It is well-established that visualizations have advantages over text-based representations for a number of analysis tasks, since they more fully leverage our innate visual processing capabilities. However, it has also been found that visualizations can be well-supported by textual augmentations such as captions [1]. Further, recent advances in large language models (LLMs) have resulted in their incorporation into an unprecedented number of applications and domains. That being the case, this tutorial aims to provide: (1) an overview of captioning visualizations and key concepts in Information Visualization (InfoVis), (2) an introduction to neural networks and transformers, (3) an exploration of the limitations of LLMs and recent developments in the field, and (4) the latest research on InfoVis captioning using LLMs and Large Vision-Language Models (LVLMs). We will begin with an overview of key concepts in InfoVis and captioning visualizations, including marks, channels, and content characterization.

Cross-silo federated learning (FL) enables decentralized organizations to collaboratively train models while preserving data privacy and has made significant progress in medical image classification. One common assumption is task homogeneity where each client has access to all classes during training. However, in clinical practice, given a multi-label classification task, constrained by the level of medical knowledge and the prevalence of diseases, each institution may diagnose only partial categories, resulting in task heterogeneity. How to pursue effective multi-label medical image classification under task heterogeneity is under-explored. In this paper, we first formulate such a realistic label missing setting in the multi-label FL domain and propose a two-stage method FedMLP to combat class missing from two aspects: pseudo label tagging and global knowledge learning. The former utilizes a warmed-up model to generate class prototypes and select samples with high confidence to supplement missing labels, while the latter uses a global model as a teacher for consistency regularization to prevent forgetting missing class knowledge. Experiments on two publicly-available medical datasets validate the superiority of FedMLP against the state-of-the-art both federated semi-supervised and noisy label learning approaches under task heterogeneity. Code is available at https://github.com/szbonaldo/FedMLP.

The integration of Generative Artificial Intelligence (GAI) and Large Language Models (LLMs) in academia has spurred a global discourse on their potential pedagogical benefits and ethical considerations. Positive reactions highlight some potential, such as collaborative creativity, increased access to education, and empowerment of trainers and trainees. However, negative reactions raise concerns about ethical complexities, balancing innovation and academic integrity, unequal access, and misinformation risks. Through a systematic survey and text-mining-based analysis of global and national directives, insights from independent research, and eighty university-level guidelines, this study provides a nuanced understanding of the opportunities and challenges posed by GAI and LLMs in education. It emphasizes the importance of balanced approaches that harness the benefits of these technologies while addressing ethical considerations and ensuring equitable access and educational outcomes. The paper concludes with recommendations for fostering responsible innovation and ethical practices to guide the integration of GAI and LLMs in academia.

The integration of artificial intelligence (AI) in educational measurement has revolutionized assessment methods, enabling automated scoring, rapid content analysis, and personalized feedback through machine learning and natural language processing. These advancements provide timely, consistent feedback and valuable insights into student performance, thereby enhancing the assessment experience. However, the deployment of AI in education also raises significant ethical concerns regarding validity, reliability, transparency, fairness, and equity. Issues such as algorithmic bias and the opacity of AI decision-making processes pose risks of perpetuating inequalities and affecting assessment outcomes. Responding to these concerns, various stakeholders, including educators, policymakers, and organizations, have developed guidelines to ensure ethical AI use in education. The National Council of Measurement in Education's Special Interest Group on AI in Measurement and Education (AIME) also focuses on establishing ethical standards and advancing research in this area. In this paper, a diverse group of AIME members examines the ethical implications of AI-powered tools in educational measurement, explores significant challenges such as automation bias and environmental impact, and proposes solutions to ensure AI's responsible and effective use in education.

Large language models (LLMs) have been employed in various intelligent educational tasks to assist teaching. While preliminary explorations have focused on independent LLM-empowered agents for specific educational tasks, the potential for LLMs within a multi-agent collaborative framework to simulate a classroom with real user participation remains unexplored. In this work, we propose SimClass, a multi-agent classroom simulation framework involving user participation. We recognize representative class roles and introduce a novel class control mechanism for automatic classroom teaching, and conduct user experiments in two real-world courses. Utilizing the Flanders Interactive Analysis System and Community of Inquiry theoretical frame works from educational analysis, we demonstrate that LLMs can simulate traditional classroom interaction patterns effectively while enhancing user's experience. We also observe emergent group behaviors among agents in SimClass, where agents collaborate to create enlivening interactions in classrooms to improve user learning process. We hope this work pioneers the application of LLM-empowered multi-agent systems in virtual classroom teaching.

Understanding commonsense causality is a unique mark of intelligence for humans. It helps people understand the principles of the real world better and benefits the decision-making process related to causation. For instance, commonsense causality is crucial in judging whether a defendant's action causes the plaintiff's loss in determining legal liability. Despite its significance, a systematic exploration of this topic is notably lacking. Our comprehensive survey bridges this gap by focusing on taxonomies, benchmarks, acquisition methods, qualitative reasoning, and quantitative measurements in commonsense causality, synthesizing insights from over 200 representative articles. Our work aims to provide a systematic overview, update scholars on recent advancements, provide a pragmatic guide for beginners, and highlight promising future research directions in this vital field.

This research introduces an innovative mathematical learning approach that integrates generative AI to cultivate a structured learning rather than quick solution. Our method combines chatbot capabilities and generative AI to offer interactive problem-solving exercises, enhancing learning through a stepby-step approach for varied problems, advocating for the responsible use of AI in education. Our approach emphasizes that immediate answers from ChatGPT can impede real learning. We introduce a reward-based system that requires students to solve mathematical problems effectively to receive the final answer. This encourages a progressive learning path from basic to complex problems, rewarding mastery with final solutions. The goal is to transition students from seeking quick fixes to engaging actively in a comprehensive learning experience.

Motion segmentation from a single moving camera presents a significant challenge in the field of computer vision. This challenge is compounded by the unknown camera movements and the lack of depth information of the scene. While deep learning has shown impressive capabilities in addressing these issues, supervised models require extensive training on massive annotated datasets, and unsupervised models also require training on large volumes of unannotated data, presenting significant barriers for both. In contrast, traditional methods based on optical flow do not require training data, however, they often fail to capture object-level information, leading to over-segmentation or under-segmentation. In addition, they also struggle in complex scenes with substantial depth variations and non-rigid motion, due to the overreliance of optical flow. To overcome these challenges, we propose an innovative hybrid approach that leverages the advantages of both deep learning methods and traditional optical flow based methods to perform dense motion segmentation without requiring any training. Our method initiates by automatically generating object proposals for each frame using foundation models. These proposals are then clustered into distinct motion groups using both optical flow and relative depth maps as motion cues. The integration of depth maps derived from state-of-the-art monocular depth estimation models significantly enhances the motion cues provided by optical flow, particularly in handling motion parallax issues. Our method is evaluated on the DAVIS-Moving and YTVOS-Moving datasets, and the results demonstrate that our method outperforms the best unsupervised method and closely matches with the state-of-theart supervised methods.

Large language models (LLMs) are emerging as a powerful tool in chemistry across multiple domains. In chemistry, LLMs are able to accurately predict properties, design new molecules, optimize synthesis pathways, and accelerate drug and material discovery. A core emerging idea is combining LLMs with chemistry-specific tools like synthesis planners and databases, leading to so-called "agents." This review covers LLMs' recent history, current capabilities, design, challenges specific to chemistry, and future directions. Particular attention is given to agents and their emergence as a cross-chemistry paradigm. Agents have proven effective in diverse domains of chemistry, but challenges remain. It is unclear if creating domain-specific versus generalist agents and developing autonomous pipelines versus "co-pilot" systems will accelerate chemistry. An emerging direction is the development of multi-agent systems using a human-in-the-loop approach. Due to the incredibly fast development of this field, a repository has been built to keep track of the latest studies: https://github.com/ur-whitelab/LLMs-in-science.

There are substantial instructional videos on the Internet, which provide us tutorials for completing various tasks. Existing instructional video datasets only focus on specific steps at the video level, lacking experiential guidelines at the task level, which can lead to beginners struggling to learn new tasks due to the lack of relevant experience. Moreover, the specific steps without guidelines are trivial and unsystematic, making it difficult to provide a clear tutorial. To address these problems, we present the GUIDE (Guideline-Guided) dataset, which contains 3.5K videos of 560 instructional tasks in 8 domains related to our daily life. Specifically, we annotate each instructional task with a guideline, representing a common pattern shared by all task-related videos. On this basis, we annotate systematic specific steps, including their associated guideline steps, specific step descriptions and timestamps. Our proposed benchmark consists of three sub-tasks to evaluate comprehension ability of models: (1) Step Captioning: models have to generate captions for specific steps from videos. (2) Guideline Summarization: models have to mine the common pattern in task-related videos and summarize a guideline from them. (3) Guideline-Guided Captioning: models have to generate captions for specific steps under the guide of guideline. We evaluate plenty of foundation models with GUIDE and perform in-depth analysis. Given the diversity and practicality of GUIDE, we believe that it can be used as a better benchmark for instructional video comprehension.