We introduce MecQaBot, an open-source, affordable, and modular autonomous mobile robotics framework developed for education and research at Macquarie University, School of Engineering, since 2019. This platform aims to provide students and researchers with an accessible means for exploring autonomous robotics and fostering hands-on learning and innovation. Over the five years, the platform has engaged more than 240 undergraduate and postgraduate students across various engineering disciplines. The framework addresses the growing need for practical robotics training in response to the expanding robotics field and its increasing relevance in industry and academia. The platform facilitates teaching critical concepts in sensing, programming, hardware-software integration, and autonomy within real-world contexts, igniting student interest and engagement. We describe the design and evolution of the MecQaBot framework and the underlying principles of scalability and flexibility, which are keys to its success. Complete documentation: https://github.com/AliceJames-1/MecQaBot

This paper aims to uncover needs of adult learners when using pedagogical technologies such as intelligent tutoring systems. Further, our aim with this work is to understand the usability challenges when deploying tutors at scale within the adult learning audience. As educational technologies become more ubiquitous within k-12 education, this paper aims to bridge the gap in understanding on how adult users might utilize intelligent tutors. In pursuit of this, we built four intelligent tutors, and deployed them to 110 classrooms at a state technical college for an entire academic year. Following this deployment, we conducted focus groups amongst users to gather data to understand how learners perceived the optional educational technology during their academic journey. We further analyzed this data using foundational HCI methodologies to extract leanings and design recommendations on how developers might craft educational technologies for adoption at scale for the adult learning population.

With the development of artificial intelligence, more and more attention has been put onto generative models, which represent the creativity, a very important aspect of intelligence. In recent years, diffusion models have been studied and proven to be more reasonable and effective than previous methods. However, common diffusion frameworks suffer from controllability problems. Although extra conditions have been considered by some work to guide the diffusion process for a specific target generation, it only controls the generation result but not its process. In this work, we propose a new adaptive framework, $\textit{Adaptively Controllable Diffusion (AC-Diff) Model}$, to automatically and fully control the generation process, including not only the type of generation result but also the length and parameters of the generation process. Both inputs and conditions will be first fed into a $\textit{Conditional Time-Step (CTS) Module}$ to determine the number of steps needed for a generation. Then according to the length of the process, the diffusion rate parameters will be estimated through our $\textit{Adaptive Hybrid Noise Schedule (AHNS) Module}$. We further train the network with the corresponding adaptive sampling mechanism to learn how to adjust itself according to the conditions for the overall performance improvement. To enable its practical applications, AC-Diff is expected to largely reduce the average number of generation steps and execution time while maintaining the same performance as done in the literature diffusion models.

Untreated periodontitis causes inflammation within the supporting tissue of the teeth and can ultimately lead to tooth loss. Modeling periodontal outcomes is beneficial as they are difficult and time consuming to measure, but disparities in representation between demographic groups must be considered. There may not be enough participants to build group specific models and it can be ineffective, and even dangerous, to apply a model to participants in an underrepresented group if demographic differences were not considered during training. We propose an extension to RECaST Bayesian transfer learning framework. Our method jointly models multivariate outcomes, exhibiting significant improvement over the previous univariate RECaST method. Further, we introduce an online approach to model sequential data sets. Negative transfer is mitigated to ensure that the information shared from the other demographic groups does not negatively impact the modeling of the underrepresented participants. The Bayesian framework naturally provides uncertainty quantification on predictions. Especially important in medical applications, our method does not share data between domains. We demonstrate the effectiveness of our method in both predictive performance and uncertainty quantification on simulated data and on a database of dental records from the HealthPartners Institute.

Shape assembly is a ubiquitous task in daily life, integral for constructing complex 3D structures like IKEA furniture. While significant progress has been made in developing autonomous agents for shape assembly, existing datasets have not yet tackled the 4D grounding of assembly instructions in videos, essential for a holistic understanding of assembly in 3D space over time. We introduce IKEA Video Manuals, a dataset that features 3D models of furniture parts, instructional manuals, assembly videos from the Internet, and most importantly, annotations of dense spatio-temporal alignments between these data modalities. To demonstrate the utility of IKEA Video Manuals, we present five applications essential for shape assembly: assembly plan generation, part-conditioned segmentation, part-conditioned pose estimation, video object segmentation, and furniture assembly based on instructional video manuals. For each application, we provide evaluation metrics and baseline methods. Through experiments on our annotated data, we highlight many challenges in grounding assembly instructions in videos to improve shape assembly, including handling occlusions, varying viewpoints, and extended assembly sequences.

Curriculum learning has been a quiet yet crucial component of many of the high-profile successes of reinforcement learning. Despite this, none of the major reinforcement learning libraries directly support curriculum learning or include curriculum learning implementations. These methods can improve the capabilities and robustness of RL agents, but often require significant, complex changes to agent training code. We introduce Syllabus, a library for training RL agents with curriculum learning, as a solution to this problem. Syllabus provides a universal API for curriculum learning algorithms, implementations of popular curriculum learning methods, and infrastructure for easily integrating them with distributed training code written in nearly any RL library. Syllabus provides a minimal API for each of the core components of curriculum learning, dramatically simplifying the process of designing new algorithms and applying existing algorithms to new environments. We demonstrate that the same Syllabus code can be used to train agents written in multiple different RL libraries on numerous domains. In doing so, we present the first examples of curriculum learning in NetHack and Neural MMO, two of the premier challenges for single-agent and multi-agent RL respectively, achieving strong results compared to state of the art baselines.

Massive Open Online Courses (MOOCs) have greatly contributed to making education more accessible. However, many MOOCs maintain a rigid, one-size-fits-all structure that fails to address the diverse needs and backgrounds of individual learners. Learning path personalization aims to address this limitation, by tailoring sequences of educational content to optimize individual student learning outcomes. Existing approaches, however, often require either massive student interaction data or extensive expert annotation, limiting their broad application. In this study, we introduce a novel data-efficient framework for learning path personalization that operates without expert annotation. Our method employs a flexible recommender system pre-trained with reinforcement learning on a dataset of raw course materials. Through experiments on semi-synthetic data, we show that this pre-training stage substantially improves data-efficiency in a range of adaptive learning scenarios featuring new educational materials. This opens up new perspectives for the design of foundation models for adaptive learning.

This paper presents an accelerated spherical K-means clustering algorithm for large-scale and high-dimensional sparse document data sets. We design an algorithm working in an architecture-friendly manner (AFM), which is a procedure of suppressing performance-degradation factors such as the numbers of instructions, branch mispredictions, and cache misses in CPUs of a modern computer system. For the AFM operation, we leverage unique universal characteristics (UCs) of a data-object and a cluster's mean set, which are skewed distributions on data relationships such as Zipf's law and a feature-value concentration phenomenon. The UCs indicate that the most part of the number of multiplications for similarity calculations is executed regarding terms with high document frequencies (df) and the most part of a similarity between an object- and a mean-feature vector is obtained by the multiplications regarding a few high mean-feature values. Our proposed algorithm applies an inverted-index data structure to a mean set, extracts the specific region with high-df terms and high mean-feature values in the mean-inverted index by newly introduced two structural parameters, and exploits the index divided into three parts for efficient pruning. The algorithm determines the two structural parameters by minimizing the approximate number of multiplications related to that of instructions, reduces the branch mispredictions by sharing the index structure including the two parameters with all the objects, and suppressing the cache misses by keeping in the caches the frequently used data in the foregoing specific region, resulting in working in the AFM. We experimentally demonstrate that our algorithm efficiently achieves superior speed performance in large-scale documents compared with algorithms using the state-of-the-art techniques.

Reinforcement learning algorithms are usually stated without theoretical guarantees regarding their performance. Recently, Jin, Yang, Wang, and Jordan (COLT 2020) showed a polynomial-time reinforcement learning algorithm (namely, LSVI-UCB) for the setting of linear Markov decision processes, and provided theoretical guarantees regarding its running time and regret. In real-world scenarios, however, the space usage of this algorithm can be prohibitive due to a utilized linear regression step. We propose and analyze two modifications of LSVI-UCB, which alternate periods of learning and not-learning, to reduce space and time usage while maintaining sublinear regret. We show experimentally, on synthetic data and real-world benchmarks, that our algorithms achieve low space usage and running time, while not significantly sacrificing regret.

Education is poised for a transformative shift with the advent of neurosymbolic artificial intelligence (NAI), which will redefine how we support deeply adaptive and personalized learning experiences. NAI-powered education systems will be capable of interpreting complex human concepts and contexts while employing advanced problem-solving strategies, all grounded in established pedagogical frameworks. This will enable a level of personalization in learning systems that to date has been largely unattainable at scale, providing finely tailored curricula that adapt to an individual's learning pace and accessibility needs, including the diagnosis of student understanding of subjects at a fine-grained level, identifying gaps in foundational knowledge, and adjusting instruction accordingly. In this paper, we propose a system that leverages the unique affordances of pedagogical agents -- embodied characters designed to enhance learning -- as critical components of a hybrid NAI architecture. To do so, these agents can thus simulate nuanced discussions, debates, and problem-solving exercises that push learners beyond rote memorization toward deep comprehension. We discuss the rationale for our system design and the preliminary findings of our work. We conclude that education in the era of NAI will make learning more accessible, equitable, and aligned with real-world skills. This is an era that will explore a new depth of understanding in educational tools.