interactions with the online platform. The data model is platform agnostic and is based on some basic core actions that students take on an online learning platform. Students usually interact with the platform in four different modes: Observing, Submitting, Collaborating and giving feedback. In observing mode students are simply browsing the online platform, watching videos, reading material, reading book or watching forums. In submitting mode, students submit information to the platform. This includes submissions towards quizzes, homeworks, or any assessment modules. In collaborating mode students interact with other students or instructors on forums, collaboratively editing wiki or chatting on google hangout or other hangout venues. With this basic definitions of activities, and a data model to store events pertaining to these activities, we then create a common terminology to map Coursera and edX data into this shared data model. This shared data model called MOOCdb becomes the foundation for a number of collaborative frameworks that enable progress in data science without the need to share the data.

The process of creating training data to teach models is currently driven by humans, who manually analyze model weaknesses and plan how to create data that improves a student model. Recent approaches using LLMs as annotators reduce human effort, but still require humans to interpret feedback from evaluations and control the LLM to produce data the student needs. Automating this labor-intensive process by creating autonomous data generation agents - or teachers - is desirable, but requires environments that can simulate the feedback-driven, iterative, closed loop of data creation. To enable rapid and scalable testing for such agents and their modules, we introduce DataEnvGym, a testbed of teacher environments for data generation agents. DataEnvGym frames data generation as a sequential decision-making task, involving an agent consisting of a data generation policy (which generates a plan for creating training data) and a data generation engine (which transforms the plan into data), inside an environment that provides student feedback. The agent's goal is to improve student performance. Students are iteratively trained and evaluated on generated data, with their feedback (in the form of errors or weak skills) being reported to the agent after each iteration. DataEnvGym includes multiple teacher environment instantiations across 3 levels of structure in the state representation and action space. More structured environments are based on inferred skills and offer more interpretability and curriculum control. We support 3 diverse tasks (math, code, and VQA) and test multiple students and teachers. Example agents in our teaching environments can iteratively improve students across tasks and settings. Moreover, we show that environments teach different skill levels and test variants of key modules, pointing to future work in improving data generation agents, engines, and feedback mechanisms.

Students frequently make mistakes while solving mathematical problems, and traditional error correction methods are both time-consuming and labor-intensive. This paper introduces an innovative Virtual AI Teacher system designed to autonomously analyze and correct student Errors (VATE). Leveraging advanced large language models (LLMs), the system uses student drafts as a primary source for error analysis, which enhances understanding of the student's learning process. It incorporates sophisticated prompt engineering and maintains an error pool to reduce computational overhead. The AI-driven system also features a real-time dialogue component for efficient student interaction. Our approach demonstrates significant advantages over traditional and machine learning-based error correction methods, including reduced educational costs, high scalability, and superior generalizability. The system has been deployed on the Squirrel AI learning platform for elementary mathematics education, where it achieves 78.3\% accuracy in error analysis and shows a marked improvement in student learning efficiency. Satisfaction surveys indicate a strong positive reception, highlighting the system's potential to transform educational practices.

This paper describes a service learning project used in an upper-level and graduate-level database systems course. Students complete a small database project for a real client. The final product must match the client specification and needs, and include the database design and the final working database system with embedded user documentation. The solution must be implemented in a way to make it as easy to use as possible for the client. Students are expected to conduct professional meetings with their clients to understand the project, analyze the project's requirements, as well as design and implement the solution to the project. Students must have each milestone approved before starting the next phase of the project. The student learning objectives of a database system semester project are to: analyze a client's information system problem and determine the requirements for the solution; design a suitable database solution to the problem; use software design and development tools to design and develop a solution to the problem; communicate and interact with a client on a professional level; prepare effective documentation for both non-technical and technical software users; and interact ethically with all persons involved with a project. The broader impact objectives of a database system semester project are to: provide needed database solutions for organizations and businesses in the local area; provide a resume and portfolio-building opportunity for the students; provide a measure for assessing how well the program meets it mission; provide a mechanism for implementing service-based learning; provide a mechanism for outreach to local-area organizations and businesses; and provide a starting-point for undergraduate research projects.

Metarobotics aims to combine next generation wireless communication, multi-sense immersion, and collective intelligence to provide a pervasive, itinerant, and non-invasive access and interaction with distant robotized applications. Industry and society are expected to benefit from these functionalities. For instance, robot programmers will no longer travel worldwide to plan and test robot motions, even collaboratively. Instead, they will have a personalized access to robots and their environments from anywhere, thus spending more time with family and friends. Students enrolled in robotics courses will be taught under authentic industrial conditions in real-time. This paper describes objectives of Metarobotics in society, industry, and in-between. It identifies and surveys technologies likely to enable their completion and provides an architecture to put forward the interplay of key components of Metarobotics. Potentials for self-determination, self-efficacy, and work-life-flexibility in robotics-related applications in Society 5.0, Industry 4.0, and Industry 5.0 are outlined.

This study evaluates the performance of ChatGPT variants, GPT-3.5 and GPT-4, both with and without prompt engineering, against solely student work and a mixed category containing both student and GPT-4 contributions in university-level physics coding assignments using the Python language. Comparing 50 student submissions to 50 AI-generated submissions across different categories, and marked blindly by three independent markers, we amassed n = 300 data points. Students averaged 91.9% (SE:0.4), surpassing the highest performing AI submission category, GPT-4 with prompt engineering, which scored 81.1% (SE:0.8) - a statistically significant difference (p = 2.482 times 10^{-10}). Prompt engineering significantly improved scores for both GPT-4 (p = 1.661 times 10^{-4}) and GPT-3.5 (p = 4.967 times 10^{-9}). Additionally, the blinded markers were tasked with guessing the authorship of the submissions on a four-point Likert scale from `Definitely AI' to `Definitely Human'. They accurately identified the authorship, with 92.1% of the work categorized as 'Definitely Human' being human-authored. Simplifying this to a binary `AI' or `Human' categorization resulted in an average accuracy rate of 85.3%. These findings suggest that while AI-generated work closely approaches the quality of university students' work, it often remains detectable by human evaluators.

Large Language Models (LLMs) are increasingly utilized in educational tasks such as providing writing suggestions to students. Despite their potential, LLMs are known to harbor inherent biases which may negatively impact learners. Previous studies have investigated bias in models and data representations separately, neglecting the potential impact of LLM bias on human writing. In this paper, we investigate how bias transfers through an AI writing support pipeline. We conduct a large-scale user study with 231 students writing business case peer reviews in German. Students are divided into five groups with different levels of writing support: one classroom group with feature-based suggestions and four groups recruited from Prolific -- a control group with no assistance, two groups with suggestions from fine-tuned GPT-2 and GPT-3 models, and one group with suggestions from pre-trained GPT-3.5. Using GenBit gender bias analysis, Word Embedding Association Tests (WEAT), and Sentence Embedding Association Test (SEAT) we evaluate the gender bias at various stages of the pipeline: in model embeddings, in suggestions generated by the models, and in reviews written by students. Our results demonstrate that there is no significant difference in gender bias between the resulting peer reviews of groups with and without LLM suggestions. Our research is therefore optimistic about the use of AI writing support in the classroom, showcasing a context where bias in LLMs does not transfer to students' responses.

Style is an important concept in today's challenges in natural language generating. After the success in the field of image style transfer, the task of text style transfer became actual and attractive. Researchers are also interested in the tasks of style reproducing in generation of the poetic text. Evaluation of style reproducing in natural poetry generation remains a problem. I used 3 character-based LSTM-models to work with style reproducing assessment. All three models were trained on the corpus of texts by famous Russian-speaking poets. Samples were shown to the assessors and 4 answer options were offered, the style of which poet this sample reproduces. In addition, the assessors were asked how well they were familiar with the work of the poet they had named. Students studying history of literature were the assessors, 94 answers were received. It has appeared that accuracy of definition of style increases if the assessor can quote the poet by heart. Each model showed at least 0.7 macro-average accuracy. The experiment showed that it is better to involve a professional rather than a naive reader in the evaluation of style in the tasks of poetry generation, while lstm models are good at reproducing the style of Russian poets even on a limited training corpus.

Natural language generation (NLG) is a process within artificial intelligence where computer systems produce human-comprehensible language texts from information. English as a foreign language (EFL) students' use of NLG tools might facilitate their idea generation, which is fundamental to creative writing. However, little is known about how EFL students interact with NLG tools to generate ideas. This study explores strategies adopted by EFL students when searching for ideas using NLG tools, evaluating ideas generated by NLG tools and selecting NLG tools for ideas generation. Four Hong Kong secondary school students attended workshops where they learned to write stories comprising their own words and words generated by NLG tools. After the workshops, they answered questions to reflect on their writing experience with NLG tools. In a thematic analysis of the written reflections, we found students may have existing ideas when searching for ideas and evaluating ideas with NLG tools. Students showed some aversion to ideas generated by NLG tools and selected NLG tools that generated a greater quantity of ideas. The findings inform our understanding of EFL students' concerns when using NLG tools for idea generation and can inform educators' instruction to implement NLG tools for classroom creative writing.

The second edition of Deep Learning Interviews is home to hundreds of fully-solved problems, from a wide range of key topics in AI. It is designed to both rehearse interview or exam specific topics and provide machine learning MSc / PhD. students, and those awaiting an interview a well-organized overview of the field. The problems it poses are tough enough to cut your teeth on and to dramatically improve your skills-but they're framed within thought-provoking questions and engaging stories. That is what makes the volume so specifically valuable to students and job seekers: it provides them with the ability to speak confidently and quickly on any relevant topic, to answer technical questions clearly and correctly, and to fully understand the purpose and meaning of interview questions and answers. Those are powerful, indispensable advantages to have when walking into the interview room. The book's contents is a large inventory of numerous topics relevant to DL job interviews and graduate level exams. That places this work at the forefront of the growing trend in science to teach a core set of practical mathematical and computational skills. It is widely accepted that the training of every computer scientist must include the fundamental theorems of ML, and AI appears in the curriculum of nearly every university. This volume is designed as an excellent reference for graduates of such programs.

This paper describes the iterative use of service learning to develop, review, and improve computing-based artifacts. It is well-known that computing students benefit from service-learning experiences as do the community partners. It is also well-known that computing artifacts rarely function well long-term without versioning and updates. Service-learning projects are often one-time engagements, completed by single teams of students over the course of a semester course. This limits the benefit for community partners that do not have the expertise or resources to review and update a project on their own. Over several years, teams of undergraduate students in a capstone course created tailored social media plans for numerous small rural organizations. The projects were required to meet client specific needs, with identified audiences, measurable goals, and strategies and tactics to reach the identified goals. This paper builds on previously results for 60 projects conducted over several years. Nine clients were selected to participate in the iterative follow-up process, where new student teams conducted client interviews, reviewed the initial plans, and analyzed metrics from the current strategies and tactics to provide updated, improved artifacts. Using ABET learning objectives as a basis, clients reviewed the student teams and artifacts. This longitudinal study discusses the impact of this intervention to increase implementation and sustained use rates of computing artifacts developed through service learning. Both students and clients reported high satisfaction levels, and clients were particularly satisfied with the iterative improvement process. This research demonstrates an innovative practice for creating and maintaining computing artifacts through iterative service learning, while addressing the resource constraints of small organizations.

Artificial intelligence is transforming education through data-driven, personalized learning solutions. This paper introduces AI Tutor, an innovative web application that provides personalized tutoring in any subject using state-of-the-art Large Language Model (LLM). AI Tutor ingests course materials to construct an adaptive knowledge base tailored to the course. When students pose questions, it retrieves the most relevant information and generates detailed, conversational responses citing supporting evidence. The system is powered by advanced large language models and Retrieval-Augmented Generation (RAG) techniques for accurate, natural question answering. We present a fully-functional web interface and video demonstration that showcase AI Tutor's versatility across diverse subjects and its ability to produce pedagogically cogent responses. While an initial prototype, this work represents a pioneering step toward AI-enabled tutoring systems that can democratize access to high-quality, customized educational support.

Code LLMs are being rapidly deployed and there is evidence that they can make professional programmers more productive. Current benchmarks for code generation measure whether models generate correct programs given an expert prompt. In this paper, we present a new benchmark containing multiple prompts per problem, written by a specific population of non-expert prompters: beginning programmers. StudentEval contains 1,749 prompts for 48 problems, written by 80 students who have only completed one semester of Python programming. Our students wrote these prompts while working interactively with a Code LLM, and we observed very mixed success rates. We use StudentEval to evaluate 5 Code LLMs and find that StudentEval is a better discriminator of model performance than existing benchmarks. We analyze the prompts and find significant variation in students' prompting techniques. We also find that nondeterministic LLM sampling could mislead students into thinking that their prompts are more (or less) effective than they actually are, which has implications for how to teach with Code LLMs.

To reduce the overwhelming size of Deep Neural Networks (DNN) teacher-student methodology tries to transfer knowledge from a complex teacher network to a simple student network. We instead propose a novel method called the teacher-class network consisting of a single teacher and multiple student networks (i.e. class of students). Instead of transferring knowledge to one student only, the proposed method transfers a chunk of knowledge to each student. Our students are not trained for problem-specific logits, they are trained to mimic knowledge (dense representation) learned by the teacher network thus the combined knowledge learned by the class of students can be used to solve other problems as well. The proposed teacher-class architecture is evaluated on several benchmark datasets such as MNIST, Fashion MNIST, IMDB Movie Reviews, CAMVid, CIFAR-10 and ImageNet on multiple tasks including image classification, sentiment classification and segmentation. Our approach outperforms the state of-the-art single student approach in terms of accuracy as well as computational cost while achieving 10-30 times reduction in parameters.

Understanding the spatial relations between objects in images is a surprisingly challenging task. A chair may be "behind" a person even if it appears to the left of the person in the image (depending on which way the person is facing). Two students that appear close to each other in the image may not in fact be "next to" each other if there is a third student between them. We introduce SpatialSense, a dataset specializing in spatial relation recognition which captures a broad spectrum of such challenges, allowing for proper benchmarking of computer vision techniques. SpatialSense is constructed through adversarial crowdsourcing, in which human annotators are tasked with finding spatial relations that are difficult to predict using simple cues such as 2D spatial configuration or language priors. Adversarial crowdsourcing significantly reduces dataset bias and samples more interesting relations in the long tail compared to existing datasets. On SpatialSense, state-of-the-art recognition models perform comparably to simple baselines, suggesting that they rely on straightforward cues instead of fully reasoning about this complex task. The SpatialSense benchmark provides a path forward to advancing the spatial reasoning capabilities of computer vision systems. The dataset and code are available at https://github.com/princeton-vl/SpatialSense.