Large Language Models (LLMs) are increasingly adopted in educational contexts to provide personalized support to students and teachers. The unprecedented capacity of LLM-based applications to understand and generate natural language can potentially improve instructional effectiveness and learning outcomes, but the integration of LLMs in education technology has renewed concerns over algorithmic bias which may exacerbate educational inequities. In this review, building on prior work on mapping the traditional machine learning life cycle, we provide a holistic map of the LLM life cycle from the initial development of LLMs to customizing pre-trained models for various applications in educational settings. We explain each step in the LLM life cycle and identify potential sources of bias that may arise in the context of education. We discuss why current measures of bias from traditional machine learning fail to transfer to LLM-generated content in education, such as tutoring conversations because the text is high-dimensional, there can be multiple correct responses, and tailoring responses may be pedagogically desirable rather than unfair. This review aims to clarify the complex nature of bias in LLM applications and provide practical guidance for their evaluation to promote educational equity.

This paper investigates a new approach to model-based reinforcement learning using background planning: mixing (approximate) dynamic programming updates and model-free updates, similar to the Dyna architecture. Background planning with learned models is often worse than model-free alternatives, such as Double DQN, even though the former uses significantly more memory and computation. The fundamental problem is that learned models can be inaccurate and often generate invalid states, especially when iterated many steps. In this paper, we avoid this limitation by constraining background planning to a set of (abstract) subgoals and learning only local, subgoal-conditioned models. This goal-space planning (GSP) approach is more computationally efficient, naturally incorporates temporal abstraction for faster long-horizon planning and avoids learning the transition dynamics entirely. We show that our GSP algorithm can propagate value from an abstract space in a manner that helps a variety of base learners learn significantly faster in different domains.

We interviewed twenty professional comedians who perform live shows in front of audiences and who use artificial intelligence in their artistic process as part of 3-hour workshops on ``AI x Comedy'' conducted at the Edinburgh Festival Fringe in August 2023 and online. The workshop consisted of a comedy writing session with large language models (LLMs), a human-computer interaction questionnaire to assess the Creativity Support Index of AI as a writing tool, and a focus group interrogating the comedians' motivations for and processes of using AI, as well as their ethical concerns about bias, censorship and copyright. Participants noted that existing moderation strategies used in safety filtering and instruction-tuned LLMs reinforced hegemonic viewpoints by erasing minority groups and their perspectives, and qualified this as a form of censorship. At the same time, most participants felt the LLMs did not succeed as a creativity support tool, by producing bland and biased comedy tropes, akin to ``cruise ship comedy material from the 1950s, but a bit less racist''. Our work extends scholarship about the subtle difference between, one the one hand, harmful speech, and on the other hand, ``offensive'' language as a practice of resistance, satire and ``punching up''. We also interrogate the global value alignment behind such language models, and discuss the importance of community-based value alignment and data ownership to build AI tools that better suit artists' needs.

The Transformer model has been pivotal in advancing fields such as natural language processing, speech recognition, and computer vision. However, a critical limitation of this model is its quadratic computational and memory complexity relative to the sequence length, which constrains its application to longer sequences. This is especially crucial in medical imaging where high-resolution images can reach gigapixel scale. Efforts to address this issue have predominantely focused on complex techniques, such as decomposing the softmax operation integral to the Transformer's architecture. This paper addresses this quadratic computational complexity of Transformer models and introduces a remarkably simple and effective method that circumvents this issue by eliminating the softmax function from the attention mechanism and adopting a sequence normalization technique for the key, query, and value tokens. Coupled with a reordering of matrix multiplications this approach reduces the memory- and compute complexity to a linear scale. We evaluate this approach across various medical imaging datasets comprising fundoscopic, dermascopic, radiologic and histologic imaging data. Our findings highlight that these models exhibit a comparable performance to traditional transformer models, while efficiently handling longer sequences.

Learning to sample from intractable distributions over discrete sets without relying on corresponding training data is a central problem in a wide range of fields, including Combinatorial Optimization. Currently, popular deep learning-based approaches rely primarily on generative models that yield exact sample likelihoods. This work introduces a method that lifts this restriction and opens the possibility to employ highly expressive latent variable models like diffusion models. Our approach is conceptually based on a loss that upper bounds the reverse Kullback-Leibler divergence and evades the requirement of exact sample likelihoods. We experimentally validate our approach in data-free Combinatorial Optimization and demonstrate that our method achieves a new state-of-the-art on a wide range of benchmark problems.

Various machine learning approaches have gained significant popularity for the automated classification of educational text to identify indicators of learning engagement -- i.e. learning engagement classification (LEC). LEC can offer comprehensive insights into human learning processes, attracting significant interest from diverse research communities, including Natural Language Processing (NLP), Learning Analytics, and Educational Data Mining. Recently, Large Language Models (LLMs), such as ChatGPT, have demonstrated remarkable performance in various NLP tasks. However, their comprehensive evaluation and improvement approaches in LEC tasks have not been thoroughly investigated. In this study, we propose the Annotation Guidelines-based Knowledge Augmentation (AGKA) approach to improve LLMs. AGKA employs GPT 4.0 to retrieve label definition knowledge from annotation guidelines, and then applies the random under-sampler to select a few typical examples. Subsequently, we conduct a systematic evaluation benchmark of LEC, which includes six LEC datasets covering behavior classification (question and urgency level), emotion classification (binary and epistemic emotion), and cognition classification (opinion and cognitive presence). The study results demonstrate that AGKA can enhance non-fine-tuned LLMs, particularly GPT 4.0 and Llama 3 70B. GPT 4.0 with AGKA few-shot outperforms full-shot fine-tuned models such as BERT and RoBERTa on simple binary classification datasets. However, GPT 4.0 lags in multi-class tasks that require a deep understanding of complex semantic information. Notably, Llama 3 70B with AGKA is a promising combination based on open-source LLM, because its performance is on par with closed-source GPT 4.0 with AGKA. In addition, LLMs struggle to distinguish between labels with similar names in multi-class classification.

Deep neural networks exhibit remarkable performance, yet their black-box nature limits their utility in fields like healthcare where interpretability is crucial. Existing explainability approaches often sacrifice accuracy and lack quantifiable measures of prediction uncertainty. In this study, we introduce Conformal Prediction for Interpretable Neural Networks (CONFINE), a versatile framework that generates prediction sets with statistically robust uncertainty estimates instead of point predictions to enhance model transparency and reliability. CONFINE not only provides example-based explanations and confidence estimates for individual predictions but also boosts accuracy by up to 3.6%. We define a new metric, correct efficiency, to evaluate the fraction of prediction sets that contain precisely the correct label and show that CONFINE achieves correct efficiency of up to 3.3% higher than the original accuracy, matching or exceeding prior methods. CONFINE's marginal and class-conditional coverages attest to its validity across tasks spanning medical image classification to language understanding. Being adaptable to any pre-trained classifier, CONFINE marks a significant advance towards transparent and trustworthy deep learning applications in critical domains.

Machine learning (ML) methods are having a huge impact across all of the sciences. However, ML has a strong ontology - in which only the data exist - and a strong epistemology - in which a model is considered good if it performs well on held-out training data. These philosophies are in strong conflict with both standard practices and key philosophies in the natural sciences. Here we identify some locations for ML in the natural sciences at which the ontology and epistemology are valuable. For example, when an expressive machine learning model is used in a causal inference to represent the effects of confounders, such as foregrounds, backgrounds, or instrument calibration parameters, the model capacity and loose philosophy of ML can make the results more trustworthy. We also show that there are contexts in which the introduction of ML introduces strong, unwanted statistical biases. For one, when ML models are used to emulate physical (or first-principles) simulations, they amplify confirmation biases. For another, when expressive regressions are used to label datasets, those labels cannot be used in downstream joint or ensemble analyses without taking on uncontrolled biases. The question in the title is being asked of all of the natural sciences; that is, we are calling on the scientific communities to take a step back and consider the role and value of ML in their fields; the (partial) answers we give here come from the particular perspective of physics.

Generative AI offers significant opportunities for language learning. Tools like ChatGPT can provide informal second language practice through chats in written or voice forms, with the learner specifying through prompts conversational parameters such as proficiency level, language register, and discussion topics. AI can be instructed to give corrective feedback, create practice exercises, or develop an extended study plan. Instructors can use AI to build learning and assessment materials in a variety of media. AI is likely to make immersive technologies more powerful and versatile, moving away from scripted interactions. For both learners and teachers, it is important to understand the limitations of AI systems that arise from their purely statistical model of human language, which limits their ability to deal with nuanced social and cultural aspects of language use. Additionally, there are ethical concerns over how AI systems are created as well as practical constraints in their use, especially for less privileged populations. The power and versatility of AI tools are likely to turn them into valuable and constant companions in many peoples lives (akin to smartphones), creating a close connection that goes beyond simple tool use. Ecological theories such as sociomaterialism are helpful in examining the shared agency that develops through close user-AI interactions, as are the perspectives on human-object relations from Indigenous cultures.

In this paper, we present an approach in the Multimodal Learning Analytics field. Within this approach, we have developed a tool to visualize and analyze eye movement data collected during learning sessions in online courses. The tool is named VAAD (an acronym for Visual Attention Analysis Dashboard). These eye movement data have been gathered using an eye-tracker and subsequently processed and visualized for interpretation. The purpose of the tool is to conduct a descriptive analysis of the data by facilitating its visualization, enabling the identification of differences and learning patterns among various learner populations. Additionally, it integrates a predictive module capable of anticipating learner activities during a learning session. Consequently, VAAD holds the potential to offer valuable insights into online learning behaviors from both descriptive and predictive perspectives.