Students often struggle with solving programming problems when learning to code, especially when they have to do it online, with one of the most common disadvantages of working online being the lack of personalized help. This help can be provided as next-step hint generation, i.e., showing a student what specific small step they need to do next to get to the correct solution. There are many ways to generate such hints, with large language models (LLMs) being among the most actively studied right now. While LLMs constitute a promising technology for providing personalized help, combining them with other techniques, such as static analysis, can significantly improve the output quality. In this work, we utilize this idea and propose a novel system to provide both textual and code hints for programming tasks. The pipeline of the proposed approach uses a chain-of-thought prompting technique and consists of three distinct steps: (1) generating subgoals - a list of actions to proceed with the task from the current student's solution, (2) generating the code to achieve the next subgoal, and (3) generating the text to describe this needed action. During the second step, we apply static analysis to the generated code to control its size and quality. The tool is implemented as a modification to the open-source JetBrains Academy plugin, supporting students in their in-IDE courses. To evaluate our approach, we propose a list of criteria for all steps in our pipeline and conduct two rounds of expert validation. Finally, we evaluate the next-step hints in a classroom with 14 students from two universities. Our results show that both forms of the hints - textual and code - were helpful for the students, and the proposed system helped them to proceed with the coding tasks.

ChatGPT, exploring how structured prompts and active TA support can enhance educational outcomes. Our work also integrates Integrating large language models (LLMs) like ChatGPT is revolutionizing two versions of ChatGPT--ChatGPT-4o and ChatGPT o1--each contributing the field of computer science education. These models uniquely: ChatGPT-4o supports routine educational tasks, offer new possibilities for enriching student learning and supporting while ChatGPT o1 enhances complex problem-solving through improved teaching assistants (TAs) in providing prompt feedback and reasoning, thereby addressing the limitations of using LLMs supplementary learning resources. This research delves into the use independently. of ChatGPT in a data structures and algorithms (DSA) course, particularly when combined with TA supervision. The findings demonstrate that incorporating ChatGPT with structured prompts and RQ1: How does ChatGPT impact students' learning and active TA guidance enhances students' understanding of intricate exam readiness when supervised by TAs? algorithmic concepts, boosts engagement, and elevates academic performance. However, challenges exist in addressing academic RQ2: What challenges arise in utilizing ChatGPT to answer integrity and the limitations of LLMs in tackling complex problems.

They appear extensively across all domains of natural language, from the most sophisticated poetry to seemingly dry academic prose. A significant body of research in the cognitive science of language argues for the existence of conceptual metaphors, the systematic structuring of one domain of experience in the language of another. Conceptual metaphors are not simply rhetorical flourishes but are crucial evidence of the role of analogical reasoning in human cognition. In this paper, we ask whether Large Language Models (LLMs) can accurately identify and explain the presence of such conceptual metaphors in natural language data. Using a novel prompting technique based on metaphor annotation guidelines, we demonstrate that LLMs are a promising tool for large-scale computational research on conceptual metaphors. Further, we show that LLMs are able to apply procedural guidelines designed for human annotators, displaying a surprising depth of linguistic knowledge.

Online continual learning requires the models to learn from constant, endless streams of data. While significant efforts have been made in this field, most were focused on mitigating the catastrophic forgetting issue to achieve better classification ability, at the cost of a much heavier training workload. They overlooked that in real-world scenarios, e.g., in high-speed data stream environments, data do not pause to accommodate slow models. In this paper, we emphasize that model throughput -- defined as the maximum number of training samples that a model can process within a unit of time -- is equally important. It directly limits how much data a model can utilize and presents a challenging dilemma for current methods. With this understanding, we revisit key challenges in OCL from both empirical and theoretical perspectives, highlighting two critical issues beyond the well-documented catastrophic forgetting: Model's ignorance: the single-pass nature of OCL challenges models to learn effective features within constrained training time and storage capacity, leading to a trade-off between effective learning and model throughput; Model's myopia: the local learning nature of OCL on the current task leads the model to adopt overly simplified, task-specific features and excessively sparse classifier, resulting in the gap between the optimal solution for the current task and the global objective. To tackle these issues, we propose the Non-sparse Classifier Evolution framework (NsCE) to facilitate effective global discriminative feature learning with minimal time cost. NsCE integrates non-sparse maximum separation regularization and targeted experience replay techniques with the help of pre-trained models, enabling rapid acquisition of new globally discriminative features.

Real estate appraisal is important for a variety of endeavors such as real estate deals, investment analysis, and real property taxation. Recently, deep learning has shown great promise for real estate appraisal by harnessing substantial online transaction data from web platforms. Nonetheless, deep learning is data-hungry, and thus it may not be trivially applicable to enormous small cities with limited data. To this end, we propose Meta-Transfer Learning Empowered Temporal Graph Networks (MetaTransfer) to transfer valuable knowledge from multiple data-rich metropolises to the data-scarce city to improve valuation performance. Specifically, by modeling the ever-growing real estate transactions with associated residential communities as a temporal event heterogeneous graph, we first design an Event-Triggered Temporal Graph Network to model the irregular spatiotemporal correlations between evolving real estate transactions. Besides, we formulate the city-wide real estate appraisal as a multi-task dynamic graph link label prediction problem, where the valuation of each community in a city is regarded as an individual task. A Hypernetwork-Based Multi-Task Learning module is proposed to simultaneously facilitate intra-city knowledge sharing between multiple communities and task-specific parameters generation to accommodate the community-wise real estate price distribution. Furthermore, we propose a Tri-Level Optimization Based Meta- Learning framework to adaptively re-weight training transaction instances from multiple source cities to mitigate negative transfer, and thus improve the cross-city knowledge transfer effectiveness. Finally, extensive experiments based on five real-world datasets demonstrate the significant superiority of MetaTransfer compared with eleven baseline algorithms.

Novice programmers are increasingly relying on Large Language Models (LLMs) to generate code for learning programming concepts. However, this interaction can lead to superficial engagement, giving learners an illusion of learning and hindering skill development. To address this issue, we conducted a systematic design exploration to develop seven cognitive engagement techniques aimed at promoting deeper engagement with AI-generated code. In this paper, we describe our design process, the initial seven techniques and results from a between-subjects study (N=82). We then iteratively refined the top techniques and further evaluated them through a within-subjects study (N=42). We evaluate the friction each technique introduces, their effectiveness in helping learners apply concepts to isomorphic tasks without AI assistance, and their success in aligning learners' perceived and actual coding abilities. Ultimately, our results highlight the most effective technique: guiding learners through the step-by-step problem-solving process, where they engage in an interactive dialog with the AI, prompting what needs to be done at each stage before the corresponding code is revealed.

Imitation learning methods seek to learn from an expert either through behavioral cloning (BC) for the policy or inverse reinforcement learning (IRL) for the reward.Such methods enable agents to learn complex tasks from humans that are difficult to capture with hand-designed reward functions.Choosing between BC or IRL for imitation depends on the quality and state-action coverage of the demonstrations, as well as additional access to the Markov decision process. Hybrid strategies that combine BC and IRL are rare, as initial policy optimization against inaccurate rewards diminishes the benefit of pretraining the policy with BC.Our work derives an imitation method that captures the strengths of both BC and IRL.In the entropy-regularized ( soft') reinforcement learning setting, we show that the behavioral-cloned policy can be used as both a shaped reward and a critic hypothesis space by inverting the regularized policy update. This coherency facilitates fine-tuning cloned policies using the reward estimate and additional interactions with the environment.This approach conveniently achieves imitation learning through initial behavioral cloning and subsequent refinement via RL with online or offline data sources.The simplicity of the approach enables graceful scaling to high-dimensional and vision-based tasks, with stable learning and minimal hyperparameter tuning, in contrast to adversarial approaches.For the open-source implementation and simulation results, see https://joemwatson.github.io/csil/.

Understanding how the brain constructs statistical models of the sensory world remains a longstanding challenge for computational neuroscience. Here, we derive an unsupervised local synaptic plasticity rule that trains neural circuits to infer latent structure from sensory stimuli via a novel loss function for approximate online Bayesian inference. The learning algorithm is driven by a local error signal computed between two factors that jointly contribute to neural activity: stimulus drive and internal predictions --- the network's'impression' of the stimulus. We show that learning can be implemented online, is capable of capturing temporal dependencies in continuous input streams, and generalizes to hierarchical architectures. Furthermore, we demonstrate both analytically and empirically that the algorithm is more data-efficient than a three-factor plasticity alternative, enabling it to learn statistics of high-dimensional, naturalistic inputs.

Inspired by human intelligence, the research on online continual learning aims to push the limits of the machine learning models to constantly learn from sequentially encountered tasks, with the data from each task being observed in an online fashion. Though recent studies have achieved remarkable progress in improving the online continual learning performance empowered by the deep neural networks-based models, many of today's approaches still suffer a lot from catastrophic forgetting, a persistent challenge for continual learning. In this paper, we present a novel method which attempts to mitigate catastrophic forgetting in online continual learning from a new perspective, i.e., neuron calibration. In particular, we model the neurons in the deep neural networks-based models as calibrated units under a general formulation. Then we formalize a learning framework to effectively train the calibrated model, where neuron calibration could give ubiquitous benefit to balance the stability and plasticity of online continual learning algorithms through influencing both their forward inference path and backward optimization path.

Curriculum reinforcement learning (CRL) improves the learning speed and stability of an agent by exposing it to a tailored series of tasks throughout learning. Despite empirical successes, an open question in CRL is how to automatically generate a curriculum for a given reinforcement learning (RL) agent, avoiding manual design. In this paper, we propose an answer by interpreting the curriculum generation as an inference problem, where distributions over tasks are progressively learned to approach the target task. This approach leads to an automatic curriculum generation, whose pace is controlled by the agent, with solid theoretical motivation and easily integrated with deep RL algorithms. In the conducted experiments, the curricula generated with the proposed algorithm significantly improve learning performance across several environments and deep RL algorithms, matching or outperforming state-of-the-art existing CRL algorithms.