Student commitment towards a learning recommendation is not separable from their understanding of the reasons it was recommended to them; and their ability to modify it based on that understanding. Among explainability approaches, chatbots offer the potential to engage the student in a conversation, similar to a discussion with a peer or a mentor. The capabilities of chatbots, however, are still not sufficient to replace a human mentor, despite the advancements of generative AI (GenAI) and large language models (LLM). Therefore, we propose an approach to utilize chatbots as mediators of the conversation and sources of limited and controlled generation of explanations, to harvest the potential of LLMs while reducing their potential risks at the same time. The proposed LLM-based chatbot supports students in understanding learning-paths recommendations. We use a knowledge graph (KG) as a human-curated source of information, to regulate the LLM's output through defining its prompt's context. A group chat approach is developed to connect students with human mentors, either on demand or in cases that exceed the chatbot's pre-defined tasks. We evaluate the chatbot with a user study, to provide a proof-of-concept and highlight the potential requirements and limitations of utilizing chatbots in conversational explainability.

Artificial Intelligence (AI) is changing the world as we know it. OpenAI's ChatGPT became the fastest-growing consumer application in history, after reaching 100 million monthly active users just two months after its launch, according to a UBS study in January 2023. In higher education, the rise of AI text generators and chatbots is driving faculty and administrators to rethink their institutions' curriculum and policies. ChatGPT has raised concerns of increased opportunities for cheating and plagiarism, as well as inhibiting students' learning. A BestColleges survey found that 51% of college students agree that using AI tools on schoolwork constitutes cheating or plagiarism.

Is there a canonical way to think of agency beyond reward maximisation? In this paper, we show that any type of behaviour complying with physically sound assumptions about how macroscopic biological agents interact with the world canonically integrates exploration and exploitation in the sense of minimising risk and ambiguity about states of the world. This description, known as active inference, refines the free energy principle, a popular descriptive framework for action and perception originating in neuroscience. Active inference provides a normative Bayesian framework to simulate and model agency that is widely used in behavioural neuroscience, reinforcement learning (RL) and robotics. The usefulness of active inference for RL is three-fold. \emph{a}) Active inference provides a principled solution to the exploration-exploitation dilemma that usefully simulates biological agency. \emph{b}) It provides an explainable recipe to simulate behaviour, whence behaviour follows as an explainable mixture of exploration and exploitation under a generative world model, and all differences in behaviour are explicit in differences in world model. \emph{c}) This framework is universal in the sense that it is theoretically possible to rewrite any RL algorithm conforming to the descriptive assumptions of active inference as an active inference algorithm. Thus, active inference can be used as a tool to uncover and compare the commitments and assumptions of more specific models of agency.

The Surrogate Modeling Toolbox (SMT) is an open-source Python package that offers a collection of surrogate modeling methods, sampling techniques, and a set of sample problems. This paper presents SMT 2.0, a major new release of SMT that introduces significant upgrades and new features to the toolbox. This release adds the capability to handle mixed-variable surrogate models and hierarchical variables. These types of variables are becoming increasingly important in several surrogate modeling applications. SMT 2.0 also improves SMT by extending sampling methods, adding new surrogate models, and computing variance and kernel derivatives for Kriging. This release also includes new functions to handle noisy and use multifidelity data. To the best of our knowledge, SMT 2.0 is the first open-source surrogate library to propose surrogate models for hierarchical and mixed inputs. This open-source software is distributed under the New BSD license.

Graphs have emerged as a natural choice to represent and analyze the intricate patterns and rich information of the Web, enabling applications such as online page classification and social recommendation. The prevailing "pre-train, fine-tune" paradigm has been widely adopted in graph machine learning tasks, particularly in scenarios with limited labeled nodes. However, this approach often exhibits a misalignment between the training objectives of pretext tasks and those of downstream tasks. This gap can result in the "negative transfer" problem, wherein the knowledge gained from pre-training adversely affects performance in the downstream tasks. The surge in prompt-based learning within Natural Language Processing (NLP) suggests the potential of adapting a "pre-train, prompt" paradigm to graphs as an alternative. However, existing graph prompting techniques are tailored to homogeneous graphs, neglecting the inherent heterogeneity of Web graphs. To bridge this gap, we propose HetGPT, a general post-training prompting framework to improve the predictive performance of pre-trained heterogeneous graph neural networks (HGNNs). The key is the design of a novel prompting function that integrates a virtual class prompt and a heterogeneous feature prompt, with the aim to reformulate downstream tasks to mirror pretext tasks. Moreover, HetGPT introduces a multi-view neighborhood aggregation mechanism, capturing the complex neighborhood structure in heterogeneous graphs. Extensive experiments on three benchmark datasets demonstrate HetGPT's capability to enhance the performance of state-of-the-art HGNNs on semi-supervised node classification.

Artificial Intelligence (AI) in recent years has shown an unprecedentedly impressive development, tending to play a catalytic role in all aspects of life. The interest of the academic community, but also of governments, is huge in the dynamics of AI and is reflected by the truly explosive amount of investment and research that is underway. Enthusiastic opinions and statements about AI are made every day, but at the same time they also bring to the fore alarming predictions about its effects. This paper aims to describe the opportunities emerging from the use of artificial intelligence and ChatGPT to improve education, but also to identify the challenges and ethical issues that arise.

This study evaluates the effectiveness of various large language models (LLMs) in performing tasks common among undergraduate computer science students. Although a number of research studies in the computing education community have explored the possibility of using LLMs for a variety of tasks, there is a lack of comprehensive research comparing different LLMs and evaluating which LLMs are most effective for different tasks. Our research systematically assesses some of the publicly available LLMs such as Google Bard, ChatGPT, GitHub Copilot Chat, and Microsoft Copilot across diverse tasks commonly encountered by undergraduate computer science students. These tasks include code generation, explanation, project ideation, content generation, class assignments, and email composition. Evaluation for these tasks was carried out by junior and senior students in computer science, and provides insights into the models' strengths and limitations. This study aims to guide students in selecting suitable LLMs for any specific task and offers valuable insights on how LLMs can be used constructively by students and instructors.

Automated reasoning in geometry is available in various software tools for several years, mostly in prover packages. In this paper we pay our attention to a non-trivial presence of a geometry prover in the software tool GeoGebra Discovery [4, 5] that aims at reaching secondary schools with its intuitive user interface. Most importantly, we give a report on a STEM/STEAM project that was discussed in a group of prospective mathematics teachers at the Private University College of Education of the Diocese of Linz in Upper Austria during the winter semester 2022/23, in the frame of a course that focuses on exploiting technology in mathematics education (36 students in 2 working groups). This project consisted of several other experiments that were already communicated by the second author. The discussed activity, a detailed study of the movement of a rocking camel, is however, completely new. Also, some major improvements in the underlying software tool (implemented by the second author with a substantial help of the students' feedback), makes it much easier to model similar project setups and conclude mathematical knowledge in an automated way.

A pervasive phenomenon in machine learning applications is distribution shift, where training and deployment conditions for a machine learning model differ. As distribution shift typically results in a degradation in performance, much attention has been devoted to algorithmic interventions that mitigate these detrimental effects. In this paper, we study the effect of distribution shift in the presence of model misspecification, specifically focusing on $L_{\infty}$-misspecified regression and adversarial covariate shift, where the regression target remains fixed while the covariate distribution changes arbitrarily. We show that empirical risk minimization, or standard least squares regression, can result in undesirable misspecification amplification where the error due to misspecification is amplified by the density ratio between the training and testing distributions. As our main result, we develop a new algorithm -- inspired by robust optimization techniques -- that avoids this undesirable behavior, resulting in no misspecification amplification while still obtaining optimal statistical rates. As applications, we use this regression procedure to obtain new guarantees in offline and online reinforcement learning with misspecification and establish new separations between previously studied structural conditions and notions of coverage.

The safe integration of machine learning modules in decision-making processes hinges on their ability to quantify uncertainty. A popular technique to achieve this goal is conformal prediction (CP), which transforms an arbitrary base predictor into a set predictor with coverage guarantees. While CP certifies the predicted set to contain the target quantity with a user-defined tolerance, it does not provide control over the average size of the predicted sets, i.e., over the informativeness of the prediction. In this work, a theoretical connection is established between the generalization properties of the base predictor and the informativeness of the resulting CP prediction sets. To this end, an upper bound is derived on the expected size of the CP set predictor that builds on generalization error bounds for the base predictor. The derived upper bound provides insights into the dependence of the average size of the CP set predictor on the amount of calibration data, the target reliability, and the generalization performance of the base predictor. The theoretical insights are validated using simple numerical regression and classification tasks.