We introduce Augmented Physics, a machine learning-powered tool designed for creating interactive physics simulations from static textbook diagrams. Leveraging computer vision techniques, such as Segment Anything and OpenCV, our web-based system enables users to semi-automatically extract diagrams from physics textbooks and then generate interactive simulations based on the extracted content. These interactive diagrams are seamlessly integrated into scanned textbook pages, facilitating interactive and personalized learning experiences across various physics concepts, including gravity, optics, circuits, and kinematics. Drawing on an elicitation study with seven physics instructors, we explore four key augmentation techniques: 1) augmented experiments, 2) animated diagrams, 3) bi-directional manipulatives, and 4) parameter visualization. We evaluate our system through technical evaluation, a usability study (N=12), and expert interviews (N=12). The study findings suggest that our system can facilitate more engaging and personalized learning experiences in physics education.

Lifelong learning aims to train a model with good performance for new tasks while retaining the capacity of previous tasks. However, some practical scenarios require the system to forget undesirable knowledge due to privacy issues, which is called selective forgetting. The joint task of the two is dubbed Learning with Selective Forgetting (LSF). In this paper, we propose a new framework based on contrastive strategy for LSF. Specifically, for the preserved classes (tasks), we make features extracted from different samples within a same class compacted. And for the deleted classes, we make the features from different samples of a same class dispersed and irregular, i.e., the network does not have any regular response to samples from a specific deleted class as if the network has no training at all. Through maintaining or disturbing the feature distribution, the forgetting and memory of different classes can be or independent of each other. Experiments are conducted on four benchmark datasets, and our method acieves new state-of-the-art.

This paper introduces a novel theoretical simplification of the Diffusion Schr\"odinger Bridge (DSB) that facilitates its unification with Score-based Generative Models (SGMs), addressing the limitations of DSB in complex data generation and enabling faster convergence and enhanced performance. By employing SGMs as an initial solution for DSB, our approach capitalizes on the strengths of both frameworks, ensuring a more efficient training process and improving the performance of SGM. We also propose a reparameterization technique that, despite theoretical approximations, practically improves the network's fitting capabilities. Our extensive experimental evaluations confirm the effectiveness of the simplified DSB, demonstrating its significant improvements. We believe the contributions of this work pave the way for advanced generative modeling. The code is available at https://github.com/checkcrab/SDSB.

Workshop courses designed to foster creativity are gaining popularity. However, achieving a holistic evaluation that accommodates diverse perspectives is challenging, even for experienced faculty teams. Adequate discussion is essential to integrate varied assessments, but faculty often lack the time for such deliberations. Deriving an average score without discussion undermines the purpose of a holistic evaluation. This paper explores the use of a Large Language Model (LLM) as a facilitator to integrate diverse faculty assessments. Scenario-based experiments were conducted to determine if the LLM could synthesize diverse evaluations and explain the underlying theories to faculty. The results were noteworthy, showing that the LLM effectively facilitated faculty discussions. Additionally, the LLM demonstrated the capability to generalize and create evaluation criteria from a single scenario based on its learned domain knowledge.

In the field of autonomous driving, even a meticulously trained model can encounter failures when faced with unfamiliar sceanrios. One of these scenarios can be formulated as an online continual learning (OCL) problem. That is, data come in an online fashion, and models are updated according to these streaming data. Two major OCL challenges are catastrophic forgetting and data imbalance. To address these challenges, in this paper, we propose an Analytic Exemplar-Free Online Continual Learning (AEF-OCL). The AEF-OCL leverages analytic continual learning principles and employs ridge regression as a classifier for features extracted by a large backbone network. It solves the OCL problem by recursively calculating the analytical solution, ensuring an equalization between the continual learning and its joint-learning counterpart, and works without the need to save any used samples (i.e., exemplar-free). Additionally, we introduce a Pseudo-Features Generator (PFG) module that recursively estimates the deviation of real features. The PFG generates offset pseudo-features following a normal distribution, thereby addressing the data imbalance issue. Experimental results demonstrate that despite being an exemplar-free strategy, our method outperforms various methods on the autonomous driving SODA10M dataset. Source code is available at https://github.com/ZHUANGHP/Analytic-continual-learning.

Tables convey factual and quantitative data with implicit conventions created by humans that are often challenging for machines to parse. Prior work on table recognition (TR) has mainly centered around complex task-specific combinations of available inputs and tools. We present UniTable, a training framework that unifies both the training paradigm and training objective of TR. Its training paradigm combines the simplicity of purely pixel-level inputs with the effectiveness and scalability empowered by self-supervised pretraining from diverse unannotated tabular images. Our framework unifies the training objectives of all three TR tasks - extracting table structure, cell content, and cell bounding box - into a unified task-agnostic training objective: language modeling. Extensive quantitative and qualitative analyses highlight UniTable's state-of-the-art (SOTA) performance on four of the largest TR datasets. UniTable's table parsing capability has surpassed both existing TR methods and general large vision-language models, e.g., GPT-4o, GPT-4-turbo with vision, and LLaVA. Our code is publicly available at https://github.com/poloclub/unitable, featuring a Jupyter Notebook that includes the complete inference pipeline, fine-tuned across multiple TR datasets, supporting all three TR tasks.

The objective of this Philosophiae Doctor (Ph.D) thesis is to propose an efficient approach for optimizing a multidisciplinary black-box model when the optimization problem is constrained and involves a large number of mixed integer design variables (typically 100 variables). The targeted optimization approach, called EGO, is based on a sequential enrichment of an adaptive surrogate model and, in this context, GP surrogate models are one of the most widely used in engineering problems to approximate time-consuming high fidelity models. EGO is a heuristic BO method that performs well in terms of solution quality. However, like any other global optimization method, EGO suffers from the curse of dimensionality, meaning that its performance is satisfactory on lower dimensional problems, but deteriorates as the dimensionality of the optimization search space increases. For realistic aircraft design problems, the typical size of the design variables can even exceed 100 and, thus, trying to solve directly the problems using EGO is ruled out. The latter is especially true when the problems involve both continuous and categorical variables increasing even more the size of the search space. In this Ph.D thesis, effective parameterization tools are investigated, including techniques like partial least squares regression, to significantly reduce the number of design variables. Additionally, Bayesian optimization is adapted to handle discrete variables and high-dimensional spaces in order to reduce the number of evaluations when optimizing innovative aircraft concepts such as the "DRAGON" hybrid airplane to reduce their climate impact.

Contribution: The combination of ChatGPT with traditional learning resources is very effective in computer science education. High-performing students are the ones who are using ChatGPT the most. So, a new digital trench could be rising between these students and those with lower degree of fundamentals and worse prompting skills, who may not take advantage of all the ChatGPT possibilities. Background: The irruption of GenAI such as ChatGPT has changed the educational landscape. Therefore, methodological guidelines and more empirical experiences in computer science education are needed to better understand these tools and know how to use them to their fullest potential. Research Questions: This article addresses three questions. The first two explore the degree of use and perceived usefulness of ChatGPT among computer science students to learn database administration, where as the third one explore how the utilization of ChatGPT can impact academic performance. Methodology: This contribution presents an exploratory and correlational study conducted with 37 students who used ChatGPT as a support tool to learn database administration. The student grades and a comprehensive questionnaire were employed as research instruments. Findings: The obtained results indicate that traditional learning resources, such as teacher explanations and student reports, were widely used and correlated positively with student grade. The usage and perceived utility of ChatGPT were moderate, but positive correlations between student grade and ChatGPT usage were found. Indeed, a significantly higher use of this tool was identified among the group of outstanding students.

Visual-inertial odometry (VIO) has demonstrated remarkable success due to its low-cost and complementary sensors. However, existing VIO methods lack the generalization ability to adjust to different environments and sensor attributes. In this paper, we propose Adaptive VIO, a new monocular visual-inertial odometry that combines online continual learning with traditional nonlinear optimization. Adaptive VIO comprises two networks to predict visual correspondence and IMU bias. Unlike end-to-end approaches that use networks to fuse the features from two modalities (camera and IMU) and predict poses directly, we combine neural networks with visual-inertial bundle adjustment in our VIO system. The optimized estimates will be fed back to the visual and IMU bias networks, refining the networks in a self-supervised manner. Such a learning-optimization-combined framework and feedback mechanism enable the system to perform online continual learning. Experiments demonstrate that our Adaptive VIO manifests adaptive capability on EuRoC and TUM-VI datasets. The overall performance exceeds the currently known learning-based VIO methods and is comparable to the state-of-the-art optimization-based methods.

Knowledge tracing has been widely used in online learning systems to guide the students' future learning. However, most existing KT models primarily focus on extracting abundant information from the question sets and explore the relationships between them, but ignore the personalized student behavioral information in the learning process. This will limit the model's ability to accurately capture the personalized knowledge states of students and reasonably predict their performances. To alleviate this limitation, we explicitly models the personalized learning process by incorporating the emotions, a representative personalized behavior in the learning process, into KT framework. Specifically, we present a novel Dual-State Personalized Knowledge Tracing with Emotional Incorporation model to achieve this goal: Firstly, we incorporate emotional information into the modeling process of knowledge state, resulting in the Knowledge State Boosting Module. Secondly, we design an Emotional State Tracing Module to monitor students' personalized emotional states, and propose an emotion prediction method based on personalized emotional states. Finally, we apply the predicted emotions to enhance students' response prediction. Furthermore, to extend the generalization capability of our model across different datasets, we design a transferred version of DEKT, named Transfer Learning-based Self-loop model (T-DEKT). Extensive experiments show our method achieves the state-of-the-art performance.