Educational Data Mining (EDM) is a promising field, where data mining is widely used for predicting students performance. One of the most prevalent and recent challenge that higher education faces today is making students skillfully employable. Institutions possess large volume of data; still they are unable to reveal knowledge and guide their students. Data in education is generally very large, multidimensional and unbalanced in nature. Process of extracting knowledge from such data has its own set of problems and is a very complicated task. In this paper, Engineering and MCA (Masters in Computer Applications) students data is collected from various universities and institutes pan India. The dataset is large, unbalanced and multidimensional in nature. A cluster based model is presented in this paper, which, when applied at preprocessing stage helps in parsimonious selection of variables and improves the performance of predictive algorithms. Hence, facilitate in better prediction of Students Employability.

We present Code Comparison Tuning (CCT), a simple and effective tuning method for code large language models (Code LLMs) to better handle subtle code errors. Specifically, we integrate the concept of comparison into instruction tuning, both at the token and sequence levels, enabling the model to discern even the slightest deviations in code. To compare the original code with an erroneous version containing manually added code errors, we use token-level preference loss for detailed token-level comparisons. Additionally, we combine code segments to create a new instruction tuning sample for sequence-level comparisons, enhancing the model's bug-fixing capability. Experimental results on the HumanEvalFix benchmark show that CCT surpasses instruction tuning in pass@1 scores by up to 4 points across diverse code LLMs, and extensive analysis demonstrates the effectiveness of our method.

Crafting quizzes from educational content is a pivotal activity that benefits both teachers and students by reinforcing learning and evaluating understanding. In this study, we introduce a novel approach to generate quizzes from Turkish educational texts, marking a pioneering endeavor in educational technology specifically tailored to the Turkish educational context. We present a specialized dataset, named the Turkish-Quiz-Instruct, comprising an extensive collection of Turkish educational texts accompanied by multiple-choice and short-answer quizzes. This research leverages the capabilities of Large Language Models (LLMs), including GPT-4-Turbo, GPT-3.5-Turbo, Llama-2-7b-chat-hf, and Llama-2-13b-chat-hf, to automatically generate quiz questions and answers from the Turkish educational content. Our work delineates the methodology for employing these LLMs in the context of Turkish educational material, thereby opening new avenues for automated Turkish quiz generation. The study not only demonstrates the efficacy of using such models for generating coherent and relevant quiz content but also sets a precedent for future research in the domain of automated educational content creation for languages other than English. The Turkish-Quiz-Instruct dataset is introduced as a valuable resource for researchers and practitioners aiming to explore the boundaries of educational technology and language-specific applications of LLMs in Turkish. By addressing the challenges of quiz generation in a non-English context specifically Turkish, this study contributes significantly to the field of Turkish educational technology, providing insights into the potential of leveraging LLMs for educational purposes across diverse linguistic landscapes.

Thereafter, we analyzed the dataset post-hoc from a pedagogical As Large Language Models (LLMs) such as viewpoint and developed a categorization GPT (Achiam et al., 2023) revolutionize the field of dialogue acts, which comprises 34 tutor acts and of natural language generation, both researchers 9 student acts. Finally, we annotated the data using and practitioners have put an increasing amount the defined dialogue act categories. of effort into developing Conversational Intelligent As for the development of CITS, we employ Tutoring Systems (CITS) that leverage the the framework (Macina et al., 2023b; Wang et al., generative capabilities of LLM's (Tack and Piech, 2023a) whereby the LLM first chooses the suitable 2022; Abdelghani et al., 2022; Park et al., 2024; tutor act, then generates the corresponding Lee et al., 2023). Specifically, LLMs have the potential utterance. We believe this approach enables the to teach English as a Second/Foreign Language model to generate a more focused response that (ESL/EFL), for they may serve as readilyavailable does not deviate from the chosen tutor intent. We tutors that can emulate native-speaking consider two implementations of such CITS, one contexts (Park et al., 2024; Lee et al., 2023).

Production scheduling is an essential task in manufacturing, with Reinforcement Learning (RL) emerging as a key solution. In a previous work, RL was utilized to solve an extended permutation flow shop scheduling problem (PFSSP) for a real-world production line with two stages, linked by a central buffer. The RL agent was trained to sequence equallysized product batches to minimize setup efforts and idle times. However, the substantial impact caused by varying the size of these product batches has not yet been explored. In this follow-up study, we investigate the effects of varying batch sizes, exploring both the quality of solutions and the training dynamics of the RL agent. The results demonstrate that it is possible to methodically identify reasonable boundaries for the batch size. These boundaries are determined on one side by the increasing sample complexity associated with smaller batch sizes, and on the other side by the decreasing flexibility of the agent when dealing with larger batch sizes. This provides the practitioner the ability to make an informed decision regarding the selection of an appropriate batch size. Moreover, we introduce and investigate two new curriculum learning strategies to enable the training with small batch sizes. The findings of this work offer the potential for application in several industrial use cases with comparable scheduling problems.

Language models can learn sophisticated language understanding skills from fitting raw text. They also unselectively learn useless corpus statistics and biases, especially during finetuning on domain-specific corpora. In this paper, we propose a simple modification to causal language modeling called conditional finetuning, which performs language modeling conditioned on a context. We show that a context can "explain away" certain corpus statistics and make the model avoid learning them. In this fashion, conditional finetuning achieves selective learning from a corpus, learning knowledge useful for downstream tasks while avoiding learning useless corpus statistics like topic biases. This selective learning effect leads to less forgetting and better stability-plasticity tradeoff in domain finetuning, potentially benefitting lifelong learning with language models.

Educational resource understanding is vital to online learning platforms, which have demonstrated growing applications recently. However, researchers and developers always struggle with using existing general natural language toolkits or domain-specific models. The issue raises a need to develop an effective and easy-to-use one that benefits AI education-related research and applications. To bridge this gap, we present a unified, modularized, and extensive library, EduNLP, focusing on educational resource understanding. In the library, we decouple the whole workflow to four key modules with consistent interfaces including data configuration, processing, model implementation, and model evaluation. We also provide a configurable pipeline to unify the data usage and model usage in standard ways, where users can customize their own needs. For the current version, we primarily provide 10 typical models from four categories, and 5 common downstream-evaluation tasks in the education domain on 8 subjects for users' usage. The project is released at: https://github.com/bigdata-ustc/EduNLP.

Class-incremental learning (CIL) aims to train a model to learn new classes from non-stationary data streams without forgetting old ones. In this paper, we propose a new kind of connectionist model by tailoring neural unit dynamics that adapt the behavior of neural networks for CIL. In each training session, it introduces a supervisory mechanism to guide network expansion whose growth size is compactly commensurate with the intrinsic complexity of a newly arriving task. This constructs a near-minimal network while allowing the model to expand its capacity when cannot sufficiently hold new classes. At inference time, it automatically reactivates the required neural units to retrieve knowledge and leaves the remaining inactivated to prevent interference. We name our model AutoActivator, which is effective and scalable. To gain insights into the neural unit dynamics, we theoretically analyze the model's convergence property via a universal approximation theorem on learning sequential mappings, which is under-explored in the CIL community. Experiments show that our method achieves strong CIL performance in rehearsal-free and minimal-expansion settings with different backbones.

Recommender systems play a crucial role in internet economies by connecting users with relevant products or services. However, designing effective recommender systems faces two key challenges: (1) the exploration-exploitation tradeoff in balancing new product exploration against exploiting known preferences, and (2) dynamic incentive compatibility in accounting for users' self-interested behaviors and heterogeneous preferences. This paper formalizes these challenges into a Dynamic Bayesian Incentive-Compatible Recommendation Protocol (DBICRP). To address the DBICRP, we propose a two-stage algorithm (RCB) that integrates incentivized exploration with an efficient offline learning component for exploitation. In the first stage, our algorithm explores available products while maintaining dynamic incentive compatibility to determine sufficient sample sizes. The second stage employs inverse proportional gap sampling integrated with an arbitrary machine learning method to ensure sublinear regret. Theoretically, we prove that RCB achieves $O(\sqrt{KdT})$ regret and satisfies Bayesian incentive compatibility (BIC) under a Gaussian prior assumption. Empirically, we validate RCB's strong incentive gain, sublinear regret, and robustness through simulations and a real-world application on personalized warfarin dosing. Our work provides a principled approach for incentive-aware recommendation in online preference learning settings.

This research investigates the curriculum structures of undergraduate Artificial Intelligence (AI) education across universities worldwide. By examining the curricula of leading universities, the research seeks to contribute to a deeper understanding of AI education on a global scale, facilitating the alignment of educational practices with the evolving needs of the AI landscape. This research delves into the diverse course structures of leading universities, exploring contemporary trends and priorities to reveal the nuanced approaches in AI education. It also investigates the core AI topics and learning contents frequently taught, comparing them with the CS2023 curriculum guidance to identify convergence and divergence. Additionally, it examines how universities across different countries approach AI education, analyzing educational objectives, priorities, potential careers, and methodologies to understand the global landscape and implications of AI pedagogy.