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We investigate the multilingual and multimodal performance of a large language model-based artificial intelligence (AI) system, GPT-4o, on a diverse set of physics concept inventories spanning multiple languages and subject areas. The inventories taken from the PhysPort website cover the classical physics topics of mechanics, electromagnetism, optics, and thermodynamics as well as relativity, quantum mechanics, astronomy, mathematics, and laboratory skills. Unlike previous text-only studies, we uploaded the inventories as images mirroring what a student would see on paper, assessing the system's multimodal functionality. The AI is prompted in English and autonomously chooses the language of its response - either remaining in the nominal language of the test, switching entirely to English, or mixing languages - revealing adaptive behavior dependent on linguistic complexity and data availability. Our results indicate some variation in performance across subject areas, with laboratory skills standing out as the area of poorest performance. Furthermore, the AI's performance on questions that require visual interpretation of images is worse than on purely text-based questions. Questions that are difficult for the AI tend to be that way invariably of the inventory language. We also find large variations in performance across languages, with some appearing to benefit substantially from language switching, a phenomenon similar to code-switching ofhuman speakers. Overall, comparing the obtained AI results to the existing literature, we find that the AI system outperforms average undergraduate students post-instruction in all subject areas but laboratory skills.

Retrieval-Augmented Generation (RAG) is a powerful strategy to address the issue of generating factually incorrect outputs in foundation models by retrieving external knowledge relevant to queries and incorporating it into their generation process. However, existing RAG approaches have primarily focused on textual information, with some recent advancements beginning to consider images, and they largely overlook videos, a rich source of multimodal knowledge capable of representing events, processes, and contextual details more effectively than any other modality. While a few recent studies explore the integration of videos in the response generation process, they either predefine query-associated videos without retrieving them according to queries, or convert videos into the textual descriptions without harnessing their multimodal richness. To tackle these, we introduce VideoRAG, a novel framework that not only dynamically retrieves relevant videos based on their relevance with queries but also utilizes both visual and textual information of videos in the output generation. Further, to operationalize this, our method revolves around the recent advance of Large Video Language Models (LVLMs), which enable the direct processing of video content to represent it for retrieval and seamless integration of the retrieved videos jointly with queries. We experimentally validate the effectiveness of VideoRAG, showcasing that it is superior to relevant baselines.

While there is widespread interest in supporting young people to critically evaluate machine learning-powered systems, there is little research on how we can support them in inquiring about how these systems work and what their limitations and implications may be. Outside of K-12 education, an effective strategy in evaluating black-boxed systems is algorithm auditing-a method for understanding algorithmic systems' opaque inner workings and external impacts from the outside in. In this paper, we review how expert researchers conduct algorithm audits and how end users engage in auditing practices to propose five steps that, when incorporated into learning activities, can support young people in auditing algorithms. We present a case study of a team of teenagers engaging with each step during an out-of-school workshop in which they audited peer-designed generative AI TikTok filters. We discuss the kind of scaffolds we provided to support youth in algorithm auditing and directions and challenges for integrating algorithm auditing into classroom activities. This paper contributes: (a) a conceptualization of five steps to scaffold algorithm auditing learning activities, and (b) examples of how youth engaged with each step during our pilot study.

Without any assumptions about data generation, multiple causal models may explain our observations equally well. To avoid selecting a single arbitrary model that could result in unsafe decisions if it does not match reality, it is therefore essential to maintain a notion of epistemic uncertainty about our possible candidates. This thesis studies the problem of structure learning from a Bayesian perspective, approximating the posterior distribution over the structure of a causal model, represented as a directed acyclic graph (DAG), given data. It introduces Generative Flow Networks (GFlowNets), a novel class of probabilistic models designed for modeling distributions over discrete and compositional objects such as graphs. They treat generation as a sequential decision making problem, constructing samples of a target distribution defined up to a normalization constant piece by piece. In the first part of this thesis, we present the mathematical foundations of GFlowNets, their connections to existing domains of machine learning and statistics such as variational inference and reinforcement learning, and their extensions beyond discrete problems. In the second part of this thesis, we show how GFlowNets can approximate the posterior distribution over DAG structures of causal Bayesian Networks, along with the parameters of its causal mechanisms, given observational and experimental data.

Knowledge Tracing (KT) is crucial in education assessment, which focuses on depicting students' learning states and assessing students' mastery of subjects. With the rise of modern online learning platforms, particularly massive open online courses (MOOCs), an abundance of interaction data has greatly advanced the development of the KT technology. Previous research commonly adopts deterministic representation to capture students' knowledge states, which neglects the uncertainty during student interactions and thus fails to model the true knowledge state in learning process. In light of this, we propose an Uncertainty-Aware Knowledge Tracing model (UKT) which employs stochastic distribution embeddings to represent the uncertainty in student interactions, with a Wasserstein self-attention mechanism designed to capture the transition of state distribution in student learning behaviors. Additionally, we introduce the aleatory uncertainty-aware contrastive learning loss, which strengthens the model's robustness towards different types of uncertainties. Extensive experiments on six real-world datasets demonstrate that UKT not only significantly surpasses existing deep learning-based models in KT prediction, but also shows unique advantages in handling the uncertainty of student interactions.

Expanding the frame of evaluation to include other parties, as well as the ecosystem in which the system is deployed, leads us to a multistakeholder view of recommender system evaluation as defined in [2]: "A multistakeholder evaluation is one in which the quality of recommendations is assessed across multiple groups of stakeholders." In this article, we provide (i) an overview of the types of recommendation stakeholders that can be considered in conducting such evaluations, (ii) a discussion of the considerations and values that enter into developing measures that capture outcomes of interest for a diversity of stakeholders, (iii) an outline of a methodology for developing and applying multistakeholder evaluation, and (iv) three examples of different multistakeholder scenarios including derivations of evaluation metrics for different stakeholder groups in these different scenarios. The variety of possible stakeholders we identified that are part of the general recommendation ecosystem is suggested in Figure 1 and defined here, using the terminology from [1, 2]: Recommendation consumers are the traditional recommender system users to whom recommendations are delivered and to which typical forms of recommender system evaluation are oriented. Item providers form the general class of individuals or entities who create or otherwise stand behind the items being recommended.

Recent advancements in reinforcement learning (RL) demonstrate the significant potential in autonomous driving. Despite this promise, challenges such as the manual design of reward functions and low sample efficiency in complex environments continue to impede the development of safe and effective driving policies. To tackle these issues, we introduce LearningFlow, an innovative automated policy learning workflow tailored to urban driving. This framework leverages the collaboration of multiple large language model (LLM) agents throughout the RL training process. LearningFlow includes a curriculum sequence generation process and a reward generation process, which work in tandem to guide the RL policy by generating tailored training curricula and reward functions. Particularly, each process is supported by an analysis agent that evaluates training progress and provides critical insights to the generation agent. Through the collaborative efforts of these LLM agents, LearningFlow automates policy learning across a series of complex driving tasks, and it significantly reduces the reliance on manual reward function design while enhancing sample efficiency. Comprehensive experiments are conducted in the high-fidelity CARLA simulator, along with comparisons with other existing methods, to demonstrate the efficacy of our proposed approach. The results demonstrate that LearningFlow excels in generating rewards and curricula. It also achieves superior performance and robust generalization across various driving tasks, as well as commendable adaptation to different RL algorithms.

Large language models, despite extensive alignment with human values and ethical principles, remain vulnerable to sophisticated jailbreak attacks that exploit their reasoning abilities. Existing safety measures often detect overt malicious intent but fail to address subtle, reasoning-driven vulnerabilities. In this work, we introduce POATE (Polar Opposite query generation, Adversarial Template construction, and Elaboration), a novel jailbreak technique that harnesses contrastive reasoning to provoke unethical responses. POATE crafts semantically opposing intents and integrates them with adversarial templates, steering models toward harmful outputs with remarkable subtlety. We conduct extensive evaluation across six diverse language model families of varying parameter sizes to demonstrate the robustness of the attack, achieving significantly higher attack success rates (~44%) compared to existing methods. To counter this, we propose Intent-Aware CoT and Reverse Thinking CoT, which decompose queries to detect malicious intent and reason in reverse to evaluate and reject harmful responses. These methods enhance reasoning robustness and strengthen the model's defense against adversarial exploits.

Emerging Knowledge Tracing (KT) models, particularly deep learning and attention-based Knowledge Tracing, have shown great potential in realizing personalized learning analysis via prediction of students' future performance based on their past interactions. The existing methods mainly focus on immediate past interactions or individual concepts without accounting for dependencies between knowledge concept, referred as knowledge concept routes, that can be critical to advance the understanding the students' learning outcomes. To address this, in this paper, we propose an innovative attention-based method by effectively incorporating the domain knowledge of knowledge concept routes in the given curriculum. Additionally, we leverage XES3G5M dataset, a benchmark dataset with rich auxiliary information for knowledge concept routes, to evaluate and compare the performance of our proposed method to the seven State-of-the-art (SOTA) deep learning models.