Generative AI (GenAI) has spurred the expectation of being creative, due to its ability to generate content, yet so far, its creativity has somewhat disappointed, because it is trained using existing data following human intentions to generate outputs. The purpose of this paper is to explore what is required to evolve AI from generative to creative. Based on a reinforcement learning approach and building upon various research streams of computational creativity, we develop a triple prompt-response-reward engineering framework to develop the creative capability of GenAI. This framework consists of three components: 1) a prompt model for expected creativity by developing discriminative prompts that are objectively, individually, or socially novel, 2) a response model for observed creativity by generating surprising outputs that are incrementally, disruptively, or radically innovative, and 3) a reward model for improving creativity over time by incorporating feedback from the AI, the creator/manager, and/or the customers. This framework enables the application of GenAI for various levels of creativity strategically.

The task of medical image recognition is notably complicated by the presence of varied and multiple pathological indications, presenting a unique challenge in multi-label classification with unseen labels. This complexity underlines the need for computer-aided diagnosis methods employing multi-label zero-shot learning. Recent advancements in pre-trained vision-language models (VLMs) have showcased notable zero-shot classification abilities on medical images. However, these methods have limitations on leveraging extensive pre-trained knowledge from broader image datasets, and often depend on manual prompt construction by expert radiologists. By automating the process of prompt tuning, prompt learning techniques have emerged as an efficient way to adapt VLMs to downstream tasks. Yet, existing CoOp-based strategies fall short in performing class-specific prompts on unseen categories, limiting generalizability in fine-grained scenarios. To overcome these constraints, we introduce a novel prompt generation approach inspirited by text generation in natural language processing (NLP). Our method, named Pseudo-Prompt Generating (PsPG), capitalizes on the priori knowledge of multi-modal features. Featuring a RNN-based decoder, PsPG autoregressively generates class-tailored embedding vectors, i.e., pseudo-prompts. Comparative evaluations on various multi-label chest radiograph datasets affirm the superiority of our approach against leading medical vision-language and multi-label prompt learning methods. The source code is available at https://github.com/fallingnight/PsPG

This study develops FusionTransNet, a framework designed for Origin-Destination (OD) flow predictions within smart and multimodal urban transportation systems. Urban transportation complexity arises from the spatiotemporal interactions among various traffic modes. Motivated by analyzing multimodal data from Shenzhen, a framework that can dissect complicated spatiotemporal interactions between these modes, from the microscopic local level to the macroscopic city-wide perspective, is essential. The framework contains three core components: the Intra-modal Learning Module, the Inter-modal Learning Module, and the Prediction Decoder. The Intra-modal Learning Module is designed to analyze spatial dependencies within individual transportation modes, facilitating a granular understanding of single-mode spatiotemporal dynamics. The Inter-modal Learning Module extends this analysis, integrating data across different modes to uncover cross-modal interdependencies, by breaking down the interactions at both local and global scales. Finally, the Prediction Decoder synthesizes insights from the preceding modules to generate accurate OD flow predictions, translating complex multimodal interactions into forecasts. Empirical evaluations conducted in metropolitan contexts, including Shenzhen and New York, demonstrate FusionTransNet's superior predictive accuracy compared to existing state-of-the-art methods. The implication of this study extends beyond urban transportation, as the method for transferring information across different spatiotemporal graphs at both local and global scales can be instrumental in other spatial systems, such as supply chain logistics and epidemics spreading.

This work investigates how tutoring discourse interacts with students' proximal knowledge to explain and predict students' learning outcomes. Our work is conducted in the context of high-dosage human tutoring where 9th-grade students (N = 1080) attended small group tutorials and individually practiced problems on an Intelligent Tutoring System (ITS). We analyzed whether tutors' talk moves and students' performance on the ITS predicted scores on math learning assessments. We trained Random Forest Classifiers (RFCs) to distinguish high and low assessment scores based on tutor talk moves, student's ITS performance metrics, and their combination. A decision tree was extracted from each RFC to yield an interpretable model. We found AUCs of 0.63 for talk moves, 0.66 for ITS, and 0.77 for their combination, suggesting interactivity among the two feature sources. Specifically, the best decision tree emerged from combining the tutor talk moves that encouraged rigorous thinking and students' ITS mastery. In essence, tutor talk that encouraged mathematical reasoning predicted achievement for students who demonstrated high mastery on the ITS, whereas tutors' revoicing of students' mathematical ideas and contributions was predictive for students with low ITS mastery. Implications for practice are discussed.

Commonsense question answering has demonstrated considerable potential across various applications like assistants and social robots. Although fully fine-tuned pre-trained Language Models(LM) have achieved remarkable performance in commonsense reasoning, their tendency to excessively prioritize textual information hampers the precise transfer of structural knowledge and undermines interpretability. Some studies have explored combining LMs with Knowledge Graphs(KGs) by coarsely fusing the two modalities to perform Graph Neural Network(GNN)-based reasoning that lacks a profound interaction between heterogeneous modalities. In this paper, we propose a novel Graph-based Structure-Aware Prompt Learning Model for commonsense reasoning, named G-SAP, aiming to maintain a balance between heterogeneous knowledge and enhance the cross-modal interaction within the LM+GNNs model. In particular, an evidence graph is constructed by integrating multiple knowledge sources, i.e. ConceptNet, Wikipedia, and Cambridge Dictionary to boost the performance. Afterward, a structure-aware frozen PLM is employed to fully incorporate the structured and textual information from the evidence graph, where the generation of prompts is driven by graph entities and relations. Finally, a heterogeneous message-passing reasoning module is used to facilitate deep interaction of knowledge between the LM and graph-based networks. Empirical validation, conducted through extensive experiments on three benchmark datasets, demonstrates the notable performance of the proposed model. The results reveal a significant advancement over the existing models, especially, with 6.12% improvement over the SoTA LM+GNNs model on the OpenbookQA dataset.

We present a multi-agent reinforcement learning approach to solve a pursuit-evasion game between two players with car-like dynamics and sensing limitations. We develop a curriculum for an existing multi-agent deterministic policy gradient algorithm to simultaneously obtain strategies for both players, and deploy the learned strategies on real robots moving as fast as 2 m/s in indoor environments. Through experiments we show that the learned strategies improve over existing baselines by up to 30% in terms of capture rate for the pursuer. The learned evader model has up to 5% better escape rate over the baselines even against our competitive pursuer model. We also present experiment results which show how the pursuit-evasion game and its results evolve as the player dynamics and sensor constraints are varied. Finally, we deploy learned policies on physical robots for a game between the F1TENTH and JetRacer platforms and show that the learned strategies can be executed on real-robots. Our code and supplementary material including videos from experiments are available at https: //gonultasbu.github.io/pursuit-evasion/.

Generative AI (GAI) is impacting teaching and learning directly or indirectly across a range of subjects and disciplines. As educators, we need to understand the potential and limitations of AI in HCI education and ensure our graduating HCI students are aware of the potential and limitations of AI in HCI. In this paper, we report on the main pedagogical insights gained from the inclusion of generative AI into a 10 week undergraduate module. We designed the module to encourage student experimentation with GAI models as part of the design brief requirement and planned practical sessions and discussions. Our insights are based on replies to a survey sent out to the students after completing the module. Our key findings, for HCI educators, report on the use of AI as a persona for developing project ideas and creating resources for design, and AI as a mirror for reflecting students' understanding of key concepts and ideas and highlighting knowledge gaps. We also discuss potential pitfalls that should be considered and the need to assess students' literacies and assumptions of GAIs as pedagogical tools. Finally, we put forward the case for educators to take the opportunities GAI presents as an educational tool and be experimental, creative, and courageous in their practice. We end with a discussion of our findings in relation to the TPACK framework in HCI.

LLMs for online text data analysis limits its use and underscores a significant gap in the research landscape. Online discussion forums provide crucial data to understand the Our work addresses this gap through the following contributions: concerns of a wide range of real-world communities. However, the typical qualitative and quantitative methods used to analyze those (i) We introduce QuaLLM, an LLM-based framework consisting data, such as thematic analysis and topic modeling, are infeasible of a novel prompting methodology and evaluation strategy to scale or require significant human effort to translate outputs for the analysis and extraction of quantitative insights from to human readable forms. This study introduces QuaLLM, a novel text data on online forums. LLM-based framework to analyze and extract quantitative insights (ii) We apply our framework to a case study on Reddit's rideshare from text data on online forums. The framework consists of a novel communities, analyzing over one million comments--the prompting methodology and evaluation strategy. We applied this largest study of its kind--to identify worker concerns regarding framework to analyze over one million comments from two Reddit's AI and algorithmic platform decisions, responding to rideshare worker communities, marking the largest study of its regulatory calls [49].

The emergence of large language models (LLMs) has sparked enormous interest due to their potential application across a range of educational tasks. For example, recent work in programming education has used LLMs to generate learning resources, improve error messages, and provide feedback on code. However, one factor that limits progress within the field is that much of the research uses bespoke datasets and different evaluation metrics, making direct comparisons between results unreliable. Thus, there is a pressing need for standardization and benchmarks that facilitate the equitable comparison of competing approaches. One task where LLMs show great promise is program repair, which can be used to provide debugging support and next-step hints to students. In this article, we propose a novel educational program repair benchmark. We curate two high-quality publicly available programming datasets, present a unified evaluation procedure introducing a novel evaluation metric rouge@k for approximating the quality of repairs, and evaluate a set of five recent models to establish baseline performance.

Many aspects of human learning have been proposed as a process of constructing mental programs: from acquiring symbolic number representations to intuitive theories about the world. In parallel, there is a long-tradition of using information processing to model human cognition through Rate Distortion Theory (RDT). Yet, it is still poorly understood how to apply RDT when mental representations take the form of programs. In this work, we adapt RDT by proposing a three way trade-off among rate (description length), distortion (error), and computational costs (search budget). We use simulations on a melody task to study the implications of this trade-off, and show that constructing a shared program library across tasks provides global benefits. However, this comes at the cost of sensitivity to curricula, which is also characteristic of human learners. Finally, we use methods from partial information decomposition to generate training curricula that induce more effective libraries and better generalization.