This research aims to explore the impact of Machine Learning (ML) on the evolution and efficacy of Recommendation Systems (RS), particularly in the context of their growing significance in commercial business environments. Methodologically, the study delves into the role of ML in crafting and refining these systems, focusing on aspects such as data sourcing, feature engineering, and the importance of evaluation metrics, thereby highlighting the iterative nature of enhancing recommendation algorithms. The deployment of Recommendation Engines (RE), driven by advanced algorithms and data analytics, is explored across various domains, showcasing their significant impact on user experience and decision-making processes. These engines not only streamline information discovery and enhance collaboration but also accelerate knowledge acquisition, proving vital in navigating the digital landscape for businesses. They contribute significantly to sales, revenue, and the competitive edge of enterprises by offering improved recommendations that align with individual customer needs. The research identifies the increasing expectation of users for a seamless, intuitive online experience, where content is personalized and dynamically adapted to changing preferences. Future research directions include exploring advancements in deep learning models, ethical considerations in the deployment of RS, and addressing scalability challenges. This study emphasizes the indispensability of comprehending and leveraging ML in RS for researchers and practitioners, to tap into the full potential of personalized recommendation in commercial business prospects.

The advent of Generative AI (GenAI) in education presents a transformative approach to traditional teaching methodologies, which often overlook the diverse needs of individual students. This study introduces a GenAI tool, based on advanced natural language processing, designed as a digital assistant for educators, enabling the creation of customized lesson plans. The tool utilizes an innovative feature termed 'interactive mega-prompt,' a comprehensive query system that allows educators to input detailed classroom specifics such as student demographics, learning objectives, and preferred teaching styles. This input is then processed by the GenAI to generate tailored lesson plans. To evaluate the tool's effectiveness, a comprehensive methodology incorporating both quantitative (i.e., % of time savings) and qualitative (i.e., user satisfaction) criteria was implemented, spanning various subjects and educational levels, with continuous feedback collected from educators through a structured evaluation form. Preliminary results show that educators find the GenAI-generated lesson plans effective, significantly reducing lesson planning time and enhancing the learning experience by accommodating diverse student needs. This AI-driven approach signifies a paradigm shift in education, suggesting its potential applicability in broader educational contexts, including special education needs (SEN), where individualized attention and specific learning aids are paramount

Artificial intelligence (AI) advances and the rapid adoption of generative AI tools like ChatGPT present new opportunities and challenges for higher education. While substantial literature discusses AI in higher education, there is a lack of a systemic approach that captures a holistic view of the AI transformation of higher education institutions (HEIs). To fill this gap, this article, taking a complex systems approach, develops a causal loop diagram (CLD) to map the causal feedback mechanisms of AI transformation in a typical HEI. Our model accounts for the forces that drive the AI transformation and the consequences of the AI transformation on value creation in a typical HEI. The article identifies and analyzes several reinforcing and balancing feedback loops, showing how, motivated by AI technology advances, the HEI invests in AI to improve student learning, research, and administration. The HEI must take measures to deal with academic integrity problems and adapt to changes in available jobs due to AI, emphasizing AI-complementary skills for its students. However, HEIs face a competitive threat and several policy traps that may lead to decline. HEI leaders need to become systems thinkers to manage the complexity of the AI transformation and benefit from the AI feedback loops while avoiding the associated pitfalls. We also discuss long-term scenarios, the notion of HEIs influencing the direction of AI, and directions for future research on AI transformation.

Scripted agents have predominantly won the five previous iterations of the IEEE microRTS (µRTS) competitions hosted at CIG and CoG. Despite Deep Reinforcement Learning (DRL) algorithms making significant strides in real-time strategy (RTS) games, their adoption in this primarily academic competition has been limited due to the considerable training resources required and the complexity inherent in creating and debugging such agents. In a benchmark without performance constraints, RAISocketAI regularly defeated the two prior competition winners. This first competition-winning DRL submission can be a benchmark for future microRTS competitions and a starting point for future DRL research. Iteratively fine-tuning the base policy and transfer learning to specific maps were critical to RAISocketAI's winning performance. These strategies can be used to economically train future DRL agents. Further work in Imitation Learning using Behavior Cloning and fine-tuning these models with DRL has proven promising as an efficient way to bootstrap models with demonstrated, competitive behaviors. Deep reinforcement learning (DRL) has proven to be powerful at solving complex problems requiring several steps to achieve a goal, such as Atari games (Mnih et al., 2013), continuous control tasks (Lillicrap et al., 2016), and even real-time strategy (RTS) games like StarCraft II (Vinyals et al., 2019). The StarCraft II grandmaster agent AlphaStar was trained with thousands of CPUs and GPUs/TPUs for several weeks. RTS games are particularly challenging for DRL for several reasons: (1) the observation and action spaces are large and varied with different terrain and unit types; (2) each unit type can have different actions and abilities; (3) each action can control several units at once; (4) rewards are sparse (win, loss, or tie) and delayed by possibly several thousand timesteps; (5) winning requires combining tactical (micro) and strategic (macro) decisions; (6) actions must be taken in real-time (i.e., the game won't wait for the agent to take an action); (7) the agent might not have full visibility of the game state (i.e., fog of war); and (8) events in the game might be non-deterministic. It includes many aspects of RTS games, simplified: different unit types, unit-specific actions, terrain, resource collection and utilization to build units, and unit-to-unit combat where units have different strengths and weaknesses. The IEEE microRTS competitions have been hosted at the Conference on Games (CoG) nearly every year since 2019 and at the Conference on Computational Intelligence and Games (CIG) before that since 2017 (Ontañón et al., 2018).

Generative AI is changing the way that many disciplines are taught, including computer science. Researchers have shown that generative AI tools are capable of solving programming problems, writing extensive blocks of code, and explaining complex code in simple terms. Particular promise has been shown in using generative AI to enhance programming error messages. Both students and instructors have complained for decades that these messages are often cryptic and difficult to understand. Yet recent work has shown that students make fewer repeated errors when enhanced via GPT-4. We extend this work by implementing feedback from ChatGPT for all programs submitted to our automated assessment tool, Athene, providing help for compiler, run-time, and logic errors. Our results indicate that adding generative AI to an automated assessment tool does not necessarily make it better and that design of the interface matters greatly to the usability of the feedback that GPT-4 provided.

Recently text-to-image models have gained widespread attention in the community due to their controllable and high-quality generation ability. However, the robustness of such models and their potential ethical issues have not been fully explored. In this paper, we introduce Universal Semantic Trigger, a meaningless token sequence that can be added at any location within the input text yet can induce generated images towards a preset semantic target.To thoroughly investigate it, we propose Semantic Gradient-based Search (SGS) framework. SGS automatically discovers the potential universal semantic triggers based on the given semantic targets. Furthermore, we design evaluation metrics to comprehensively evaluate semantic shift of images caused by these triggers. And our empirical analyses reveal that the mainstream open-source text-to-image models are vulnerable to our triggers, which could pose significant ethical threats. Our work contributes to a further understanding of text-to-image synthesis and helps users to automatically auditing their models before deployment.

Consider a multi-class labelling problem, where the labels can take values in $[k]$, and a predictor predicts a distribution over the labels. In this work, we study the following foundational question: Are there notions of multi-class calibration that give strong guarantees of meaningful predictions and can be achieved in time and sample complexities polynomial in $k$? Prior notions of calibration exhibit a tradeoff between computational efficiency and expressivity: they either suffer from having sample complexity exponential in $k$, or needing to solve computationally intractable problems, or give rather weak guarantees. Our main contribution is a notion of calibration that achieves all these desiderata: we formulate a robust notion of projected smooth calibration for multi-class predictions, and give new recalibration algorithms for efficiently calibrating predictors under this definition with complexity polynomial in $k$. Projected smooth calibration gives strong guarantees for all downstream decision makers who want to use the predictor for binary classification problems of the form: does the label belong to a subset $T \subseteq [k]$: e.g. is this an image of an animal? It ensures that the probabilities predicted by summing the probabilities assigned to labels in $T$ are close to some perfectly calibrated binary predictor for that task. We also show that natural strengthenings of our definition are computationally hard to achieve: they run into information theoretic barriers or computational intractability. Underlying both our upper and lower bounds is a tight connection that we prove between multi-class calibration and the well-studied problem of agnostic learning in the (standard) binary prediction setting.

This is an expository article on the score-based diffusion models, with a particular focus on the formulation via stochastic differential equations (SDE). After a gentle introduction, we discuss the two pillars in the diffusion modeling -- sampling and score matching, which encompass the SDE/ODE sampling, score matching efficiency, the consistency model, and reinforcement learning. Short proofs are given to illustrate the main idea of the stated results. The article is primarily for introducing the beginners to the field, and practitioners may also find some analysis useful in designing new models or algorithms.

We present a novel statistical approach to incorporating uncertainty awareness in model-free distributional reinforcement learning involving quantile regression-based deep Q networks. The proposed algorithm, $\textit{Calibrated Evidential Quantile Regression in Deep Q Networks (CEQR-DQN)}$, aims to address key challenges associated with separately estimating aleatoric and epistemic uncertainty in stochastic environments. It combines deep evidential learning with quantile calibration based on principles of conformal inference to provide explicit, sample-free computations of $\textit{global}$ uncertainty as opposed to $\textit{local}$ estimates based on simple variance, overcoming limitations of traditional methods in computational and statistical efficiency and handling of out-of-distribution (OOD) observations. Tested on a suite of miniaturized Atari games (i.e., MinAtar), CEQR-DQN is shown to surpass similar existing frameworks in scores and learning speed. Its ability to rigorously evaluate uncertainty improves exploration strategies and can serve as a blueprint for other algorithms requiring uncertainty awareness.

The explosive growth of online education environments is generating a massive volume of data, specially in text format from forums, chats, social networks, assessments, essays, among others. It produces exciting challenges on how to mine text data in order to find useful knowledge for educational stakeholders. Despite the increasing number of educational applications of text mining published recently, we have not found any paper surveying them. In this line, this work presents a systematic overview of the current status of the Educational Text Mining field. Our final goal is to answer three main research questions: Which are the text mining techniques most used in educational environments? Which are the most used educational resources? And which are the main applications or educational goals? Finally, we outline the conclusions and the more interesting future trends.