This study aims to investigate whether GPT-4 can effectively grade assignments for design university students and provide useful feedback. In design education, assignments do not have a single correct answer and often involve solving an open-ended design problem. This subjective nature of design projects often leads to grading problems,as grades can vary between different raters,for instance instructor from engineering background or architecture background. This study employs an iterative research approach in developing a Custom GPT with the aim of achieving more reliable results and testing whether it can provide design students with constructive feedback. The findings include: First,through several rounds of iterations the inter-reliability between GPT and human raters reached a level that is generally accepted by educators. This indicates that by providing accurate prompts to GPT,and continuously iterating to build a Custom GPT, it can be used to effectively grade students' design assignments, serving as a reliable complement to human raters. Second, the intra-reliability of GPT's scoring at different times is between 0.65 and 0.78. This indicates that, with adequate instructions, a Custom GPT gives consistent results which is a precondition for grading students. As consistency and comparability are the two main rules to ensure the reliability of educational assessment, this study has looked at whether a Custom GPT can be developed that adheres to these two rules. We finish the paper by testing whether Custom GPT can provide students with useful feedback and reflecting on how educators can develop and iterate a Custom GPT to serve as a complementary rater.

In the medical field, the limited availability of large-scale datasets and labor-intensive annotation processes hinder the performance of deep models. Diffusion-based generative augmentation approaches present a promising solution to this issue, having been proven effective in advancing downstream medical recognition tasks. Nevertheless, existing works lack sufficient semantic and sequential steerability for challenging video/3D sequence generation, and neglect quality control of noisy synthesized samples, resulting in unreliable synthetic databases and severely limiting the performance of downstream tasks. In this work, we present Ctrl-GenAug, a novel and general generative augmentation framework that enables highly semantic- and sequential-customized sequence synthesis and suppresses incorrectly synthesized samples, to aid medical sequence classification. Specifically, we first design a multimodal conditions-guided sequence generator for controllably synthesizing diagnosis-promotive samples. A sequential augmentation module is integrated to enhance the temporal/stereoscopic coherence of generated samples. Then, we propose a noisy synthetic data filter to suppress unreliable cases at semantic and sequential levels. Extensive experiments on 3 medical datasets, using 11 networks trained on 3 paradigms, comprehensively analyze the effectiveness and generality of Ctrl-GenAug, particularly in underrepresented high-risk populations and out-domain conditions.

This paper presents a benchmark dataset for aligning lecture videos with corresponding slides and introduces a novel multimodal algorithm leveraging features from speech, text, and images. It achieves an average accuracy of 0.82 in comparison to SIFT (0.56) while being approximately 11 times faster. Using dynamic programming the algorithm tries to determine the optimal slide sequence. The results show that penalizing slide transitions increases accuracy. Features obtained via optical character recognition (OCR) contribute the most to a high matching accuracy, followed by image features. The findings highlight that audio transcripts alone provide valuable information for alignment and are beneficial if OCR data is lacking. Variations in matching accuracy across different lectures highlight the challenges associated with video quality and lecture style. The novel multimodal algorithm demonstrates robustness to some of these challenges, underscoring the potential of the approach.

Deep learning can help uncover patterns in resting-state functional Magnetic Resonance Imaging (rs-fMRI) associated with psychiatric disorders and personal traits. Yet the problem of interpreting deep learning findings is rarely more evident than in fMRI analyses, as the data is sensitive to scanning effects and inherently difficult to visualize. We propose a simple approach to mitigate these challenges grounded on sparsification and self-supervision. Instead of extracting post-hoc feature attributions to uncover functional connections that are important to the target task, we identify a small subset of highly informative connections during training and occlude the rest. To this end, we jointly train a (1) sparse input mask, (2) variational autoencoder (VAE), and (3) downstream classifier in an end-to-end fashion. While we need a portion of labeled samples to train the classifier, we optimize the sparse mask and VAE with unlabeled data from additional acquisition sites, retaining only the input features that generalize well. We evaluate our method - Sparsely Reconstructed Graphs (SpaRG) - on the public ABIDE dataset for the task of sex classification, training with labeled cases from 18 sites and adapting the model to two additional out-of-distribution sites with a portion of unlabeled samples. For a relatively coarse parcellation (64 regions), SpaRG utilizes only 1% of the original connections while improving the classification accuracy across domains. Our code can be found at github.com/yanismiraoui/SpaRG.

We consider the problem of finding the ``best'' approximation of an $n$-dimensional probability measure $\rho$ using a measure $\nu$ whose support is parametrized by $f : \mathbb{R}^m \to \mathbb{R}^n$ where $m < n$. We quantify the performance of the approximation with the Monge-Kantorovich $p$-cost (also called the Wasserstein $p$-cost) $\mathbb{W}_p^p(\rho, \nu)$, and constrain the complexity of the approximation by bounding the $W^{k,q}$ Sobolev norm of $f$, which acts as a ``budget.'' We may then reformulate the problem as minimizing a functional $\mathscr{J}_p(f)$ under a constraint on the Sobolev budget. We treat general $k \geq 1$ for the Sobolev differentiability order (though $q, m$ are chosen to restrict $W^{k,q}$ to the supercritical regime $k q > m$ to guarantee existence of optimizers). The problem is closely related to (but distinct from) principal curves with length constraints when $m=1, k = 1$ and smoothing splines when $k > 1$. New aspects and challenges arise from the higher order differentiability condition. We study the gradient of $\mathscr{J}_p$, which is given by a vector field along $f$ we call the barycenter field. We use it to construct improvements to a given $f$, which gives a nontrivial (almost) strict monotonicty relation between the functional $\mathscr{J}_p$ and the Sobolev budget. We also provide a natural discretization scheme and establish its consistency. We use this scheme to model a generative learning task; in particular, we demonstrate that adding a constraint like ours as a soft penalty yields substantial improvement in training a GAN to produce images of handwritten digits, with performance competitive with weight-decay.

Over a century ago, the microscopist Ernst Abbe devised an equation showing how the resolution of an optical microscope is limited by the wavelength of the illumination light [1]. This critical limitation, known as the Abbe's diffraction limit, implies that it is not possible to resolve objects smaller than 200 nanometers using an optical microscope. For scale, the diameter of a DNA molecule is about 2.5 nanometers--approximately one hundred times smaller. Since then, the quest to overcome this limit and to develop techniques for highresolution imaging of cellular and subcellular structures has led to significant advancements in biomedical research [2, 3, 4, 5, 6, 7] paving the way for super-resolution microscopy. The super-resolution techniques that have revolutionized the field include structured illumination microscopy (SIM) [6, 7], stimulated emission depletion (STED) [2, 3], stochastic optical reconstruction microscopy (STORM) [5], and photoactivated localization microscopy (PALM) [4]. However, these techniques require complex and expensive instrumentation, limiting their widespread availability.

Generative artificial intelligence (GenAI) can reshape education and learning. While large language models (LLMs) like ChatGPT dominate current educational research, multimodal capabilities, such as text-to-speech and text-to-image, are less explored. This study uses topic modeling to map the research landscape of multimodal and generative AI in education. An extensive literature search using Dimensions.ai yielded 4175 articles. Employing a topic modeling approach, latent topics were extracted, resulting in 38 interpretable topics organized into 14 thematic areas. Findings indicate a predominant focus on text-to-text models in educational contexts, with other modalities underexplored, overlooking the broader potential of multimodal approaches. The results suggest a research gap, stressing the importance of more balanced attention across different AI modalities and educational levels. In summary, this research provides an overview of current trends in generative AI for education, underlining opportunities for future exploration of multimodal technologies to fully realize the transformative potential of artificial intelligence in education.

In online education, innovative tools are crucial for enhancing learning outcomes. SAM (Study with AI Mentor) is an advanced platform that integrates educational videos with a context-aware chat interface powered by large language models. SAM encourages students to ask questions and explore unclear concepts in real-time, offering personalized, context-specific assistance, including explanations of formulas, slides, and images. In a crowdsourced user study involving 140 participants, SAM was evaluated through pre- and post-knowledge tests, comparing a group using SAM with a control group. The results demonstrated that SAM users achieved greater knowledge gains, with a 96.8% answer accuracy. Participants also provided positive feedback on SAM's usability and effectiveness. SAM's proactive approach to learning not only enhances learning outcomes but also empowers students to take full ownership of their educational experience, representing a promising future direction for online learning tools.

In this thesis, I evaluate the performance of Large Language Models (LLMs) on the Law School Admissions Test (LSAT), specifically the Logic Games section of the test. I focus on this section because it presents a complex logical reasoning task and thus is a valuable source of data for evaluating how modern, increasingly capable LLMs can handle hard logical reasoning tasks. I construct a dataset of LSAT logic games and their associated metadata, and extensively evaluate LLMs' performance in a Chain-of-Thought prompting setting. Given the weak performance in this setting, I explore other prompting frameworks on a smaller subset of the dataset, adapting ideas from Reflexion to this task. This results in a substantially improved accuracy of 70 percent for GPT-4 and 46 percent for GPT-3.5 on this data subset, highlighting the capacity of LLMs to revise their logical errors, despite initially weak performance. Finally, I analyze the types of logic games that models perform better or worse on, as well as the types of logical errors I observe from human annotation, providing detailed insights on the logical reasoning capabilities of LLMs.

This paper presents the submission of Huawei Translate Services Center (HW-TSC) to the WMT24 general machine translation (MT) shared task, where we participate in the English to Chinese (en2zh) language pair. Similar to previous years' work, we use training strategies such as regularized dropout, bidirectional training, data diversification, forward translation, back translation, alternated training, curriculum learning, and transductive ensemble learning to train the neural machine translation (NMT) model based on the deep Transformer-big architecture. The difference is that we also use continue pre-training, supervised fine-tuning, and contrastive preference optimization to train the large language model (LLM) based MT model. By using Minimum Bayesian risk (MBR) decoding to select the final translation from multiple hypotheses for NMT and LLM-based MT models, our submission receives competitive results in the final evaluation.