Increasing widespread use of educational technologies is producing vast amounts of data. Such data can be used to help advance our understanding of student learning and enable more intelligent, interactive, engaging, and effective education. In this article, we discuss the status and prospects of this new and powerful opportunity for data-driven development and optimization of educational technologies, focusing on intelligent tutoring systems We provide examples of use of a variety of techniques to develop or optimize the select, evaluate, suggest, and update functions of intelligent tutors, including probabilistic grammar learning, rule induction, Markov decision process, classification, and integrations of symbolic search and statistical inference.

Inquire Biology is a prototype of a new kind of intelligent textbook — one that answers students’ questions, engages their interest, and improves their understanding. Inquire Biology provides unique capabilities via a knowledge representation that captures conceptual knowledge from the textbook and uses inference procedures to answer students’ questions. Students ask questions by typing free-form natural language queries or by selecting passages of text. The system then attempts to answer the question and also generates suggested questions related to the query or selection. The questions supported by the system were chosen to be educationally useful, for example: what is the structure of X? compare X and Y? how does X relate to Y? In user studies, students found this question-answering capability to be extremely useful while reading and while doing problem solving. In an initial controlled experiment, community college students using the Inquire Biology prototype outperformed students using either a hardcopy or conventional E-book version of the same biology textbook. While additional research is needed to fully develop Inquire Biology, the initial prototype clearly demonstrates the promise of applying knowledge representation and question-answering technology to electronic textbooks.

We report recent advances in intelligent tutoring systems with conversational dialogue. We highlight progress in terms of macro and microadaptivity. Macroadaptivity refers to a system’s capability to select appropriate instructional tasks for the learner to work on. Microadaptivity refers to a system’s capability to adapt its scaffolding while the learner is working on a particular task. The advances in macro and microadaptivity that are presented here were made possible by the use of learning progressions, deeper dialogue and natural language processing techniques, and by the use of affect-enabled components. Learning progressions and deeper dialogue and natural language processing techniques are key features of DeepTutor, the first intelligent tutoring system based on learning progressions. These improvements extend the bandwidth of possibilities for tailoring instruction to each individual student which is needed for maximizing engagement and ultimately learning.

Learner assessment is nontrivial even in its most basic incarnation, namely evaluating a learner's understanding of a set of domain-dependent skills from ad hoc test items (for example, Desmarais [2011]). The assessment challenges increase with the complexity of the learner's traits to be captured, because how a student behaves during an instructional activity generally provides partial and ambiguous information on the student's underlying states, and the gap between what can be observed and what a learner actually thinks and feels increases as these states go from cognitive to metacognitive and affective. In ITSs, the research field concerned with addressing these challenges is known as student modeling, and a student model is the ITS component in charge of assessing student traits and states relevant to tailor the tutorial interaction to specific student needs. Student modeling research has made the problem solution from the tutor et al. [2010]), given extensive evidence substantial progress in providing reliable (for instance by repeatedly asking for in education research showing that learner assessment during problem help) without trying to solve the problem affective factors play an important role solving or question-answering on their own (Baker et al. 2008), in learning. Educational technology At the cognitive level, knowledge can foster understanding at different however, continues to produce novel assessment, that is, evaluating the student's stages of the learning process or for environments often consisting of knowledge of relevant concepts learners with different preferences and activities not as structured and well and skills at specific points of the interaction abilities.

The problem of replicating the flexibility of human common-sense reasoning has captured the imagination of computer scientists since the early days of Alan Turing's foundational work on computation and the philosophy of artificial intelligence. In the intervening years, the idea of cognition as computation has emerged as a fundamental tenet of Artificial Intelligence (AI) and cognitive science. But what kind of computation is cognition? We describe a computational formalism centered around a probabilistic Turing machine called QUERY, which captures the operation of probabilistic conditioning via conditional simulation. Through several examples and analyses, we demonstrate how the QUERY abstraction can be used to cast common-sense reasoning as probabilistic inference in a statistical model of our observations and the uncertain structure of the world that generated that experience. This formulation is a recent synthesis of several research programs in AI and cognitive science, but it also represents a surprising convergence of several of Turing's pioneering insights in AI, the foundations of computation, and statistics.

Gaussian processes (GPs) are Bayesian state-of-the-art tools for discriminative machine learning, i.e., regression [1], classification [2] and dimensionality reduction [3]. GPs were first proposed in statistics by Tony O'Hagan [4] and they are well-known to the geostatistics community as kriging. However, due to their high computational complexity they did not become widely applied tools in machine learning until the early XXI century [5]. GPs can be interpreted as a family of kernel methods with the additional advantage of providing a full conditional statistical description for the predicted variable, which can be primarily used to establish confidence intervals and to set hyper-parameters. In a nutshell, Gaussian processes assume that a Gaussian process prior governs the set of possible latent functions (which are unobserved), and the likelihood (of the latent function) and observations shape this prior to produce posterior probabilistic estimates.

Conventional learning with expert advice methods assumes a learner is always receiving the outcome (e.g., class labels) of every incoming training instance at the end of each trial. In real applications, acquiring the outcome from oracle can be costly or time consuming. In this paper, we address a new problem of active learning with expert advice, where the outcome of an instance is disclosed only when it is requested by the online learner. Our goal is to learn an accurate prediction model by asking the oracle the number of questions as small as possible. To address this challenge, we propose a framework of active forecasters for online active learning with expert advice, which attempts to extend two regular forecasters, i.e., Exponentially Weighted Average Forecaster and Greedy Forecaster, to tackle the task of active learning with expert advice. We prove that the proposed algorithms satisfy the Hannan consistency under some proper assumptions, and validate the efficacy of our technique by an extensive set of experiments.

Predictive State Representations (PSRs) are an expressive class of models for controlled stochastic processes. PSRs represent state as a set of predictions of future observable events. Because PSRs are defined entirely in terms of observable data, statistically consistent estimates of PSR parameters can be learned efficiently by manipulating moments of observed training data. Most learning algorithms for PSRs have assumed that actions and observations are finite with low cardinality. In this paper, we generalize PSRs to infinite sets of observations and actions, using the recent concept of Hilbert space embeddings of distributions. The essence is to represent the state as a nonparametric conditional embedding operator in a Reproducing Kernel Hilbert Space (RKHS) and leverage recent work in kernel methods to estimate, predict, and update the representation. We show that these Hilbert space embeddings of PSRs are able to gracefully handle continuous actions and observations, and that our learned models outperform competing system identification algorithms on several prediction benchmarks.

Cognitive radio networks (CRNs) are networks of nodes equipped with cognitive radios that can optimize performance by adapting to network conditions. While cognitive radio networks (CRN) are envisioned as intelligent networks, relatively little research has focused on the network level functionality of CRNs. Although various routing protocols, incorporating varying degrees of adaptiveness, have been proposed for CRNs, it is imperative for the long term success of CRNs that the design of cognitive routing protocols be pursued by the research community. Cognitive routing protocols are envisioned as routing protocols that fully and seamless incorporate AI-based techniques into their design. In this paper, we provide a self-contained tutorial on various AI and machine-learning techniques that have been, or can be, used for developing cognitive routing protocols. We also survey the application of various classes of AI techniques to CRNs in general, and to the problem of routing in particular. We discuss various decision making techniques and learning techniques from AI and document their current and potential applications to the problem of routing in CRNs. We also highlight the various inference, reasoning, modeling, and learning sub tasks that a cognitive routing protocol must solve. Finally, open research issues and future directions of work are identified.

A Bayesian factor graph reduced to normal form (Forney, 2001) consists in the interconnection of diverter units (or equal constraint units) and Single-Input/Single-Output (SISO) blocks. In this framework localized adaptation rules are explicitly derived from a constrained maximum likelihood (ML) formulation and from a minimum KL-divergence criterion using KKT conditions. The learning algorithms are compared with two other updating equations based on a Viterbi-like and on a variational approximation respectively. The performance of the various algorithm is verified on synthetic data sets for various architectures. The objective of this paper is to provide the programmer with explicit algorithms for rapid deployment of Bayesian graphs in the applications.