This paper presents a curriculum, "AI Literacy for All," to promote an interdisciplinary understanding of AI, its socio-technical implications, and its practical applications for all levels of education. With the rapid evolution of artificial intelligence (AI), there is a need for AI literacy that goes beyond the traditional AI education curriculum. AI literacy has been conceptualized in various ways, including public literacy, competency building for designers, conceptual understanding of AI concepts, and domain-specific upskilling. Most of these conceptualizations were established before the public release of Generative AI (Gen-AI) tools like ChatGPT. AI education has focused on the principles and applications of AI through a technical lens that emphasizes the mastery of AI principles, the mathematical foundations underlying these technologies, and the programming and mathematical skills necessary to implement AI solutions. In AI Literacy for All, we emphasize a balanced curriculum that includes technical and non-technical learning outcomes to enable a conceptual understanding and critical evaluation of AI technologies in an interdisciplinary socio-technical context. The paper presents four pillars of AI literacy: understanding the scope and technical dimensions of AI, learning how to interact with Gen-AI in an informed and responsible way, the socio-technical issues of ethical and responsible AI, and the social and future implications of AI. While it is important to include all learning outcomes for AI education in a Computer Science major, the learning outcomes can be adjusted for other learning contexts, including, non-CS majors, high school summer camps, the adult workforce, and the public. This paper advocates for a shift in AI literacy education to offer a more interdisciplinary socio-technical approach as a pathway to broaden participation in AI.

The Abstraction and Reasoning Corpus (ARC) is a visual program synthesis benchmark designed to test challenging out-of-distribution generalization in humans and machines. Since 2019, limited progress has been observed on the challenge using existing artificial intelligence methods. Comparing human and machine performance is important for the validity of the benchmark. While previous work explored how well humans can solve tasks from the ARC benchmark, they either did so using only a subset of tasks from the original dataset, or from variants of ARC, and therefore only provided a tentative estimate of human performance. In this work, we obtain a more robust estimate of human performance by evaluating 1729 humans on the full set of 400 training and 400 evaluation tasks from the original ARC problem set. We estimate that average human performance lies between 73.3% and 77.2% correct with a reported empirical average of 76.2% on the training set, and between 55.9% and 68.9% correct with a reported empirical average of 64.2% on the public evaluation set. However, we also find that 790 out of the 800 tasks were solvable by at least one person in three attempts, suggesting that the vast majority of the publicly available ARC tasks are in principle solvable by typical crowd-workers recruited over the internet. Notably, while these numbers are slightly lower than earlier estimates, human performance still greatly exceeds current state-of-the-art approaches for solving ARC. To facilitate research on ARC, we publicly release our dataset, called H-ARC (human-ARC), which includes all of the submissions and action traces from human participants.

Teachers in challenging conflict situations often experience shame and self-blame, which relate to the feeling of incompetence but may externalise as anger. Sensing mixed signals fails the contingency rule for developing affect regulation and may result in confusion for students about their own emotions and hinder their emotion regulation. Therefore, being able to constructively regulate emotions not only benefits individual experience of emotions but also fosters effective interpersonal emotion regulation and influences how a situation is managed. MITHOS is a system aimed at training teachers' conflict resolution skills through realistic situative learning opportunities during classroom conflicts. In four stages, MITHOS supports teachers' socio-emotional self-awareness, perspective-taking and positive regard. It provides: a) a safe virtual environment to train free social interaction and receive natural social feedback from reciprocal student-agent reactions, b) spatial situational perspective taking through an avatar, c) individual virtual reflection guidance on emotional experiences through co-regulation processes, and d) expert feedback on professional behavioural strategies. This chapter presents the four stages and their implementation in a semi-automatic Wizard-of-Oz (WoZ) System. The WoZ system affords collecting data that are used for developing the fully automated hybrid (machine learning and model-based) system, and to validate the underlying psychological and conflict resolution models. We present results validating the approach in terms of scenario realism, as well as a systematic testing of the effects of external avatar similarity on antecedents of self-awareness with behavior similarity. The chapter contributes to a common methodology of conducting interdisciplinary research for human-centered and generalisable XR and presents a system designed to support it.

Artificial intelligence (AI) signals the beginning of a revolutionary period where technological advancement and social change interact to completely reshape economies, work paradigms, and industries worldwide. This essay addresses the opportunities and problems brought about by the AI-driven economy as it examines the effects of AI disruption on the IT sector and information technology education. By comparing the current AI revolution to previous industrial revolutions, we investigate the significant effects of AI technologies on workforce dynamics, employment, and organizational procedures. Human-centered design principles and ethical considerations become crucial requirements for the responsible development and implementation of AI systems in the face of the field's rapid advancements. IT education programs must change to meet the changing demands of the AI era and give students the skills and competencies they need to succeed in a digital world that is changing quickly. In light of AI-driven automation, we also examine the possible advantages and difficulties of moving to a shorter workweek, emphasizing chances to improve worker productivity, well-being, and work-life balance. We can build a more incslusive and sustainable future for the IT industry and beyond, enhancing human capabilities, advancing collective well-being, and fostering a society where AI serves as a force for good by embracing the opportunities presented by AI while proactively addressing its challenges.

Engagement between instructors and students plays a crucial role in enhancing students'academic performance. However, instructors often struggle to provide timely and personalized support in large classes. To address this challenge, we propose a novel Virtual Teaching Assistant (VTA) named YA-TA, designed to offer responses to students that are grounded in lectures and are easy to understand. To facilitate YA-TA, we introduce the Dual Retrieval-augmented Knowledge Fusion (DRAKE) framework, which incorporates dual retrieval of instructor and student knowledge and knowledge fusion for tailored response generation. Experiments conducted in real-world classroom settings demonstrate that the DRAKE framework excels in aligning responses with knowledge retrieved from both instructor and student sides. Furthermore, we offer additional extensions of YA-TA, such as a Q&A board and self-practice tools to enhance the overall learning experience. Our video is publicly available.

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.