Many development decisions affect the results obtained from ML experiments: training data, features, model architecture, hyperparameters, test data, etc. Among these aspects, arguably the most important design decisions are those that involve the evaluation procedure. This procedure is what determines whether the conclusions drawn from the experiments will or will not generalize to unseen data and whether they will be relevant to the application of interest. If the data is incorrectly selected, the wrong metric is chosen for evaluation or the significance of the comparisons between models is overestimated, conclusions may be misleading or result in suboptimal development decisions. To avoid such problems, the evaluation protocol should be very carefully designed before experimentation starts. In this work we discuss the main aspects involved in the design of the evaluation protocol: data selection, metric selection, and statistical significance. This document is not meant to be an exhaustive tutorial on each of these aspects. Instead, the goal is to explain the main guidelines that should be followed in each case. We include examples taken from the speech processing field, and provide a list of common mistakes related to each aspect.

E-learning environments are increasingly harnessing large language models (LLMs) like GPT-3.5 and GPT-4 for tailored educational support. This study introduces an approach that integrates dynamic knowledge graphs with LLMs to offer nuanced student assistance. By evaluating past and ongoing student interactions, the system identifies and appends the most salient learning context to prompts directed at the LLM. Central to this method is the knowledge graph's role in assessing a student's comprehension of topic prerequisites. Depending on the categorized understanding (good, average, or poor), the LLM adjusts its guidance, offering advanced assistance, foundational reviews, or in-depth prerequisite explanations, respectively. Preliminary findings suggest students could benefit from this tiered support, achieving enhanced comprehension and improved task outcomes. However, several issues related to potential errors arising from LLMs were identified, which can potentially mislead students. This highlights the need for human intervention to mitigate these risks. This research aims to advance AI-driven personalized learning while acknowledging the limitations and potential pitfalls, thus guiding future research in technology and data-driven education.

Introduction Reinforcement Learning (RL) is one of the most prominent and widely discussed methods in artificial intelligence, primarily focusing on how an agent learns to make decisions by interacting with an environment to maximize cumulative rewards [1]. RL has seen extensive applications in various domains, including autonomous driving [2], recommendation systems [3], unmanned aerial vehicles (UAVs) [4], financial trading [5], causal inference [6], and precision medicine [7,8]; see [9,10] for a review. The classic and simplified problem in RL is the stochastic bandit problems. Stochastic bandit problems exemplify the exploration-exploitation tradeoff dilemma, where an agent must choose between exploring new options to gather more information and exploiting known options to maximize rewards. The current review literature on stochastic bandit algorithms highlights applications in areas such as recommendation systems[11-13], experimental design[14], and precision medicine[8], causal inference[15]. Efficient bandit algorithms are designed from a statistical perspective. However, these aspects remain underexplored in existing reviews. This paper aims to address this gap by focusing on the probabilistic and statistical foundations of stochastic algorithms, with particular emphasis on concentration inequalities, minimax rate of regret upper bounds, small-sample statistical inferences, linear models, Bayesian optimization, statistical learning theory, design of experiments, the Neyman-Rubin causal model, functional data analysis, robust statistics, information theory, and so on.

The working environment in healthcare analytics is transforming with the emergence of healthcare 5.0 and the advancements in quantum neural networks. In addition to analyzing a comprehensive set of case studies, we also review relevant literature from the fields of quantum computing applications and smart healthcare analytics, focusing on the implications of quantum deep neural networks. This study aims to shed light on the existing research gaps regarding the implications of quantum neural networks in healthcare analytics. We argue that the healthcare industry is currently transitioning from automation towards genuine collaboration with quantum networks, which presents new avenues for research and exploration. Specifically, this study focuses on evaluating the performance of Healthcare 5.0, which involves the integration of diverse quantum machine learning and quantum neural network systems. This study also explores a range of potential challenges and future directions for Healthcare 5.0, particularly focusing on the integration of quantum neural networks.

Developing problem-solving competency is central to Science, Technology, Engineering, and Mathematics (STEM) education, yet translating this priority into effective approaches to problem-solving instruction and assessment remain a significant challenge. The recent proliferation of generative artificial intelligence (genAI) tools like ChatGPT in higher education introduces new considerations about how these tools can help or hinder students' development of STEM problem-solving competency. Our research examines these considerations by studying how and why college students use genAI tools in their STEM coursework, focusing on their problem-solving support. We surveyed 40 STEM college students from diverse U.S. institutions and 28 STEM faculty to understand instructor perspectives on effective genAI tool use and guidance in STEM courses. Our findings reveal high adoption rates and diverse applications of genAI tools among STEM students. The most common use cases include finding explanations, exploring related topics, summarizing readings, and helping with problem-set questions. The primary motivation for using genAI tools was to save time. Moreover, over half of student participants reported simply inputting problems for AI to generate solutions, potentially bypassing their own problem-solving processes. These findings indicate that despite high adoption rates, students' current approaches to utilizing genAI tools often fall short in enhancing their own STEM problem-solving competencies. The study also explored students' and STEM instructors' perceptions of the benefits and risks associated with using genAI tools in STEM education. Our findings provide insights into how to guide students on appropriate genAI use in STEM courses and how to design genAI-based tools to foster students' problem-solving competency.

This study examines the integration of generative AI in schools, assessing its benefits and risks. As AI use by students grows, it's crucial to understand its impact on learning and teaching practices. Generative AI, like ChatGPT, can create human-like content, prompting questions about its educational role. The article differentiates large language models from traditional search engines and stresses the need for students to develop critical source evaluation skills. Although empirical evidence on AI's classroom effects is limited, AI offers personalized learning support and problem-solving tools, alongside challenges like undermining deep learning if misused. The study emphasizes deliberate strategies to ensure AI complements, not replaces, genuine cognitive effort. AI's educational role should be context-dependent, guided by pedagogical goals. The study concludes with practical advice for teachers on effectively utilizing AI to promote understanding and critical engagement, advocating for a balanced approach to enhance students' knowledge and skills development.

This study explores how the Rashomon effect influences variable importance in the context of student demographics used for academic outcomes prediction. Our research follows the way machine learning algorithms are employed in Educational Data Mining, focusing on highlighting the so-called Rashomon effect. The study uses the Rashomon set of simple-yet-accurate models trained using decision trees, random forests, light GBM, and XGBoost algorithms with the Open University Learning Analytics Dataset. We found that the Rashomon set improves the predictive accuracy by 2-6%. Variable importance analysis revealed more consistent and reliable results for binary classification than multiclass classification, highlighting the complexity of predicting multiple outcomes. Key demographic variables imd_band and highest_education were identified as vital, but their importance varied across courses, especially in course DDD. These findings underscore the importance of model choice and the need for caution in generalizing results, as different models can lead to different variable importance rankings. The codes for reproducing the experiments are available in the repository: https://anonymous.4open.science/r/JEDM_paper-DE9D.

This study examines the impact of lifelong learning on the professional lives of employed and unemployed individuals. Lifelong learning is a crucial factor in securing employment or enhancing one's existing career prospects. To achieve this objective, this study proposes the implementation of a multi-criteria decision support system for the evaluation of training courses in accordance with their capacity to enhance the employability of the students. The methodology is delineated in four stages. Firstly, a `working life curve' was defined to provide a quantitative description of an individual's working life. Secondly, an analysis based on K-medoids clustering defined a control group for each individual for comparison. Thirdly, the performance of a course according to each of the four predefined criteria was calculated using a t-test to determine the mean performance value of those who took the course. Ultimately, the unweighted TOPSIS method was used to evaluate the efficacy of the various training courses in relation to the four criteria. This approach effectively addresses the challenge of using extensive datasets within a system while facilitating the application of a multi-criteria unweighted TOPSIS method. The results of the multi-criteria TOPSIS method indicated that training courses related to the professional fields of administration and management, hostel and tourism and community and sociocultural services have positive impact on employability and improving the working conditions of citizens. However, courses that demonstrate the greatest effectiveness in ranking are the least demanded by citizens. The results will help policymakers evaluate the effectiveness of each training course offered by the regional government.

Sign Language Processing (SLP) is an interdisciplinary field comprised of Natural Language Processing (NLP) and Computer Vision. It is focused on the computational understanding, translation, and production of signed languages. Traditional approaches have often been constrained by the use of gloss-based systems that are both language-specific and inadequate for capturing the multidimensional nature of sign language. These limitations have hindered the development of technology capable of processing signed languages effectively. This thesis aims to revolutionize the field of SLP by proposing a simple paradigm that can bridge this existing technological gap. We propose the use of SignWiring, a universal sign language transcription notation system, to serve as an intermediary link between the visual-gestural modality of signed languages and text-based linguistic representations. We contribute foundational libraries and resources to the SLP community, thereby setting the stage for a more in-depth exploration of the tasks of sign language translation and production. These tasks encompass the translation of sign language from video to spoken language text and vice versa. Through empirical evaluations, we establish the efficacy of our transcription method as a pivot for enabling faster, more targeted research, that can lead to more natural and accurate translations across a range of languages. The universal nature of our transcription-based paradigm also paves the way for real-time, multilingual applications in SLP, thereby offering a more inclusive and accessible approach to language technology. This is a significant step toward universal accessibility, enabling a wider reach of AI-driven language technologies to include the deaf and hard-of-hearing community.

Open environment oriented open set model attribution of deepfake audio is an emerging research topic, aiming to identify the generation models of deepfake audio. Most previous work requires manually setting a rejection threshold for unknown classes to compare with predicted probabilities. However, models often overfit training instances and generate overly confident predictions. Moreover, thresholds that effectively distinguish unknown categories in the current dataset may not be suitable for identifying known and unknown categories in another data distribution. To address the issues, we propose a novel framework for open set model attribution of deepfake audio with rejection threshold adaptation (ReTA). Specifically, the reconstruction error learning module trains by combining the representation of system fingerprints with labels corresponding to either the target class or a randomly chosen other class label. This process generates matching and non-matching reconstructed samples, establishing the reconstruction error distributions for each class and laying the foundation for the reject threshold calculation module. The reject threshold calculation module utilizes gaussian probability estimation to fit the distributions of matching and non-matching reconstruction errors. It then computes adaptive reject thresholds for all classes through probability minimization criteria. The experimental results demonstrate the effectiveness of ReTA in improving the open set model attributes of deepfake audio.