Knowledge compilation is a valuable tool for dealing with the computational intractability of propositional reasoning. In knowledge compilation, a representation in a source language is typically compiled into a target language in order to perform some reasoning task in polynomial time. One particularly popular target language is Deterministic Decomposable Negation Normal Form (d-DNNF). d-DNNF supports efficient reasoning for tasks such as consistency checking and model counting, and as such it has proven a useful representation language for Bayesian inference, conformant planning, and diagnosis. In this paper, we exploit recent advances in #SAT solving in order to produce a new state-of-the-art CNF → d-DNNF compiler. We evaluate the properties and performance of our compiler relative to C2D, the de facto standard for compiling to d-DNNF. Empirical results demonstrate that our compiler is generally one order of magnitude faster than C2D on typical benchmark problems while yielding a d-DNNF representation of comparable size.

In Real-Time Strategy (RTS) video games, players (controlled by humans or computers) build structures and recruit armies, fight for space and resources in order to control strategic points, destroy the opposing force and ultimately win the game. Players need to predict where and how the opponents will strike in order to best defend themselves. Conversely, assessing how the opponents will defend themselves is crucial to mounting a successful attack while exploiting the vulnerabilities in the opponent's defence strategy. In this context, to be truly adaptable, computer-controlled players need to recognize their opponents' behaviour, their goals, and their plans to achieve those goals. In this paper we analyze the algorithmic challenges behind behaviour recognition in RTS games and discuss a generic RTS behaviour recognition system that we are developing to address those challenges. The application domain is that of RTS games, but many of the key points we discuss also apply to other video game genres such as multiplayer first person shooter (FPS) games.

Structured and semi-structured data describing entities, taxonomies and ontologies appears in many domains. There is a huge interest in integrating structured information from multiple sources; however integrating structured data to infer complex common structures is a difficult task because the integration must aggregate similar structures while avoiding structural inconsistencies that may appear when the data is combined. In this work, we study the integration of structured social metadata: shallow personal hierarchies specified by many individual users on the Social Web, and focus on inferring a collection of integrated, consistent taxonomies. We frame this task as an optimization problem with structural constraints. We propose a new inference algorithm, which we refer to as Relational Affinity Propagation (RAP) that extends affinity propagation(Frey and Dueck, 2007) by introducing structural constraints. We validate the approach on a real-world social media dataset, collected from the photosharing website Flickr. Our empirical results show that our proposed approach is able to construct deeper and denser structures compared to an approach using only the standard affinity propagation algorithm.

In Australia, the Scientists-in-Schools program partners professional scientists with teachers from K-12 schools to improve early engagement and educational outcomes in the sciences and mathematics.  An overview of the developing syllabus of a K-6 course resulting from the pairing of a senior AI researcher with teachers from a K-6 (primary) school is presented. Now entering its third year, the course introduces the basic concepts, vocabulary and history of science generally and AI specifically in a manner that emphasises student engagement and provides a challenging but age appropriate syllabus. Reflecting on the course at this time provides an action research basis for ongoing maturation of the syllabus, and the paper is presented in that light.

Past educational robotics research has indicated that the use of simulators can increase students’ performance in introductory robotics programming courses. In this paper, we introduce a simulator for the iRobot Create that works on Windows PCs. It was developed to work with a Python robotics library and includes an Eclipse plugin, but can simulate any library that uses the serial Open Interface on the Create. The platform, library, and simulator are all easy to use and have been well-received initially by students.

The projects that we have developed for UC Berkeley’s introductory artificial intelligence (AI) course teach foundational concepts using the classic video game Pac-Man. There are four project topics: state-space search, multi-agent search, probabilistic inference, and reinforcement learning. Each project requires students to implement general-purpose AI algorithms and then to inject domain knowledge about the Pac- Man environment using search heuristics, evaluation functions, and feature functions. We have found that the Pac-Man theme adds consistency to the course, as well as tapping in to students’ excitement about video games.

Mixed reality is an important classroom tool for managing complexity from both the students' and instructor's standpoints. It can be used to provide important scaffolds when introducing robotics, by allowing elements of perception and control to be abstracted, and these abstractions removed as a course progresses (or left in place to introduce robotics to younger groups of students). In prior work, we have illustrated the potential of this approach both in providing scaffolding, building an inexpensive robotics laboratory, and also providing control of evaluation of robotics environments for student evaluation and scientific experimentation. In this paper, we explore integrating extensions and improvements to the mixed reality components themselves as part of a course in applied artificial intelligence and robotics. We present a set of assignments that in addition to exploring robotics concepts, actively integrate creating or improving mixed reality components. We find that this approach better leverages the advantages brought about by mixed reality in terms of student motivation, and also provides some very useful software engineering experience to the students.

The Model AI Assignments session seeks to gather and disseminate the best assignment designs of the Artificial Intelligence (AI) Education community. Recognizing that assignments form the core of student learning experience, we here present abstracts of eight AI assignments that are easily adoptable, playfully engaging, and flexible for a variety of instructor needs.

The Department of Computer Science at the University of Southern California recently created two new degree programs, namely a Bachelor's Program in Computer Science (Games) and a Master's Program in Computer Science (Game Development). In this paper, we discuss two projects that use games as motivator. First, the Computer Games in the Classroom Project develops stand-alone projects on standard artificial intelligence topics that use video-game technology to motivate the students but do not require the students to use game engines. Second, the Pinball Project develops the necessary hardware and software to enable students to learn concepts from robotics by developing games on actual pinball machines.

The Tekkotsu "crew" is a collection of interacting software components designed to relieve a programmer of much of the burden of specifying low-level robot behaviors. Using this abstract approach to robot programming we can teach beginning roboticists to develop interesting robot applications with relatively little effort.