This study aimed to examine an assumption that generative artificial intelligence (GAI) tools can overcome the cognitive intensity that humans suffer when solving problems. We compared the performance of ChatGPT and GPT-4 on 2019 NAEP science assessments with students by cognitive demands of the items. Fifty-four tasks were coded by experts using a two-dimensional cognitive load framework, including task cognitive complexity and dimensionality. ChatGPT and GPT-4 responses were scored using the scoring keys of NAEP. The analysis of the available data was based on the average student ability scores for students who answered each item correctly and the percentage of students who responded to individual items. Results showed that both ChatGPT and GPT-4 consistently outperformed most students who answered the NAEP science assessments. As the cognitive demand for NAEP tasks increases, statistically higher average student ability scores are required to correctly address the questions. This pattern was observed for students in grades 4, 8, and 12, respectively. However, ChatGPT and GPT-4 were not statistically sensitive to the increase in cognitive demands of the tasks, except for Grade 4. As the first study focusing on comparing GAI and K-12 students in problem-solving in science, this finding implies the need for changes to educational objectives to prepare students with competence to work with GAI tools in the future. Education ought to emphasize the cultivation of advanced cognitive skills rather than depending solely on tasks that demand cognitive intensity. This approach would foster critical thinking, analytical skills, and the application of knowledge in novel contexts. Findings also suggest the need for innovative assessment practices by moving away from cognitive intensity tasks toward creativity and analytical skills to avoid the negative effects of GAI on testing more efficiently.

Recently, multi-task instruction tuning has been applied into sentence representation learning, which endows the capability of generating specific representations with the guidance of task instruction, exhibiting strong generalization ability on new tasks. However, these methods mostly neglect the potential interference problems across different tasks and instances, which may affect the training and convergence of the model. To address it, we propose a data curriculum method, namely Data-CUBE, that arranges the orders of all the multi-task data for training, to minimize the interference risks from the two views. In the task level, we aim to find the optimal task order to minimize the total cross-task interference risk, which is exactly the traveling salesman problem, hence we utilize a simulated annealing algorithm to find its solution. In the instance level, we measure the difficulty of all instances per task, then divide them into the easy-to-difficult mini-batches for training. Experiments on MTEB sentence representation evaluation tasks show that our approach can boost the performance of state-of-the-art methods. Our code and data are publicly available at the link: \url{https://github.com/RUCAIBox/Data-CUBE}.

The difficulty of the information extraction task lies in dealing with the task-specific label schemas and heterogeneous data structures. Recent work has proposed methods based on large language models to uniformly model different information extraction tasks. However, these existing methods are deficient in their information extraction capabilities for Chinese languages other than English. In this paper, we propose an end-to-end chat-enhanced instruction tuning framework for universal information extraction (YAYI-UIE), which supports both Chinese and English. Specifically, we utilize dialogue data and information extraction data to enhance the information extraction performance jointly. Experimental results show that our proposed framework achieves state-of-the-art performance on Chinese datasets while also achieving comparable performance on English datasets under both supervised settings and zero-shot settings.

With the aim to provide teachers with more specific, frequent, and actionable feedback about their teaching, we explore how Large Language Models (LLMs) can be used to estimate ``Instructional Support'' domain scores of the CLassroom Assessment Scoring System (CLASS), a widely used observation protocol. We design a machine learning architecture that uses either zero-shot prompting of Meta's Llama2, and/or a classic Bag of Words (BoW) model, to classify individual utterances of teachers' speech (transcribed automatically using OpenAI's Whisper) for the presence of Instructional Support. Then, these utterance-level judgments are aggregated over an entire 15-min observation session to estimate a global CLASS score. Experiments on two CLASS-coded datasets of toddler and pre-kindergarten classrooms indicate that (1) automatic CLASS Instructional Support estimation accuracy using the proposed method (Pearson $R$ up to $0.47$) approaches human inter-rater reliability (up to $R=0.55$); (2) LLMs yield slightly greater accuracy than BoW for this task, though the best models often combined features extracted from both LLM and BoW; and (3) for classifying individual utterances, there is still room for improvement of automated methods compared to human-level judgments. Finally, (4) we illustrate how the model's outputs can be visualized at the utterance level to provide teachers with explainable feedback on which utterances were most positively or negatively correlated with specific CLASS dimensions.

In many medical image classification problems, labeled data is scarce while unlabeled data is more available. Semi-supervised learning and self-supervised learning are two different research directions that can improve accuracy by learning from extra unlabeled data. Recent methods from both directions have reported significant gains on traditional benchmarks. Yet past benchmarks do not focus on medical tasks and rarely compare self- and semi- methods together on equal footing. Furthermore, past benchmarks often handle hyperparameter tuning suboptimally. First, they may not tune hyperparameters at all, leading to underfitting. Second, when tuning does occur, it often unrealistically uses a labeled validation set much larger than the train set. Both cases make previously published rankings of methods difficult to translate to practical settings. This study contributes a systematic evaluation of self- and semi- methods with a unified experimental protocol intended to guide a practitioner with scarce overall labeled data and a limited compute budget. We answer two key questions: Can hyperparameter tuning be effective with realistic-sized validation sets? If so, when all methods are tuned well, which self- or semi-supervised methods reach the best accuracy? Our study compares 13 representative semi- and self-supervised methods to strong labeled-set-only baselines on 4 medical datasets. From 20000+ total GPU hours of computation, we provide valuable best practices to resource-constrained, results-focused practitioners.

Diffusion models have become the go-to method for large-scale generative models in real-world applications. These applications often involve data distributions confined within bounded domains, typically requiring ad-hoc thresholding techniques for boundary enforcement. Reflected diffusion models (Lou23) aim to enhance generalizability by generating the data distribution through a backward process governed by reflected Brownian motion. However, reflected diffusion models may not easily adapt to diverse domains without the derivation of proper diffeomorphic mappings and do not guarantee optimal transport properties. To overcome these limitations, we introduce the Reflected Schrodinger Bridge algorithm: an entropy-regularized optimal transport approach tailored for generating data within diverse bounded domains. We derive elegant reflected forward-backward stochastic differential equations with Neumann and Robin boundary conditions, extend divergence-based likelihood training to bounded domains, and explore natural connections to entropic optimal transport for the study of approximate linear convergence - a valuable insight for practical training. Our algorithm yields robust generative modeling in diverse domains, and its scalability is demonstrated in real-world constrained generative modeling through standard image benchmarks.

As artificial intelligence (AI) is playing an increasingly important role in our society and global economy, AI education and literacy have become necessary components in college and K-12 education to prepare students for an AI-powered society. However, current AI curricula have not yet been made accessible and engaging enough for students and schools from all socio-economic backgrounds with different educational goals. In this work, we developed an open-source learning module for college and high school students, which allows students to build their own robot companion from the ground up. This open platform can be used to provide hands-on experience and introductory knowledge about various aspects of AI, including robotics, machine learning (ML), software engineering, and mechanical engineering. Because of the social and personal nature of a socially assistive robot companion, this module also puts a special emphasis on human-centered AI, enabling students to develop a better understanding of human-AI interaction and AI ethics through hands-on learning activities. With open-source documentation, assembling manuals and affordable materials, students from different socio-economic backgrounds can personalize their learning experience based on their individual educational goals. To evaluate the student-perceived quality of our module, we conducted a usability testing workshop with 15 college students recruited from a minority-serving institution. Our results indicate that our AI module is effective, easy-to-follow, and engaging, and it increases student interest in studying AI/ML and robotics in the future. We hope that this work will contribute toward accessible and engaging AI education in human-AI interaction for college and high school students.

The rapid advancement of artificial intelligence (AI) techniques has opened up new opportunities to revolutionize various fields, including operations research (OR). This survey paper explores the integration of AI within the OR process (AI4OR) to enhance its effectiveness and efficiency across multiple stages, such as parameter generation, model formulation, and model optimization. By providing a comprehensive overview of the state-of-the-art and examining the potential of AI to transform OR, this paper aims to inspire further research and innovation in the development of AI-enhanced OR methods and tools. The synergy between AI and OR is poised to drive significant advancements and novel solutions in a multitude of domains, ultimately leading to more effective and efficient decision-making.

Machine learning (ML) has demonstrated remarkable capabilities across many real-world systems, from predictive modeling to intelligent automation. However, the widespread integration of machine learning also makes it necessary to ensure machine learning-driven decision-making systems do not violate ethical principles and values of society in which they operate. As ML-driven decisions proliferate, particularly in cases involving sensitive attributes such as gender, race, and age, to name a few, the need for equity and impartiality has emerged as a fundamental concern. In situations demanding real-time decision-making, fairness objectives become more nuanced and complex: instantaneous fairness to ensure equity in every time slot, and long-term fairness to ensure fairness over a period of time. There is a growing awareness that real-world systems that operate over long periods and require fairness over different timelines. However, existing approaches mainly address dynamic costs with time-invariant fairness constraints, often disregarding the challenges posed by time-varying fairness constraints. To bridge this gap, this work introduces a framework for ensuring long-term fairness within dynamic decision-making systems characterized by time-varying fairness constraints. We formulate the decision problem with fairness constraints over a period as a constrained online optimization problem. A novel online algorithm, named LoTFair, is presented that solves the problem 'on the fly'. We prove that LoTFair can make overall fairness violations negligible while maintaining the performance over the long run.

Using learning analytics to investigate and support collaborative learning has been explored for many years. Recently, automated approaches with various artificial intelligence approaches have provided promising results for modelling and predicting student engagement and performance in collaborative learning tasks. However, due to the lack of transparency and interpretability caused by the use of "black box" approaches in learning analytics design and implementation, guidance for teaching and learning practice may become a challenge. On the one hand, the black box created by machine learning algorithms and models prevents users from obtaining educationally meaningful learning and teaching suggestions. On the other hand, focusing on group and cohort level analysis only can make it difficult to provide specific support for individual students working in collaborative groups. This paper proposes a transparent approach to automatically detect student's individual engagement in the process of collaboration. The results show that the proposed approach can reflect student's individual engagement and can be used as an indicator to distinguish students with different collaborative learning challenges (cognitive, behavioural and emotional) and learning outcomes. The potential of the proposed collaboration analytics approach for scaffolding collaborative learning practice in face-to-face contexts is discussed and future research suggestions are provided.