With the rapid advancement of artificial intelligence (AI) in various domains, the education sector is set for transformation. The potential of AI-driven tools in enhancing the learning experience, especially in programming, is immense. However, the scientific evaluation of Large Language Models (LLMs) used in Automated Programming Assessment Systems (APASs) as an AI-Tutor remains largely unexplored. Therefore, there is a need to understand how students interact with such AI-Tutors and to analyze their experiences. In this paper, we conducted an exploratory case study by integrating the GPT-3.5-Turbo model as an AI-Tutor within the APAS Artemis. Through a combination of empirical data collection and an exploratory survey, we identified different user types based on their interaction patterns with the AI-Tutor. Additionally, the findings highlight advantages, such as timely feedback and scalability. However, challenges like generic responses and students' concerns about a learning progress inhibition when using the AI-Tutor were also evident. This research adds to the discourse on AI's role in education.

A significant challenge in achieving ubiquitous Artificial Intelligence is the limited ability of models to rapidly learn new information in real-world scenarios where data follows long-tailed distributions, all while avoiding forgetting previously acquired knowledge. In this work, we study the under-explored problem of Long-Tailed Online Continual Learning (LTOCL), which aims to learn new tasks from sequentially arriving class-imbalanced data streams. Each data is observed only once for training without knowing the task data distribution. We present DELTA, a decoupled learning approach designed to enhance learning representations and address the substantial imbalance in LTOCL. We enhance the learning process by adapting supervised contrastive learning to attract similar samples and repel dissimilar (out-of-class) samples. Further, by balancing gradients during training using an equalization loss, DELTA significantly enhances learning outcomes and successfully mitigates catastrophic forgetting. Through extensive evaluation, we demonstrate that DELTA improves the capacity for incremental learning, surpassing existing OCL methods. Our results suggest considerable promise for applying OCL in real-world applications.

The 2023 AI4EIC hackathon was the culmination of the third annual AI4EIC workshop at The Catholic University of America. This workshop brought together researchers from physics, data science and computer science to discuss the latest developments in Artificial Intelligence (AI) and Machine Learning (ML) for the Electron Ion Collider (EIC), including applications for detectors, accelerators, and experimental control. The hackathon, held on the final day of the workshop, involved using a chatbot powered by a Large Language Model, ChatGPT-3.5, to train a binary classifier neutrons and photons in simulated data from the \textsc{GlueX} Barrel Calorimeter. In total, six teams of up to four participants from all over the world took part in this intense educational and research event. This article highlights the hackathon challenge, the resources and methodology used, and the results and insights gained from analyzing physics data using the most cutting-edge tools in AI/ML.

We present insightful results of a survey on the adoption of generative artificial intelligence (GenAI) by university teachers in their teaching activities. The transformation of education by GenAI, particularly large language models (LLMs), has been presenting both opportunities and challenges, including cheating by students. We prepared the online survey according to best practices and the questions were created by the authors, who have pedagogy experience. The survey contained 12 questions and a pilot study was first conducted. The survey was then sent to all teachers in multiple departments across different campuses of the university of interest in Sweden: Lule{\aa} University of Technology. The survey was available in both Swedish and English. The results show that 35 teachers (more than half) use GenAI out of 67 respondents. Preparation is the teaching activity with the most frequency that GenAI is used for and ChatGPT is the most commonly used GenAI. 59% say it has impacted their teaching, however, 55% say there should be legislation around the use of GenAI, especially as inaccuracies and cheating are the biggest concerns.

Recent advances in AI, machine learning, and NLP have led to the development of a new generation of Large Language Models (LLMs) that are trained on massive amounts of data and often have trillions of parameters. Commercial applications (e.g., ChatGPT) have made this technology available to the general public, thus making it possible to use LLMs to produce high-quality texts for academic and professional purposes. Schools and universities are aware of the increasing use of AI-generated content by students and they have been researching the impact of this new technology and its potential misuse. Educational programs in Computer Science (CS) and related fields are particularly affected because LLMs are also capable of generating programming code in various programming languages. To help understand the potential impact of publicly available LLMs in CS education, we introduce CSEPrompts, a framework with hundreds of programming exercise prompts and multiple-choice questions retrieved from introductory CS and programming courses. We also provide experimental results on CSEPrompts to evaluate the performance of several LLMs with respect to generating Python code and answering basic computer science and programming questions.

The machine learning formulation of online learning is incomplete from a systems theoretic perspective. Typically, machine learning research emphasizes domains and tasks, and a problem solving worldview. It focuses on algorithm parameters, features, and samples, and neglects the perspective offered by considering system structure and system behavior or dynamics. Online learning is an active field of research and has been widely explored in terms of statistical theory and computational algorithms, however, in general, the literature still lacks formal system theoretical frameworks for modeling online learning systems and resolving systems-related concept drift issues. Furthermore, while the machine learning formulation serves to classify methods and literature, the systems theoretic formulation presented herein serves to provide a framework for the top-down design of online learning systems, including a novel definition of online learning and the identification of key design parameters. The framework is formulated in terms of input-output systems and is further divided into system structure and system behavior. Concept drift is a critical challenge faced in online learning, and this work formally approaches it as part of the system behavior characteristics. Healthcare provider fraud detection using machine learning is used as a case study throughout the paper to ground the discussion in a real-world online learning challenge.

Computerized Adaptive Testing (CAT) provides an efficient and tailored method for assessing the proficiency of examinees, by dynamically adjusting test questions based on their performance. Widely adopted across diverse fields like education, healthcare, sports, and sociology, CAT has revolutionized testing practices. While traditional methods rely on psychometrics and statistics, the increasing complexity of large-scale testing has spurred the integration of machine learning techniques. This paper aims to provide a machine learning-focused survey on CAT, presenting a fresh perspective on this adaptive testing method. By examining the test question selection algorithm at the heart of CAT's adaptivity, we shed light on its functionality. Furthermore, we delve into cognitive diagnosis models, question bank construction, and test control within CAT, exploring how machine learning can optimize these components. Through an analysis of current methods, strengths, limitations, and challenges, we strive to develop robust, fair, and efficient CAT systems. By bridging psychometric-driven CAT research with machine learning, this survey advocates for a more inclusive and interdisciplinary approach to the future of adaptive testing.

The outgoing boss of Sony's games division, Jim Ryan, who joined the company a few months before the launch of the original PlayStation, was interviewed by the official PlayStation podcast last week to mark his retirement. He talked up the PlayStation 5 as potentially Sony's "most successful ever console across multiple vectors" – interestingly, he did not specify what those vectors actually were. It would have to go some to beat the PlayStation 2's total of 160m – so far it's sold about 55m. As for that PlayStation 2 total: that's actually the first time we've heard it, in this podcast, in 2024, despite the fact that the PS2 was discontinued in 2013. The last official number we had for the PS2 was "more than 155m" as of March 2012, a number that's still quoted on Sony's own website.

The explosion of data available in life sciences is fueling an increasing demand for expressive models and computational methods. Graph transformation is a model for dynamic systems with a large variety of applications. We introduce a novel method of the graph transformation model construction, combining generative and dynamical viewpoints to give a fully automated data-driven model inference method. The method takes the input dynamical properties, given as a "snapshot" of the dynamics encoded by explicit transitions, and constructs a compatible model. The obtained model is guaranteed to be minimal, thus framing the approach as model compression (from a set of transitions into a set of rules). The compression is permissive to a lossy case, where the constructed model is allowed to exhibit behavior outside of the input transitions, thus suggesting a completion of the input dynamics. The task of graph transformation model inference is naturally highly challenging due to the combinatorics involved. We tackle the exponential explosion by proposing a heuristically minimal translation of the task into a well-established problem, set cover, for which highly optimized solutions exist. We further showcase how our results relate to Kolmogorov complexity expressed in terms of graph transformation.

Assessing instruction quality is a fundamental component of any improvement efforts in the education system. However, traditional manual assessments are expensive, subjective, and heavily dependent on observers' expertise and idiosyncratic factors, preventing teachers from getting timely and frequent feedback. Different from prior research that mostly focuses on low-inference instructional practices on a singular basis, this paper presents the first study that leverages Natural Language Processing (NLP) techniques to assess multiple high-inference instructional practices in two distinct educational settings: in-person K-12 classrooms and simulated performance tasks for pre-service teachers. This is also the first study that applies NLP to measure a teaching practice that is widely acknowledged to be particularly effective for students with special needs. We confront two challenges inherent in NLP-based instructional analysis, including noisy and long input data and highly skewed distributions of human ratings. Our results suggest that pretrained Language Models (PLMs) demonstrate performances comparable to the agreement level of human raters for variables that are more discrete and require lower inference, but their efficacy diminishes with more complex teaching practices. Interestingly, using only teachers' utterances as input yields strong results for student-centered variables, alleviating common concerns over the difficulty of collecting and transcribing high-quality student speech data in in-person teaching settings. Our findings highlight both the potential and the limitations of current NLP techniques in the education domain, opening avenues for further exploration.