The ability to accurately predict and analyze student performance in online education, both at the outset and throughout the semester, is vital. Most of the published studies focus on binary classification (Fail or Pass) but there is still a significant research gap in predicting students' performance across multiple categories. This study introduces a novel neural network-based approach capable of accurately predicting student performance and identifying vulnerable students at early stages of the online courses. The Open University Learning Analytics (OULA) dataset is employed to develop and test the proposed model, which predicts outcomes in Distinction, Fail, Pass, and Withdrawn categories. The OULA dataset is preprocessed to extract features from demographic data, assessment data, and clickstream interactions within a Virtual Learning Environment (VLE). Comparative simulations indicate that the proposed model significantly outperforms existing baseline models including Artificial Neural Network Long Short Term Memory (ANN-LSTM), Random Forest (RF) 'gini', RF 'entropy' and Deep Feed Forward Neural Network (DFFNN) in terms of accuracy, precision, recall, and F1-score. The results indicate that the prediction accuracy of the proposed method is about 25% more than the existing state-of-the-art. Furthermore, compared to existing methodologies, the model demonstrates superior predictive capability across temporal course progression, achieving superior accuracy even at the initial 20% phase of course completion.

This survey and application guide to multimodal large language models(MLLMs) explores the rapidly developing field of MLLMs, examining their architectures, applications, and impact on AI and Generative Models. Starting with foundational concepts, we delve into how MLLMs integrate various data types, including text, images, video and audio, to enable complex AI systems for cross-modal understanding and generation. It covers essential topics such as training methods, architectural components, and practical applications in various fields, from visual storytelling to enhanced accessibility. Through detailed case studies and technical analysis, the text examines prominent MLLM implementations while addressing key challenges in scalability, robustness, and cross-modal learning. Concluding with a discussion of ethical considerations, responsible AI development, and future directions, this authoritative resource provides both theoretical frameworks and practical insights. It offers a balanced perspective on the opportunities and challenges in the development and deployment of MLLMs, and is highly valuable for researchers, practitioners, and students interested in the intersection of natural language processing and computer vision.

This manuscript gives a big-picture, up-to-date overview of the field of (deep) reinforcement learning and sequential decision making, covering value-based RL, policy-gradient methods, model-based methods, and various other topics (including a very brief discussion of RL+LLMs).

Integrating invariance into data representations is a principled design in intelligent systems and web applications. Representations play a fundamental role, where systems and applications are both built on meaningful representations of digital inputs (rather than the raw data). In fact, the proper design/learning of such representations relies on priors w.r.t. the task of interest. Here, the concept of symmetry from the Erlangen Program may be the most fruitful prior -- informally, a symmetry of a system is a transformation that leaves a certain property of the system invariant. Symmetry priors are ubiquitous, e.g., translation as a symmetry of the object classification, where object category is invariant under translation. The quest for invariance is as old as pattern recognition and data mining itself. Invariant design has been the cornerstone of various representations in the era before deep learning, such as the SIFT. As we enter the early era of deep learning, the invariance principle is largely ignored and replaced by a data-driven paradigm, such as the CNN. However, this neglect did not last long before they encountered bottlenecks regarding robustness, interpretability, efficiency, and so on. The invariance principle has returned in the era of rethinking deep learning, forming a new field known as Geometric Deep Learning (GDL). In this tutorial, we will give a historical perspective of the invariance in data representations. More importantly, we will identify those research dilemmas, promising works, future directions, and web applications.

Object-Oriented Programming (OOP) has become a crucial paradigm for managing the growing complexity of modern software systems, particularly in fields like machine learning, deep learning, large language models (LLM), and data analytics. This work provides a comprehensive introduction to the integration of OOP techniques within these domains, with a focus on improving code modularity, maintainability, and scalability. We begin by outlining the evolution of computing and the rise of OOP, followed by an in-depth discussion of key OOP principles such as encapsulation, inheritance, polymorphism, and abstraction. The practical application of these principles is demonstrated using Python, a widely adopted language in AI and data science. Furthermore, we examine how design patterns and modular programming can be employed to enhance the structure and efficiency of machine learning systems. In subsequent sections, we apply these OOP concepts to real-world AI tasks, including the encapsulation of preprocessing workflows, machine learning model training, and evaluation. Detailed examples illustrate how OOP can be used to build reusable, scalable machine learning systems while maintaining code clarity and reducing redundancy.This work is intended to serve as a bridge for both beginners and experienced developers, equipping them with the necessary knowledge to apply OOP methodologies in AI-driven projects, ultimately fostering the development of more robust and maintainable systems.

The thirty-eighth Conference on Neural Information Processing Systems (NeurIPS 2024) will take place in Vancouver, Canada, from Tuesday 10 December to Sunday 15 December. There is a bumper programme of events, including invited talks, orals, posters, tutorials, workshops, and socials, not to mention AIhub's session on science communication. There are seven invited talks this year: Alison Gopnik – The Golem vs. stone soup: Understanding how children learn can help us understand and improve AI Sepp Hochreiter – Toward industrial artificial intelligence Fei-Fei Li – From seeing to doing: Ascending the ladder of visual intelligence Lidong Zhou – A match made in silicon: The co-evolution of systems and AI Arnaud Doucet – From diffusion models to Schrödinger bridges Danica Kragic – Learning for interaction and interaction for learning Rosalind Picard – How to optimize what matters most? We (AIhub) will be running a short course on science communication on Tuesday 10 December. There will be a total of 14 tutorials this year.

Models for student reading performance can empower educators and institutions to proactively identify at-risk students, thereby enabling early and tailored instructional interventions. However, there are no suitable publicly available educational datasets for modeling and predicting future reading performance. In this work, we introduce the Enhanced Core Reading Instruction ECRI dataset, a novel large-scale longitudinal tabular dataset collected across 44 schools with 6,916 students and 172 teachers. We leverage the dataset to empirically evaluate the ability of state-of-the-art machine learning models to recognize early childhood educational patterns in multivariate and partial measurements. Specifically, we demonstrate a simple self-supervised strategy in which a Multi-Layer Perception (MLP) network is pre-trained over masked inputs to outperform several strong baselines while generalizing over diverse educational settings. To facilitate future developments in precise modeling and responsible use of models for individualized and early intervention strategies, our data and code are available at https://ecri-data.github.io/.

Background: Over the past few decades, the process and methodology of automated question generation (AQG) have undergone significant transformations. Recent progress in generative natural language models has opened up new potential in the generation of educational content. Objectives: This paper explores the potential of large language models (LLMs) for generating computer science questions that are sufficiently annotated for automatic learner model updates, are fully situated in the context of a particular course, and address the cognitive dimension understand. Methods: Unlike previous attempts that might use basic methods like ChatGPT, our approach involves more targeted strategies such as retrieval-augmented generation (RAG) to produce contextually relevant and pedagogically meaningful learning objects. Results and Conclusions: Our results show that generating structural, semantic annotations works well. However, this success was not reflected in the case of relational annotations. The quality of the generated questions often did not meet educational standards, highlighting that although LLMs can contribute to the pool of learning materials, their current level of performance requires significant human intervention to refine and validate the generated content.

This study investigates the potential of using ChatGPT as a teachable agent to support students' learning by teaching process, specifically in programming education. While learning by teaching is an effective pedagogical strategy for promoting active learning, traditional teachable agents have limitations, particularly in facilitating natural language dialogue. Our research explored whether ChatGPT, with its ability to engage learners in natural conversations, can support this process. The findings reveal that interacting with ChatGPT improves students' knowledge gains and programming abilities, particularly in writing readable and logically sound code. However, it had limited impact on developing learners' error-correction skills, likely because ChatGPT tends to generate correct code, reducing opportunities for students to practice debugging. Additionally, students' self-regulated learning (SRL) abilities improved, suggesting that teaching ChatGPT fosters learners' higher self-efficacy and better implementation of SRL strategies. This study discussed the role of natural dialogue in fostering socialized learning by teaching, and explored ChatGPT's specific contributions in supporting students' SRL through the learning by teaching process. Overall, the study highlights ChatGPT's potential as a teachable agent, offering insights for future research on ChatGPT-supported education.

Intelligent dialogue systems are increasingly used in modern education and psychological counseling fields, but most existing systems are limited to a single domain, cannot deal with both educational and psychological issues, and often lack accuracy and professionalism when dealing with complex issues. To address these problems, this paper proposes an intelligent dialog system that combines educational and psychological counseling functions. The system consists of multiple AI agent, including security detection agent, intent identification agent, educational LLM agent, and psychological LLM agent, which work in concert to ensure the provision of accurate educational knowledge Q\&A and psychological support services. Specifically, the system recognizes user-input intentions through an intention classification model and invokes a retrieval-enhanced educational grand model and a psychological grand model fine-tuned with psychological data in order to provide professional educational advice and psychological support.