In schools, teachers play a multitude of roles, serving as educators, counselors, decision-makers, and members of the school community. With recent advances in artificial intelligence (AI), there is increasing discussion about how AI can assist, complement, and collaborate with teachers. To pave the way for better teacher-AI complementary relationships in schools, our study aims to expand the discourse on teacher-AI complementarity by seeking educators' perspectives on the potential strengths and limitations of AI across a spectrum of responsibilities. Through a mixed method using a survey with 100 elementary school teachers in South Korea and in-depth interviews with 12 teachers, our findings indicate that teachers anticipate AI's potential to complement human teachers by automating administrative tasks and enhancing personalized learning through advanced intelligence. Interestingly, the deficit of AI's socio-emotional capabilities has been perceived as both challenges and opportunities. Overall, our study demonstrates the nuanced perception of teachers and different levels of expectations over their roles, challenging the need for decisions about AI adoption tailored to educators' preferences and concerns.

As online courses become the norm in the higher-education landscape, investigations into student performance between students who take online vs on-campus versions of classes become necessary. While attention has been given to looking at differences in learning outcomes through comparisons of students' end performance, less attention has been given in comparing students' engagement patterns between different modalities. In this study, we analyze a heterogeneous knowledge graph consisting of students, course videos, formative assessments and their interactions to predict student performance via a Graph Convolutional Network (GCN). Using students' performance on the assessments, we attempt to determine a useful model for identifying at-risk students. We then compare the models generated between 5 on-campus and 2 fully-online MOOC-style instances of the same course. The model developed achieved a 70-90\% accuracy of predicting whether a student would pass a particular problem set based on content consumed, course instance, and modality.

To support the testing of AVs, CETRAN has created a guideline for the evaluation of complex multi agent test scenarios presented in this report. This allows for a clear structured manner in evaluating complexity elements based on the corresponding difficulties an AV might encounter in Singapore traffic. This study aims to understand the source of complexity for AVs from traffic hazard, by breaking down the difficulties on AV capabilities as perception, situation awareness and decision-making. Guidelines created through this study are composed by a list of elements to be considered in the future as selection criteria to evaluate complexity of scenarios to support AV behaviour assessment. This study is intended to be a guide to understand the sources of complexity for Avs and can be used to challenge the risk management ability of autonomous vehicles in a scenario-based test approach or traffic situations faced on road trials. The report includes the usage of the guidelines created as application to evaluate the complexity of a set of 5 real events that occur on Singapore roads from Resembler webtool which is a database of real human accidents/incidents. Four scenarios were also designed for creation in simulation by the CETRAN team, applying the guidelines for complexity elements created in this work, to illustrate the difficulties an ADS could experience with such scenarios.

Our ongoing development and deployment of an online robotics education platform highlighted a gap in providing an interactive, feedback-rich learning environment essential for mastering programming concepts in robotics, which they were not getting with the traditional code-simulate-turn in workflow. Since teaching resources are limited, students would benefit from feedback in real-time to find and fix their mistakes in the programming assignments. To address these concerns, this paper will focus on creating a system for unit testing while integrating it into the course workflow. We facilitate this real-time feedback by including unit testing in the design of programming assignments so students can understand and fix their errors on their own and without the prior help of instructors/TAs serving as a bottleneck. In line with the framework's personalized student-centered approach, this method makes it easier for students to revise, and debug their programming work, encouraging hands-on learning. The course workflow updated to include unit tests will strengthen the learning environment and make it more interactive so that students can learn how to program robots in a self-guided fashion.

Conversational AI agents often require extensive datasets for training that are not publicly released, are limited to social chit-chat or handling a specific domain, and may not be easily extended to accommodate the latest advances in AI technologies. This paper introduces Jill Watson, a conversational Virtual Teaching Assistant (VTA) leveraging the capabilities of ChatGPT. Jill Watson based on ChatGPT requires no prior training and uses a modular design to allow the integration of new APIs using a skill-based architecture inspired by XiaoIce. Jill Watson is also well-suited for intelligent textbooks as it can process and converse using multiple large documents. We exclusively utilize publicly available resources for reproducibility and extensibility. Comparative analysis shows that our system outperforms the legacy knowledge-based Jill Watson as well as the OpenAI Assistants service. We employ many safety measures that reduce instances of hallucinations and toxicity. The paper also includes real-world examples from a classroom setting that demonstrate different features of Jill Watson and its effectiveness.

This research analyzes, models and develops a novel Digital Learning Environment (DLE) fortified by the innovative Private Learning Intelligence (PLI) framework. The proposed PLI framework leverages federated machine learning (FL) techniques to autonomously construct and continuously refine personalized learning models for individual learners, ensuring robust privacy protection. Our approach is pivotal in advancing DLE capabilities, empowering learners to actively participate in personalized real-time learning experiences. The integration of PLI within a DLE also streamlines instructional design and development demands for personalized teaching/learning. We seek ways to establish a foundation for the seamless integration of FL into learning systems, offering a transformative approach to personalized learning in digital environments. Our implementation details and code are made public.

Cyberharassment is a critical, socially relevant cybersecurity problem because of the adverse effects it can have on targeted groups or individuals. While progress has been made in understanding cyber-harassment, its detection, attacks on artificial intelligence (AI) based cyberharassment systems, and the social problems in cyberharassment detectors, little has been done in designing experiential learning educational materials that engage students in this emerging social cybersecurity in the era of AI. Experiential learning opportunities are usually provided through capstone projects and engineering design courses in STEM programs such as computer science. While capstone projects are an excellent example of experiential learning, given the interdisciplinary nature of this emerging social cybersecurity problem, it can be challenging to use them to engage non-computing students without prior knowledge of AI. Because of this, we were motivated to develop a hands-on lab platform that provided experiential learning experiences to non-computing students with little or no background knowledge in AI and discussed the lessons learned in developing this lab. In this lab used by social science students at North Carolina A&T State University across two semesters (spring and fall) in 2022, students are given a detailed lab manual and are to complete a set of well-detailed tasks. Through this process, students learn AI concepts and the application of AI for cyberharassment detection. Using pre- and post-surveys, we asked students to rate their knowledge or skills in AI and their understanding of the concepts learned. The results revealed that the students moderately understood the concepts of AI and cyberharassment.

Authorship obfuscation techniques hold the promise of helping people protect their privacy in online communications by automatically rewriting text to hide the identity of the original author. However, obfuscation has been evaluated in narrow settings in the NLP literature and has primarily been addressed with superficial edit operations that can lead to unnatural outputs. In this work, we introduce an automatic text privatization framework that fine-tunes a large language model via reinforcement learning to produce rewrites that balance soundness, sense, and privacy. We evaluate it extensively on a large-scale test set of English Reddit posts by 68k authors composed of short-medium length texts. We study how the performance changes among evaluative conditions including authorial profile length and authorship detection strategy. Our method maintains high text quality according to both automated metrics and human evaluation, and successfully evades several automated authorship attacks.

With the widespread use of surveillance cameras in smart cities [104] and the boom of online video applications powered by 4/5G communication technologies, traditional human inspection is no longer able to accurately monitor the video data generated around the clock, which is not only time-consuming and labor-intensive but also poses the risk of leaking important information (e.g., biometrics and sensitive speech). In contrast, VAD-empowered IoVT applications [54], such as Intelligent Surveillance Systems (IVSS) and automated content analysis platforms, can process massive video streams online and detect events of interest in real-time, sending only noteworthy anomaly parts for human review, significantly reducing data storage and communication costs, and helping to eliminate public concerns about data security and privacy protection. As a result, VAD has gained widespread attention in academia and industry over the last decade and has been used in emerging fields such as information forensics [154], industrial manufacturing [71] in smart cities as well as online content analysis in mobile video applications [153]. VAD extends the data scope of conventional Anomaly Detection (AD) from time series, images, and graphs to video, which not only needs to cope with the endogenous data complexity, but also needs to take into account the computational and communication costs in resource-limited devices [55]. Specifically, the inherent high-dimensional structure of video data, high information density and redundancy, heterogeneity of temporal and spatial patterns, and feature entanglement between foreground targets and background scenes make VAD more challenging than traditional AD tasks at the levels of representation learning and anomaly discrimination [89]. Existing studies [4, 60, 69, 76] have shown that high-performance VAD models need to target the modeling of appearance and motion information, i.e., the difference between regular events and anomalous examples in both spatial and temporal dimensions. In contrast to time series AD that mainly measures periodic temporal patterns of variables, and image AD which only focusing on spatial contextual deviations, VAD needs to extract both discriminative spatial and temporal features from a large amount of redundant information (e.g., repetitive temporal contexts and label-independent data distributions), as well as to learn the differences between normal and anomalous events in terms of their local appearances and global motions [100]. However, video anomalies are ambiguous and subjective [48].

Information Retrieval (IR) systems are crucial tools for users to access information, widely applied in scenarios like search engines, question answering, and recommendation systems. Traditional IR methods, based on similarity matching to return ranked lists of documents, have been reliable means of information acquisition, dominating the IR field for years. With the advancement of pre-trained language models, generative information retrieval (GenIR) has emerged as a novel paradigm, gaining increasing attention in recent years. Currently, research in GenIR can be categorized into two aspects: generative document retrieval (GR) and reliable response generation. GR leverages the generative model's parameters for memorizing documents, enabling retrieval by directly generating relevant document identifiers without explicit indexing. Reliable response generation, on the other hand, employs language models to directly generate the information users seek, breaking the limitations of traditional IR in terms of document granularity and relevance matching, offering more flexibility, efficiency, and creativity, thus better meeting practical needs. This paper aims to systematically review the latest research progress in GenIR. We will summarize the advancements in GR regarding model training, document identifier, incremental learning, downstream tasks adaptation, multi-modal GR and generative recommendation, as well as progress in reliable response generation in aspects of internal knowledge memorization, external knowledge augmentation, generating response with citations and personal information assistant. We also review the evaluation, challenges and future prospects in GenIR systems. This review aims to offer a comprehensive reference for researchers in the GenIR field, encouraging further development in this area.