Large Language Models (LLMs) have been successful in mathematical reasoning tasks such as formal theorem proving when integrated with interactive proof assistants like Lean. Existing approaches involve training or fine-tuning an LLM on a specific dataset to perform well on particular domains, such as undergraduate-level mathematics. These methods struggle with generalizability to advanced mathematics. A fundamental limitation is that these approaches operate on static domains, failing to capture how mathematicians often work across multiple domains and projects simultaneously or cyclically. We present LeanAgent, a novel lifelong learning framework for formal theorem proving that continuously generalizes to and improves on ever-expanding mathematical knowledge without forgetting previously learned knowledge. LeanAgent introduces several key innovations, including a curriculum learning strategy that optimizes the learning trajectory in terms of mathematical difficulty, a dynamic database for efficient management of evolving mathematical knowledge, and progressive training to balance stability and plasticity. LeanAgent successfully proves 155 theorems previously unproved formally by humans across 23 diverse Lean repositories, many from advanced mathematics. It performs significantly better than the static LLM baseline, proving challenging theorems in domains like abstract algebra and algebraic topology while showcasing a clear progression of learning from basic concepts to advanced topics. In addition, we analyze LeanAgent's superior performance on key lifelong learning metrics. LeanAgent achieves exceptional scores in stability and backward transfer, where learning new tasks improves performance on previously learned tasks. This emphasizes LeanAgent's continuous generalizability and improvement, explaining its superior theorem-proving performance.

Traditional drug discovery processes are both time-consuming and require extensive professional expertise. With the accumulation of drug-target interaction (DTI) data from experimental studies, leveraging modern machine-learning techniques to discern patterns between drugs and target proteins has become increasingly feasible. In this paper, we introduce the Multi-channel Interaction Network (MIN), a novel framework designed to predict DTIs through two primary components: a representation learning module and a multi-channel interaction module. The representation learning module features a C-Score Predictor-assisted screening mechanism, which selects critical residues to enhance prediction accuracy and reduce noise. The multi-channel interaction module incorporates a structure-agnostic channel, a structure-aware channel, and an extended-mixture channel, facilitating the identification of interaction patterns at various levels for optimal complementarity. Additionally, contrastive learning is utilized to harmonize the representations of diverse data types. Our experimental evaluations on public datasets demonstrate that MIN surpasses other strong DTI prediction methods. Furthermore, the case study reveals a high overlap between the residues selected by the C-Score Predictor and those in actual binding pockets, underscoring MIN's explainability capability. These findings affirm that MIN is not only a potent tool for DTI prediction but also offers fresh insights into the prediction of protein binding sites.

Federated Learning (FL) is a decentralized machine learning approach that has gained attention for its potential to enable collaborative model training across clients while protecting data privacy, making it an attractive solution for the chemical industry. This work aims to provide the chemical engineering community with an accessible introduction to the discipline. Supported by a hands-on tutorial and a comprehensive collection of examples, it explores the application of FL in tasks such as manufacturing optimization, multimodal data integration, and drug discovery while addressing the unique challenges of protecting proprietary information and managing distributed datasets. The tutorial was built using key frameworks such as $\texttt{Flower}$ and $\texttt{TensorFlow Federated}$ and was designed to provide chemical engineers with the right tools to adopt FL in their specific needs. We compare the performance of FL against centralized learning across three different datasets relevant to chemical engineering applications, demonstrating that FL will often maintain or improve classification performance, particularly for complex and heterogeneous data. We conclude with an outlook on the open challenges in federated learning to be tackled and current approaches designed to remediate and improve this framework.

Multimodal Learning Analytics (MMLA) leverages advanced sensing technologies and artificial intelligence to capture complex learning processes, but integrating diverse data sources into cohesive insights remains challenging. This study introduces a novel methodology for integrating latent class analysis (LCA) within MMLA to map monomodal behavioural indicators into parsimonious multimodal ones. Using a high-fidelity healthcare simulation context, we collected positional, audio, and physiological data, deriving 17 monomodal indicators. LCA identified four distinct latent classes: Collaborative Communication, Embodied Collaboration, Distant Interaction, and Solitary Engagement, each capturing unique monomodal patterns. Epistemic network analysis compared these multimodal indicators with the original monomodal indicators and found that the multimodal approach was more parsimonious while offering higher explanatory power regarding students' task and collaboration performances. The findings highlight the potential of LCA in simplifying the analysis of complex multimodal data while capturing nuanced, cross-modality behaviours, offering actionable insights for educators and enhancing the design of collaborative learning interventions. This study proposes a pathway for advancing MMLA, making it more parsimonious and manageable, and aligning with the principles of learner-centred education.

This paper proposes a novel analytical framework: Transition Network Analysis (TNA), an approach that integrates Stochastic Process Mining and probabilistic graph representation to model, visualize, and identify transition patterns in the learning process data. Combining the relational and temporal aspects into a single lens offers capabilities beyond either framework, including centralities to capture important learning events, community finding to identify patterns of behavior, and clustering to reveal temporal patterns. This paper introduces the theoretical and mathematical foundations of TNA. To demonstrate the functionalities of TNA, we present a case study with students (n=191) engaged in small-group collaboration to map patterns of group dynamics using the theories of co-regulation and socially-shared regulated learning. The analysis revealed that TNA could reveal the regulatory processes and identify important events, temporal patterns and clusters. Bootstrap validation established the significant transitions and eliminated spurious transitions. In doing so, we showcase TNA's utility to capture learning dynamics and provide a robust framework for investigating the temporal evolution of learning processes. Future directions include advancing estimation methods, expanding reliability assessment, exploring longitudinal TNA, and comparing TNA networks using permutation tests.

This paper introduces Open-Amp, a synthetic data framework for generating large-scale and diverse audio effects data. Audio effects are relevant to many musical audio processing and Music Information Retrieval (MIR) tasks, such as modelling of analog audio effects, automatic mixing, tone matching and transcription. Existing audio effects datasets are limited in scope, usually including relatively few audio effects processors and a limited amount of input audio signals. Our proposed framework overcomes these issues, by crowdsourcing neural network emulations of guitar amplifiers and effects, created by users of open-source audio effects emulation software. This allows users of Open-Amp complete control over the input signals to be processed by the effects models, as well as providing high-quality emulations of hundreds of devices. Open-Amp can render audio online during training, allowing great flexibility in data augmentation. Our experiments show that using Open-Amp to train a guitar effects encoder achieves new state-of-the-art results on multiple guitar effects classification tasks. Furthermore, we train a one-to-many guitar effects model using Open-Amp, and use it to emulate unseen analog effects via manipulation of its learned latent space, indicating transferability to analog guitar effects data.

Cognitive diagnosis (CD) aims to reveal students' proficiency in specific knowledge concepts. With the increasing adoption of intelligent education applications, accurately assessing students' knowledge mastery has become an urgent challenge. Although existing cognitive diagnosis frameworks enhance diagnostic accuracy by analyzing students' explicit response records, they primarily focus on individual knowledge state, failing to adequately reflect the relative ability performance of students within hierarchies. To address this, we propose the Hierarchy Constraint-Aware Cognitive Diagnosis Framework (HCD), designed to more accurately represent student ability performance within real educational contexts. Specifically, the framework introduces a hierarchy mapping layer to identify students' levels. It then employs a hierarchy convolution-enhanced attention layer for in-depth analysis of knowledge concepts performance among students at the same level, uncovering nuanced differences. A hierarchy inter-sampling attention layer captures performance differences across hierarchies, offering a comprehensive understanding of the relationships among students' knowledge state. Finally, through personalized diagnostic enhancement, the framework integrates hierarchy constraint perception features with existing models, improving the representation of both individual and group characteristics. This approach enables precise inference of students' knowledge state. Research shows that this framework not only reasonably constrains changes in students' knowledge states to align with real educational settings, but also supports the scientific rigor and fairness of educational assessments, thereby advancing the field of cognitive diagnosis.

Course Outcome (CO) and Program Outcome (PO)/Program-Specific Outcome (PSO) alignment is a crucial task for ensuring curriculum coherence and assessing educational effectiveness. The construction of a Course Articulation Matrix (CAM), which quantifies the relationship between COs and POs/PSOs, typically involves assigning numerical values (0, 1, 2, 3) to represent the degree of alignment. In this study, We experiment with four models from the BERT family: BERT Base, DistilBERT, ALBERT, and RoBERTa, and use multiclass classification to assess the alignment between CO and PO/PSO pairs. We first evaluate traditional machine learning classifiers, such as Decision Tree, Random Forest, and XGBoost, and then apply transfer learning to evaluate the performance of the pretrained BERT models. To enhance model interpretability, we apply Explainable AI technique, specifically Local Interpretable Model-agnostic Explanations (LIME), to provide transparency into the decision-making process. Our system achieves accuracy, precision, recall, and F1-score values of 98.66%, 98.67%, 98.66%, and 98.66%, respectively. This work demonstrates the potential of utilizing transfer learning with BERT-based models for the automated generation of CAMs, offering high performance and interpretability in educational outcome assessment.

Image generation has shown remarkable results in generating high-fidelity realistic images, in particular with the advancement of diffusion-based models. However, the prevalence of AI-generated images may have side effects for the machine learning community that are not clearly identified. Meanwhile, the success of deep learning in computer vision is driven by the massive dataset collected on the Internet. The extensive quantity of synthetic data being added to the Internet would become an obstacle for future researchers to collect "clean" datasets without AI-generated content. Prior research has shown that using datasets contaminated by synthetic images may result in performance degradation when used for training. In this paper, we investigate the potential impact of contaminated datasets on Online Continual Learning (CL) research. We experimentally show that contaminated datasets might hinder the training of existing online CL methods. Also, we propose Entropy Selection with Real-synthetic similarity Maximization (ESRM), a method to alleviate the performance deterioration caused by synthetic images when training online CL models. Experiments show that our method can significantly alleviate performance deterioration, especially when the contamination is severe.

Apple has released its latest iOS 18.1.1 In a post on its security website, the tech giant says the update fixes two vulnerabilities which have already been'actively exploited' by hackers. According to security experts, these bugs could be used to remotely compromise a user's device and even gain access to their online accounts. While the security weaknesses have only been exploited on Mac so far, waiting too long could leave your iPhone vulnerable to being hacked. Michael Covington, VP of strategy at cybersecurity firm Jamf, says: 'The fixes provided by Apple introduce stronger checks to detect and prevent malicious activity, as well as improve how devices manage and track data during web browsing.