Challenges and opportunities faced by computing educators and students adapting to LLMs capable of generating accurate source code from natural-language problem descriptions.

Classic Delphi and Fuzzy Delphi methods are used to test content validity of data collection tools such as questionnaires. Fuzzy Delphi takes the opinion issued by judges from a linguistic perspective reducing ambiguity in opinions by using fuzzy numbers. We propose an extension named 2-Tuple Fuzzy Linguistic Delphi method to deal with scenarios in which judges show different expertise degrees by using fuzzy multigranular semantics of the linguistic terms and to obtain intermediate and final results expressed by 2-tuple linguistic values. The key idea of our proposal is to validate the full questionnaire by means of the evaluation of its parts, defining the validity of each item as a Decision Making problem. Taking the opinion of experts, we measure the degree of consensus, the degree of consistency, and the linguistic score of each item, in order to detect those items that affect, positively or negatively, the quality of the instrument. Considering the real need to evaluate a b-learning educational experience with a consensual questionnaire, we present a Decision Making model for questionnaire validation that solves it. Additionally, we contribute to this consensus reaching problem by developing an online tool under GPL v3 license. The software visualizes the collective valuations for each iteration and assists to determine which parts of the questionnaire should be modified to reach a consensual solution.

This study explores the use of Generative AI chatbots for transforming public science exhibits into virtual experiences that can extend the engagement of exhibits into the classroom. The broader goal is to increase accessibility of science exhibits, especially for those marginalized in STEM due to various factors, including cultural barriers. We hypothesize that turning exhibits into first-person anthropomorphized chatbots with a personality, like quirky-talking asteroids or comets, can increase engagement and learning. The paper mainly explores if such techniques are possible using Generative AI (e.g. GPT) via prompt engineering alone. The research includes an investigation into the possibility of integrating interactive assessment via question-generation using Bloom's Taxonomy. Initial results indicate that it is possible to combine these techniques. As such, it lays a foundation for future classroom evaluations of such chatbots to gauge their overall efficacy in extending the reach of science exhibitions. The paper concludes by discussing extensions of the research to fully evaluate effectiveness in virtual field-trips. We also include a brief examination of additional ways to enhance student motivation towards learning via chatbots.

Deep generative models have recently emerged as an effective approach to offline reinforcement learning. However, their large model size poses challenges in computation. We address this issue by proposing a knowledge distillation method based on data augmentation. In particular, high-return trajectories are generated from a conditional diffusion model, and they are blended with the original trajectories through a novel stitching algorithm that leverages a new reward generator. Applying the resulting dataset to behavioral cloning, the learned shallow policy whose size is much smaller outperforms or nearly matches deep generative planners on several D4RL benchmarks.

We study the problem of online conditional distribution estimation with \emph{unbounded} label sets under local differential privacy. Let $\mathcal{F}$ be a distribution-valued function class with unbounded label set. We aim at estimating an \emph{unknown} function $f\in \mathcal{F}$ in an online fashion so that at time $t$ when the context $\boldsymbol{x}_t$ is provided we can generate an estimate of $f(\boldsymbol{x}_t)$ under KL-divergence knowing only a privatized version of the true labels sampling from $f(\boldsymbol{x}_t)$. The ultimate objective is to minimize the cumulative KL-risk of a finite horizon $T$. We show that under $(\epsilon,0)$-local differential privacy of the privatized labels, the KL-risk grows as $\tilde{\Theta}(\frac{1}{\epsilon}\sqrt{KT})$ upto poly-logarithmic factors where $K=|\mathcal{F}|$. This is in stark contrast to the $\tilde{\Theta}(\sqrt{T\log K})$ bound demonstrated by Wu et al. (2023a) for bounded label sets. As a byproduct, our results recover a nearly tight upper bound for the hypothesis selection problem of gopi et al. (2020) established only for the batch setting.

Natural Language Processing (NLP) aims to analyze the text via techniques in the computer science field. It serves the applications in healthcare, commerce, and education domains. Particularly, NLP has been applied to the education domain to help teaching and learning. In this survey, we review recent advances in NLP with a focus on solving problems related to the education domain. In detail, we begin with introducing the relevant background. Then, we present the taxonomy of NLP in the education domain. Next, we illustrate the task definition, challenges, and corresponding techniques based on the above taxonomy. After that, we showcase some off-the-shelf demonstrations in this domain and conclude with future directions.

We start 2024 with a packed monthly digest, where you can catch up with any AIhub stories you may have missed, peruse the latest news, recap recent events, and more. This month, we continue our coverage of NeurIPS, meet the first interviewee in our AAAI Doctoral Consortium series, and find out how to build AI openly. The AAAI/SIGAI Doctoral Consortium provides an opportunity for a group of PhD students to discuss and explore their research interests and career objectives in an interdisciplinary workshop together with a panel of established researchers. Over the course of the next few months, we'll be meeting the participants and finding out more about their work, PhD life, and their future research plans. In the first interview of the series, Changhoon Kim told us about his research on enhancing the reliability of image generative AI.

Despite a controversial history of animal testing, the first human has had a chip implanted by Elon Musk's company Neuralink. After gaining approval for human experiments, the firm has now put its first Neuralink device, called'Telepathy', inside a person's brain. Musk claims Telepathy enables control of your phone or computer, and in turn almost any other device, 'just by thinking'. The billionaire entrepreneur hopes it will allow users with disabilities like Stephen Hawking to'communicate faster than an auctioneer'. Here, MailOnline reveals everything you need to know about the contentious technology, which has seen Musk accused of'playing God'.

Instructional videos provide detailed how-to guides for various tasks, with viewers often posing questions regarding the content. Addressing these questions is vital for comprehending the content, yet receiving immediate answers is difficult. While numerous computational models have been developed for Video Question Answering (Video QA) tasks, they are primarily trained on questions generated based on video content, aiming to produce answers from within the content. However, in real-world situations, users may pose questions that go beyond the video's informational boundaries, highlighting the necessity to determine if a video can provide the answer. Discerning whether a question can be answered by video content is challenging due to the multi-modal nature of videos, where visual and verbal information are intertwined. To bridge this gap, we present the YTCommentQA dataset, which contains naturally-generated questions from YouTube, categorized by their answerability and required modality to answer -- visual, script, or both. Experiments with answerability classification tasks demonstrate the complexity of YTCommentQA and emphasize the need to comprehend the combined role of visual and script information in video reasoning. The dataset is available at https://github.com/lgresearch/YTCommentQA.

Online Judge (OJ) systems are typically considered within programming-related courses as they yield fast and objective assessments of the code developed by the students. Such an evaluation generally provides a single decision based on a rubric, most commonly whether the submission successfully accomplished the assignment. Nevertheless, since in an educational context such information may be deemed insufficient, it would be beneficial for both the student and the instructor to receive additional feedback about the overall development of the task. This work aims to tackle this limitation by considering the further exploitation of the information gathered by the OJ and automatically inferring feedback for both the student and the instructor. More precisely, we consider the use of learning-based schemes -- particularly, multi-instance learning (MIL) and classical machine learning formulations -- to model student behavior. Besides, explainable artificial intelligence (XAI) is contemplated to provide human-understandable feedback. The proposal has been evaluated considering a case of study comprising 2500 submissions from roughly 90 different students from a programming-related course in a computer science degree. The results obtained validate the proposal: The model is capable of significantly predicting the user outcome (either passing or failing the assignment) solely based on the behavioral pattern inferred by the submissions provided to the OJ. Moreover, the proposal is able to identify prone-to-fail student groups and profiles as well as other relevant information, which eventually serves as feedback to both the student and the instructor.