We propose a decentralized, learning-based framework for dynamic coalition formation in Multi-Robot Task Allocation (MRTA). Our approach extends Multi-Agent Proximal Policy Optimization (MAPPO) by incorporating spatial action maps, robot motion control, task allocation revision, and intention sharing to enable effective coalition formation. Extensive simulations demonstrate that our model significantly outperforms existing methods, including a market-based baseline. Furthermore, we assess the scalability and generalizability of the proposed framework, highlighting its ability to handle large robot populations and adapt to diverse task allocation environments.

Background: In the contemporary educational landscape, technology has the power to drive innovative pedagogical practices. Overcoming the resistance of teachers and students to adopting new methods and technologies is a challenge that needs to be addressed. Objectives: To evaluate the effectiveness of ChatGPT as a co-advisor in research projects and its influence on the implementation of Project-Based Learning (PBL), as well as overcoming resistance to the use of new pedagogical methodologies. Design: An action-research methodology was employed, including unstructured interviews and the application of questionnaires via Google Forms. Setting and Participants: The research was conducted in an elementary school, involving 353 students and 16 teachers. Data Collection and Analysis: Data were gathered through observations and notes in meetings and interviews, complemented by electronic questionnaires, with quantitative and qualitative analyses performed via Microsoft Excel and Google Forms. Results: The introduction of ChatGPT as a pedagogical tool led to increased student engagement and decreased teacher resistance, reflected in recognition at local science fairs. Conclusion: The study confirmed the utility of ChatGPT in school research co-orientation, highlighting its role in facilitating PBL and promoting cultural changes in educational practice, with proactive school management identified as a catalysing element in adapting to educational innovations.

In this work we use the persistent homology method, a technique in topological data analysis (TDA), to extract essential topological features from the data space and combine them with deep learning features for classification tasks. In TDA, the concepts of complexes and filtration are building blocks. Firstly, a filtration is constructed from some complex. Then, persistent homology classes are computed, and their evolution along the filtration is visualized through the persistence diagram. Additionally, we applied vectorization techniques to the persistence diagram to make this topological information compatible with machine learning algorithms. This was carried out with the aim of classifying images from multiple classes in the MNIST dataset. Our approach inserts topological features into deep learning approaches composed by single and two-streams neural networks architectures based on a multi-layer perceptron (MLP) and a convolutional neral network (CNN) taylored for multi-class classification in the MNIST dataset. In our analysis, we evaluated the obtained results and compared them with the outcomes achieved through the baselines that are available in the TensorFlow library. The main conclusion is that topological information may increase neural network accuracy in multi-class classification tasks with the price of computational complexity of persistent homology calculation. Up to the best of our knowledge, it is the first work that combines deep learning features and the combination of topological features for multi-class classification tasks.

An approach is proposed to quantify, in bits of information, the actual relevance of analogies in analogy tests. The main component of this approach is a softaccuracy estimator that also yields entropy estimates with compensated biases. Experimental results obtained with pre-trained GloVe 300-D vectors and two public analogy test sets show that proximity hints are much more relevant than analogies in analogy tests, from an information content perspective. Accordingly, a simple word embedding model is used to predict that analogies carry about one bit of information, which is experimentally corroborated.