This research paper introduces a novel word-level Optical Character Recognition (OCR) model specifically designed for digital Urdu text, leveraging transformer-based architectures and attention mechanisms to address the distinct challenges of Urdu script recognition, including its diverse text styles, fonts, and variations. The model employs a permuted autoregressive sequence (PARSeq) architecture, which enhances its performance by enabling context-aware inference and iterative refinement through the training of multiple token permutations. This method allows the model to adeptly manage character reordering and overlapping characters, commonly encountered in Urdu script. Trained on a dataset comprising approximately 160,000 Urdu text images, the model demonstrates a high level of accuracy in capturing the intricacies of Urdu script, achieving a CER of 0.178. Despite ongoing challenges in handling certain text variations, the model exhibits superior accuracy and effectiveness in practical applications. Future work will focus on refining the model through advanced data augmentation techniques and the integration of context-aware language models to further enhance its performance and robustness in Urdu text recognition.

Knowledge Tracing (KT) is a critical component in online learning, but traditional approaches face limitations in interpretability and cross-domain adaptability. This paper introduces Language Model-based Code Knowledge Tracing (CodeLKT), an innovative application of Language model-based Knowledge Tracing (LKT) to programming education. CodeLKT leverages pre-trained language models to process learning data, demonstrating superior performance over existing KT and Code KT models. We explore Domain Adaptive Pre-Training (DAPT) and Task Adaptive Pre-Training (TAPT), showing enhanced performance in the coding domain and investigating cross-domain transfer between mathematics and coding. Additionally, we present an theoretically-informed integrated system combining CodeLKT with large language models to generate personalized, in-depth feedback to support students' programming learning. This work advances the field of Code Knowledge Tracing by expanding the knowledge base with language model-based approach and offering practical implications for programming education through data-informed feedback.

In this paper, we study how generative AI and specifically large language models (LLMs) impact learning in coding classes. We show across three studies that LLM usage can have positive and negative effects on learning outcomes. Using observational data from university-level programming courses, we establish such effects in the field. We replicate these findings in subsequent experimental studies, which closely resemble typical learning scenarios, to show causality. We find evidence for two contrasting mechanisms that determine the overall effect of LLM usage on learning. Students who use LLMs as personal tutors by conversing about the topic and asking for explanations benefit from usage. However, learning is impaired for students who excessively rely on LLMs to solve practice exercises for them and thus do not invest sufficient own mental effort. Those who never used LLMs before are particularly prone to such adverse behavior. Students without prior domain knowledge gain more from having access to LLMs. Finally, we show that the self-perceived benefits of using LLMs for learning exceed the actual benefits, potentially resulting in an overestimation of one's own abilities. Overall, our findings show promising potential of LLMs as learning support, however also that students have to be very cautious of possible pitfalls.

Neural Networks (NNs) are promising models for refining the accuracy of molecular dynamics, potentially opening up new fields of application. Typically trained bottom-up, atomistic NN potential models can reach first-principle accuracy, while coarse-grained implicit solvent NN potentials surpass classical continuum solvent models. However, overcoming the limitations of costly generation of accurate reference data and data inefficiency of common bottom-up training demands efficient incorporation of data from many sources. This paper introduces the framework chemtrain to learn sophisticated NN potential models through customizable training routines and advanced training algorithms. These routines can combine multiple top-down and bottom-up algorithms, e.g., to incorporate both experimental and simulation data or pre-train potentials with less costly algorithms. chemtrain provides an object-oriented high-level interface to simplify the creation of custom routines. On the lower level, chemtrain relies on JAX to compute gradients and scale the computations to use available resources. We demonstrate the simplicity and importance of combining multiple algorithms in the examples of parametrizing an all-atomistic model of titanium and a coarse-grained implicit solvent model of alanine dipeptide.

Artificial intelligence (AI) creates opportunities for assessments, such as efficiencies for item generation and scoring of spoken and written responses. At the same time, it poses risks (such as bias in AI-generated item content). Responsible AI (RAI) practices aim to mitigate risks associated with AI. This chapter addresses the critical role of RAI practices in achieving test quality (appropriateness of test score inferences), and test equity (fairness to all test takers). To illustrate, the chapter presents a case study using the Duolingo English Test (DET), an AI-powered, high-stakes English language assessment. The chapter discusses the DET RAI standards, their development and their relationship to domain-agnostic RAI principles. Further, it provides examples of specific RAI practices, showing how these practices meaningfully address the ethical principles of validity and reliability, fairness, privacy and security, and transparency and accountability standards to ensure test equity and quality.

Offline-to-online reinforcement learning (RL), a framework that trains a policy with offline RL and then further fine-tunes it with online RL, has been considered a promising recipe for data-driven decision-making. While sensible, this framework has drawbacks: it requires domain-specific offline RL pre-training for each task, and is often brittle in practice. In this work, we propose unsupervised-to-online RL (U2O RL), which replaces domain-specific supervised offline RL with unsupervised offline RL, as a better alternative to offline-to-online RL. U2O RL not only enables reusing a single pre-trained model for multiple downstream tasks, but also learns better representations, which often result in even better performance and stability than supervised offline-to-online RL. To instantiate U2O RL in practice, we propose a general recipe for U2O RL to bridge task-agnostic unsupervised offline skill-based policy pre-training and supervised online fine-tuning. Throughout our experiments in nine state-based and pixel-based environments, we empirically demonstrate that U2O RL achieves strong performance that matches or even outperforms previous offline-to-online RL approaches, while being able to reuse a single pre-trained model for a number of different downstream tasks.

Recent advancements in the collection and analysis of sequential educational data have brought time series analysis to a pivotal position in educational research, highlighting its essential role in facilitating data-driven decision-making. However, there is a lack of comprehensive summaries that consolidate these advancements. To the best of our knowledge, this paper is the first to provide a comprehensive review of time series analysis techniques specifically within the educational context. We begin by exploring the landscape of educational data analytics, categorizing various data sources and types relevant to education. We then review four prominent time series methods-forecasting, classification, clustering, and anomaly detection-illustrating their specific application points in educational settings. Subsequently, we present a range of educational scenarios and applications, focusing on how these methods are employed to address diverse educational tasks, which highlights the practical integration of multiple time series methods to solve complex educational problems. Finally, we conclude with a discussion on future directions, including personalized learning analytics, multimodal data fusion, and the role of large language models (LLMs) in educational time series. The contributions of this paper include a detailed taxonomy of educational data, a synthesis of time series techniques with specific educational applications, and a forward-looking perspective on emerging trends and future research opportunities in educational analysis. The related papers and resources are available and regularly updated at the project page.

Ongoing advancements in Generative AI (GenAI) have boosted the potential of applying long-standing "learning-by-teaching" practices in the form of a teachable agent (TA). Despite the recognized roles and opportunities of TAs, less is known about how GenAI could create synergy or introduce challenges in TAs and how students perceived the application of GenAI in TAs. This study explored middle school students' perceived roles, benefits, and challenges of GenAI-powered TAs in an authentic mathematics classroom. Through classroom observation, focus-group interviews, and open-ended surveys of 108 sixth-grade students, we found that students expected the GenAI-powered TA to serve as a learning companion, facilitator, and collaborative problem-solver. Students also expressed the benefits and challenges of GenAI-powered TAs. This study provides implications for the design of educational AI and AI-assisted instruction.

Uncertainty quantification is a key pillar of trustworthy machine learning. It enables safe reactions under unsafe inputs, like predicting only when the machine learning model detects sufficient evidence, discarding anomalous data, or emitting warnings when an error is likely to be inbound. This is particularly crucial in safety-critical areas like medical image classification or self-driving cars. Despite the plethora of proposed uncertainty quantification methods achieving increasingly higher scores on performance benchmarks, uncertainty estimates are often shied away from in practice. Many machine learning projects start from pretrained latent representations that come without uncertainty estimates. Uncertainties would need to be trained by practitioners on their own, which is notoriously difficult and resource-intense. This thesis makes uncertainty estimates easily accessible by adding them to the latent representation vectors of pretrained computer vision models. Besides proposing approaches rooted in probability and decision theory, such as Monte-Carlo InfoNCE (MCInfoNCE) and loss prediction, we delve into both theoretical and empirical questions. We show that these unobservable uncertainties about unobservable latent representations are indeed provably correct. We also provide an uncertainty-aware representation learning (URL) benchmark to compare these unobservables against observable ground-truths. Finally, we compile our findings to pretrain lightweight representation uncertainties on large-scale computer vision models that transfer to unseen datasets in a zero-shot manner. Our findings do not only advance the current theoretical understanding of uncertainties over latent variables, but also facilitate the access to uncertainty quantification for future researchers inside and outside the field, enabling straightforward but trustworthy machine learning.

Contrastive learning has been frequently investigated to learn effective representations for text clustering tasks. While existing contrastive learning-based text clustering methods only focus on modeling instance-wise semantic similarity relationships, they ignore contextual information and underlying relationships among all instances that needs to be clustered. In this paper, we propose a novel text clustering approach called Subspace Contrastive Learning (SCL) which models cluster-wise relationships among instances. Specifically, the proposed SCL consists of two main modules: (1) a self-expressive module that constructs virtual positive samples and (2) a contrastive learning module that further learns a discriminative subspace to capture task-specific cluster-wise relationships among texts. Experimental results show that the proposed SCL method not only has achieved superior results on multiple task clustering datasets but also has less complexity in positive sample construction.