This paper presents a comprehensive examination of how multimodal artificial intelligence (AI) approaches are paving the way towards the realization of Artificial General Intelligence (AGI) in educational contexts. It scrutinizes the evolution and integration of AI in educational systems, emphasizing the crucial role of multimodality, which encompasses auditory, visual, kinesthetic, and linguistic modes of learning. This research delves deeply into the key facets of AGI, including cognitive frameworks, advanced knowledge representation, adaptive learning mechanisms, strategic planning, sophisticated language processing, and the integration of diverse multimodal data sources. It critically assesses AGI's transformative potential in reshaping educational paradigms, focusing on enhancing teaching and learning effectiveness, filling gaps in existing methodologies, and addressing ethical considerations and responsible usage of AGI in educational settings. The paper also discusses the implications of multimodal AI's role in education, offering insights into future directions and challenges in AGI development. This exploration aims to provide a nuanced understanding of the intersection between AI, multimodality, and education, setting a foundation for future research and development in AGI.

In this paper, we study the mistake bound of online kernel learning on a budget. We propose a new budgeted online kernel learning model, called Ahpatron, which significantly improves the mistake bound of previous work and resolves the open problem posed by Dekel, Shalev-Shwartz, and Singer (2005). We first present an aggressive variant of Perceptron, named AVP, a model without budget, which uses an active updating rule. Then we design a new budget maintenance mechanism, which removes a half of examples,and projects the removed examples onto a hypothesis space spanned by the remaining examples. Ahpatron adopts the above mechanism to approximate AVP. Theoretical analyses prove that Ahpatron has tighter mistake bounds, and experimental results show that Ahpatron outperforms the state-of-the-art algorithms on the same or a smaller budget.

The randomly pivoted partial Cholesky algorithm (RPCholesky) computes a factorized rank-k approximation of an N x N positive-semidefinite (psd) matrix. RPCholesky requires only (k + 1) N entry evaluations and O(k^2 N) additional arithmetic operations, and it can be implemented with just a few lines of code. The method is particularly useful for approximating a kernel matrix. This paper offers a thorough new investigation of the empirical and theoretical behavior of this fundamental algorithm. For matrix approximation problems that arise in scientific machine learning, experiments show that RPCholesky matches or beats the performance of alternative algorithms. Moreover, RPCholesky provably returns low-rank approximations that are nearly optimal. The simplicity, effectiveness, and robustness of RPCholesky strongly support its use in scientific computing and machine learning applications.

The increasing availability of Massive Open Online Courses (MOOCs) has created a necessity for personalized course recommendation systems. These systems often combine neural networks with Knowledge Graphs (KGs) to achieve richer representations of learners and courses. While these enriched representations allow more accurate and personalized recommendations, explainability remains a significant challenge which is especially problematic for certain domains with significant impact such as education and online learning. Recently, a novel class of recommender systems that uses reinforcement learning and graph reasoning over KGs has been proposed to generate explainable recommendations in the form of paths over a KG. Despite their accuracy and interpretability on e-commerce datasets, these approaches have scarcely been applied to the educational domain and their use in practice has not been studied. In this work, we propose an explainable recommendation system for MOOCs that uses graph reasoning. To validate the practical implications of our approach, we conducted a user study examining user perceptions of our new explainable recommendations. We demonstrate the generalizability of our approach by conducting experiments on two educational datasets: COCO and Xuetang.

With the rapid development of Deep Learning, more and more applications on the cloud and edge tend to utilize large DNN (Deep Neural Network) models for improved task execution efficiency as well as decision-making quality. Due to memory constraints, models are commonly optimized using compression, pruning, and partitioning algorithms to become deployable onto resource-constrained devices. As the conditions in the computational platform change dynamically, the deployed optimization algorithms should accordingly adapt their solutions. To perform frequent evaluations of these solutions in a timely fashion, RMs (Regression Models) are commonly trained to predict the relevant solution quality metrics, such as the resulted DNN module inference latency, which is the focus of this paper. Existing prediction frameworks specify different RM training workflows, but none of them allow flexible configurations of the input parameters (e.g., batch size, device utilization rate) and of the selected RMs for different modules. In this paper, a deep learning module inference latency prediction framework is proposed, which i) hosts a set of customizable input parameters to train multiple different RMs per DNN module (e.g., convolutional layer) with self-generated datasets, and ii) automatically selects a set of trained RMs leading to the highest possible overall prediction accuracy, while keeping the prediction time / space consumption as low as possible. Furthermore, a new RM, namely MEDN (Multi-task Encoder-Decoder Network), is proposed as an alternative solution. Comprehensive experiment results show that MEDN is fast and lightweight, and capable of achieving the highest overall prediction accuracy and R-squared value. The Time/Space-efficient Auto-selection algorithm also manages to improve the overall accuracy by 2.5% and R-squared by 0.39%, compared to the MEDN single-selection scheme.

The recent evolution of generative artificial intelligence (GAI) leads to the emergence of groundbreaking applications such as ChatGPT, which not only enhances the efficiency of digital content production, such as text, audio, video, or even network traffic data, but also enriches its diversity. Beyond digital content creation, GAI's capability in analyzing complex data distributions offers great potential for wireless communications, particularly amidst a rapid expansion of new physical layer communication technologies. For example, the diffusion model can learn input signal distributions and use them to improve the channel estimation accuracy, while the variational autoencoder can model channel distribution and infer latent variables for blind channel equalization. Therefore, this paper presents a comprehensive investigation of GAI's applications for communications at the physical layer, ranging from traditional issues, including signal classification, channel estimation, and equalization, to emerging topics, such as intelligent reflecting surfaces and joint source channel coding. We also compare GAI-enabled physical layer communications with those supported by traditional AI, highlighting GAI's inherent capabilities and unique contributions in these areas. Finally, the paper discusses open issues and proposes several future research directions, laying a foundation for further exploration and advancement of GAI in physical layer communications.

In the evolving landscape of education, robotics has emerged as a powerful tool for fostering creativity, critical thinking, and problem-solving skills among students of all ages. This innovative approach to learning seamlessly integrates STEM (Science, Technology, Engineering, and Mathematics) concepts, creating an engaging and immersive learning experience. Educational robotics transcends traditional classroom settings, transforming learning into a hands-on, experiential endeavor. Students are actively involved in the design, construction, and programming of robots, allowing them to apply theoretical concepts to practical applications. This hands-on approach fosters deeper understanding and retention of knowledge, making learning more meaningful and enjoyable. In this paper, the potential of simulation robotics is evaluated as a hands on interactive learning experience that goes beyond traditional robotic classroom methods.

Recent Offline Reinforcement Learning methods have succeeded in learning high-performance policies from fixed datasets of experience. A particularly effective approach learns to first identify and then mimic optimal decision-making strategies. Our work evaluates this method's ability to scale to vast datasets consisting almost entirely of sub-optimal noise. A thorough investigation on a custom benchmark helps identify several key challenges involved in learning from high-noise datasets. We re-purpose prioritized experience sampling to locate expert-level demonstrations among millions of low-performance samples. This modification enables offline agents to learn state-of-the-art policies in benchmark tasks using datasets where expert actions are outnumbered nearly 65:1.

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The advancements in Artificial Intelligence (AI) technologies such as ChatGPT have gained popularity in recent days. The integration of ChatGPT in educational contexts has already created attractions due to a wide range of applications. However, the automatic generation of human-like texts also poses potential risks to academic integrity, especially when faced with writing-intensive language courses. Considering the ongoing debates, this study aims to investigate the academic policies and guidelines established by US universities regarding the use of ChatGPT in teaching and learning. The data sources include academic policies, statements, guidelines as well as relevant resources that were provided by the top 50 universities in the United States, according to U.S. News. Thematic analysis and qualitative analysis were employed in the analysis and showed that most top 50 universities were open but cautious towards the integration of generative AI in teaching and learning and also expressed their concerns on ethical usage, accuracy, and data privacy. Most universities also provided a variety of resources and guidelines, including syllabus templates/samples, workshops and discussions, shared articles, and one-on-one consultations, with focuses on general technical introduction, ethical concerns, pedagogical applications, preventive strategies, data privacy, limitations, and detective tools. The findings will inform future policy-making regarding the integration of ChatGPT in college-level education and influence the provision of supportive resources by universities for the appropriate application of ChatGPT in education.