On Friday 22 November, IEEE Robotics and Automation Society will be hosting an online science communication training session for robotics and AI researchers. The tutorial will introduce you to science communication and help you create your own story through hands-on activities. It helps demystify robotics and AI for a broad range of people including policy makers, business leaders, and the public. As a researcher, mastering this skill can not only enhance your communication abilities but also expand your network and increase the visibility and impact of your work. In this three-hour session, leading science communicators in robotics and AI will teach you how to clearly and concisely explain your research to non-specialists.

Several initiatives have been undertaken to conceptually model the domain of scholarly data using ontologies and to create respective Knowledge Graphs. Yet, the full potential seems unleashed, as automated means for automatic population of said ontologies are lacking, and respective initiatives from the Semantic Web community are not necessarily connected: we propose to make scholarly data more sustainably accessible by leveraging Wikidata's infrastructure and automating its population in a sustainable manner through LLMs by tapping into unstructured sources like conference Web sites and proceedings texts as well as already existing structured conference datasets. While an initial analysis shows that Semantic Web conferences are only minimally represented in Wikidata, we argue that our methodology can help to populate, evolve and maintain scholarly data as a community within Wikidata. Our main contributions include (a) an analysis of ontologies for representing scholarly data to identify gaps and relevant entities/properties in Wikidata, (b) semi-automated extraction -- requiring (minimal) manual validation -- of conference metadata (e.g., acceptance rates, organizer roles, programme committee members, best paper awards, keynotes, and sponsors) from websites and proceedings texts using LLMs. Finally, we discuss (c) extensions to visualization tools in the Wikidata context for data exploration of the generated scholarly data. Our study focuses on data from 105 Semantic Web-related conferences and extends/adds more than 6000 entities in Wikidata. It is important to note that the method can be more generally applicable beyond Semantic Web-related conferences for enhancing Wikidata's utility as a comprehensive scholarly resource. Source Repository: https://github.com/scholarly-wikidata/ DOI: https://doi.org/10.5281/zenodo.10989709 License: Creative Commons CC0 (Data), MIT (Code)

Classroom dialogue plays a crucial role in fostering student engagement and deeper learning. However, analysing dialogue sequences has traditionally relied on either theoretical frameworks or empirical descriptions of practice, with limited integration between the two. This study addresses this gap by developing a comprehensive rule base of dialogue sequences and an Artificial Intelligence (AI) agent that combines expert-informed rule-based systems with a large language model (LLM). The agent applies expert knowledge while adapting to the complexities of natural language, enabling accurate and flexible categorisation of classroom dialogue sequences. By synthesising findings from over 30 studies, we established a comprehensive framework for dialogue analysis. The agent was validated against human expert coding, achieving high levels of precision and reliability. The results demonstrate that the agent provides theory-grounded and adaptive functions, tremendously enhancing the efficiency and scalability of classroom dialogue analysis, offering significant potential in improving classroom teaching practices and supporting teacher professional development.

Investigation of students' perceptions and opinions on the use of generative artificial intelligence (GenAI) in education is a topic gaining much interest. Studies addressing this are typically conducted with large heterogeneous groups, at one moment in time. However, how students perceive and use GenAI tools can potentially depend on many factors, including their background knowledge, familiarity with the tools, and the learning goals and policies of the courses they are taking. In this study we explore how students following computing courses use GenAI for programming-related tasks across different programs and courses: Bachelor and Master, in courses in which learning programming is the learning goal, courses that require programming as a means to achieve another goal, and in courses in which programming is optional, but can be useful. We are also interested in changes over time, since GenAI capabilities are changing at a fast pace, and users are adopting GenAI increasingly. We conducted three consecutive surveys (fall `23, winter `23, and spring `24) among students of all computing programs of a large European research university. We asked questions on the use in education, ethics, and job prospects, and we included specific questions on the (dis)allowed use of GenAI tools in the courses they were taking at the time. We received 264 responses, which we quantitatively and qualitatively analyzed, to find out how students have employed GenAI tools across 59 different computing courses, and whether the opinion of an average student about these tools evolves over time. Our study contributes to the emerging discussion of how to differentiate GenAI use across different courses, and how to align its use with the learning goals of a computing course.

This study investigates the use of generative AI and multi-agent systems to provide automatic feedback in educational contexts, particularly for student constructed responses in science assessments. The research addresses a key gap in the field by exploring how multi-agent systems, called AutoFeedback, can improve the quality of GenAI-generated feedback, overcoming known issues such as over-praise and over-inference that are common in single-agent large language models (LLMs). The study developed a multi-agent system consisting of two AI agents: one for generating feedback and another for validating and refining it. The system was tested on a dataset of 240 student responses, and its performance was compared to that of a single-agent LLM. Results showed that AutoFeedback significantly reduced the occurrence of over-praise and over-inference errors, providing more accurate and pedagogically sound feedback. The findings suggest that multi-agent systems can offer a more reliable solution for generating automated feedback in educational settings, highlighting their potential for scalable and personalized learning support. These results have important implications for educators and researchers seeking to leverage AI in formative assessments, offering a pathway to more effective feedback mechanisms that enhance student learning outcomes.

This research introduces an innovative artificial intelligence-driven educational concept designed to optimize self-directed learning through personalized course delivery and automated teaching assistance. The system leverages fine-tuned AI models to create an adaptive learning environment that encompasses customized roadmaps, automated presentation generation, and three-dimensional modeling for complex concept visualization. By integrating real-time virtual assistance for doubt resolution, the platform addresses the immediate educational needs of learners while promoting autonomous learning practices. This study explores the psychological advantages of self-directed learning and demonstrates how AI automation can enhance educational outcomes through personalized content delivery and interactive support mechanisms. The research contributes to the growing field of educational technology by presenting a comprehensive framework that combines automated content generation, visual learning aids, and intelligent tutoring to create an efficient, scalable solution for modern educational needs. Preliminary findings suggest that this approach not only accommodates diverse learning styles but also strengthens student engagement and knowledge retention through its emphasis on self-paced, independent learning methodologies.

Visual Question Answering (VQA) research seeks to create AI systems to answer natural language questions in images, yet VQA methods often yield overly simplistic and short answers. This paper aims to advance the field by introducing Visual Question Explanation (VQE), which enhances the ability of VQA to provide detailed explanations rather than brief responses and address the need for more complex interaction with visual content. We first created an MLVQE dataset from a 14-week streamed video machine learning course, including 885 slide images, 110,407 words of transcripts, and 9,416 designed question-answer (QA) pairs. Next, we proposed a novel SparrowVQE, a small 3 billion parameters multimodal model. We trained our model with a three-stage training mechanism consisting of multimodal pre-training (slide images and transcripts feature alignment), instruction tuning (tuning the pre-trained model with transcripts and QA pairs), and domain fine-tuning (fine-tuning slide image and QA pairs). Eventually, our SparrowVQE can understand and connect visual information using the SigLIP model with transcripts using the Phi-2 language model with an MLP adapter. Experimental results demonstrate that our SparrowVQE achieves better performance in our developed MLVQE dataset and outperforms state-of-the-art methods in the other five benchmark VQA datasets. The source code is available at \url{https://github.com/YoushanZhang/SparrowVQE}.

Node classification with Graph Neural Networks (GNN) under a fixed set of labels is well known in contrast to Graph Few-Shot Class Incremental Learning (GFSCIL), which involves learning a GNN classifier as graph nodes and classes growing over time sporadically. We introduce inductive GFSCIL that continually learns novel classes with newly emerging nodes while maintaining performance on old classes without accessing previous data. This addresses the practical concern of transductive GFSCIL, which requires storing the entire graph with historical data. Compared to the transductive GFSCIL, the inductive setting exacerbates catastrophic forgetting due to inaccessible previous data during incremental training, in addition to overfitting issue caused by label sparsity. Thus, we propose a novel method, called Topology-based class Augmentation and Prototype calibration (TAP). To be specific, it first creates a triple-branch multi-topology class augmentation method to enhance model generalization ability. As each incremental session receives a disjoint subgraph with nodes of novel classes, the multi-topology class augmentation method helps replicate such a setting in the base session to boost backbone versatility. In incremental learning, given the limited number of novel class samples, we propose an iterative prototype calibration to improve the separation of class prototypes. Furthermore, as backbone fine-tuning poses the feature distribution drift, prototypes of old classes start failing over time, we propose the prototype shift method for old classes to compensate for the drift. We showcase the proposed method on four datasets.

This paper formalizes Hamiltonian-Informed Optimal Neural (Hion) controllers, a novel class of neural network-based controllers for dynamical systems and explicit non-linear model predictive control. Hion controllers estimate future states and compute optimal control inputs using Pontryagin's Maximum Principle. The proposed framework allows for customization of transient behavior, addressing limitations of existing methods. The Taylored Multi-Faceted Approach for Neural ODE and Optimal Control (T-mano) architecture facilitates training and ensures accurate state estimation. Optimal control strategies are demonstrated for both linear and non-linear dynamical systems.

Upon release, ChatGPT3.5 shocked the software engineering community by its ability to generate answers to specialized questions about coding. Immediately, many educators wondered if it was possible to use the chatbot as a support tool that helps students answer their programming questions. This article evaluates this possibility at three levels: fundamental Computer Science knowledge (basic algorithms and data structures), core competency (design patterns), and advanced knowledge (quantum computing). In each case, we ask normalized questions several times to ChatGPT3.5, then look at the correctness of answers, and finally check if this creates issues. The main result is that the performances of ChatGPT3.5 degrades drastically as the specialization of the domain increases: for basic algorithms it returns answers that are almost always correct, for design patterns the generated code contains many code smells and is generally of low quality, but it is still sometimes able to fix it (if asked), and for quantum computing it is often blatantly wrong.