Machine learning-based automatic scoring can be challenging if students' responses are unbalanced across scoring categories, as it introduces uncertainty in the machine training process. To meet this challenge, we introduce a novel text data augmentation framework using GPT-4, a generative large language model, specifically tailored for unbalanced datasets in automatic scoring. Our experimental dataset comprised student-written responses to two science items. We crafted prompts for GPT-4 to generate responses resembling student-written answers, particularly for the minority scoring classes, to augment the data. We then finetuned DistillBERT for automatic scoring based on the augmented and original datasets. Model performance was assessed using accuracy, precision, recall, and F1 score. We incorporate varied amounts of augmented data to examine scoring performance, and our findings revealed remarkedly improved model performance. The average maximum increase observed across two items is: 3.5% for accuracy, 30.6% for precision, 21.1% for recall, and 24.2% for F1 score. Notably, using just 5% of the augmented data led to substantial improvements: 2.6%, 29.2%, 15.1%, and 19.6%. Interestingly, the extent of improvement varied depending on specific datasets. Moreover, we found that a varying amount of augmented data (5%-40%) was needed to obtain a stable improvement. We also compare models trained with GPT-4 augmented data and those trained with additional student-written responses. The findings indicate that former ones match or even exceed the performance of the latter. Specifically, there is an average difference of 1.7%, 1.9%, 11.0%, and 7.8% for four metrics separately. This research underscores the potential and effectiveness of data augmentation techniques utilizing GPT-4 in addressing unbalanced datasets within automated assessment.

Due to the empirical success of reinforcement learning, an increasing number of students study the subject. However, from our practical teaching experience, we see students entering the field (bachelor, master and early PhD) often struggle. On the one hand, textbooks and (online) lectures provide the fundamentals, but students find it hard to translate between equations and code. On the other hand, public codebases do provide practical examples, but the implemented algorithms tend to be complex, and the underlying test environments contain multiple reinforcement learning challenges at once. Although this is realistic from a research perspective, it often hinders educational conceptual understanding. To solve this issue we introduce EduGym, a set of educational reinforcement learning environments and associated interactive notebooks tailored for education. Each EduGym environment is specifically designed to illustrate a certain aspect/challenge of reinforcement learning (e.g., exploration, partial observability, stochasticity, etc.), while the associated interactive notebook explains the challenge and its possible solution approaches, connecting equations and code in a single document. An evaluation among RL students and researchers shows 86% of them think EduGym is a useful tool for reinforcement learning education. All notebooks are available from https://sites.google.com/view/edu-gym/home, while the full software package can be installed from https://github.com/RLG-Leiden/edugym.

Procedural content generation (PCG) can be applied to a wide variety of tasks in games, from narratives, levels and sounds, to trees and weapons. A large amount of game content is comprised of graphical assets, such as clouds, buildings or vegetation, that do not require gameplay function considerations. There is also a breadth of literature examining the procedural generation of such elements for purposes outside of games. The body of research, focused on specific methods for generating specific assets, provides a narrow view of the available possibilities. Hence, it is difficult to have a clear picture of all approaches and possibilities, with no guide for interested parties to discover possible methods and approaches for their needs, and no facility to guide them through each technique or approach to map out the process of using them. Therefore, a systematic literature review has been conducted, yielding 200 accepted papers. This paper explores state-of-the-art approaches to graphical asset generation, examining research from a wide range of applications, inside and outside of games. Informed by the literature, a conceptual framework has been derived to address the aforementioned gaps.

Reasoning about safety, security, and other dependability attributes of autonomous systems is a challenge that needs to be addressed before the adoption of such systems in day-to-day life. Formal methods is a class of methods that mathematically reason about a system's behavior. Thus, a correctness proof is sufficient to conclude the system's dependability. However, these methods are usually applied to abstract models of the system, which might not fully represent the actual system. Fault injection, on the other hand, is a testing method to evaluate the dependability of systems. However, the amount of testing required to evaluate the system is rather large and often a problem. This vision paper introduces formal fault injection, a fusion of these two techniques throughout the development lifecycle to enhance the dependability of autonomous systems. We advocate for a more cohesive approach by identifying five areas of mutual support between formal methods and fault injection. By forging stronger ties between the two fields, we pave the way for developing safe and dependable autonomous systems. This paper delves into the integration's potential and outlines future research avenues, addressing open challenges along the way.

Hybrid storage systems (HSS) use multiple different storage devices to provide high and scalable storage capacity at high performance. Recent research proposes various techniques that aim to accurately identify performance-critical data to place it in a "best-fit" storage device. Unfortunately, most of these techniques are rigid, which (1) limits their adaptivity to perform well for a wide range of workloads and storage device configurations, and (2) makes it difficult for designers to extend these techniques to different storage system configurations (e.g., with a different number or different types of storage devices) than the configuration they are designed for. We introduce Sibyl, the first technique that uses reinforcement learning for data placement in hybrid storage systems. Sibyl observes different features of the running workload as well as the storage devices to make system-aware data placement decisions. For every decision it makes, Sibyl receives a reward from the system that it uses to evaluate the long-term performance impact of its decision and continuously optimizes its data placement policy online. We implement Sibyl on real systems with various HSS configurations. Our results show that Sibyl provides 21.6%/19.9% performance improvement in a performance-oriented/cost-oriented HSS configuration compared to the best previous data placement technique. Our evaluation using an HSS configuration with three different storage devices shows that Sibyl outperforms the state-of-the-art data placement policy by 23.9%-48.2%, while significantly reducing the system architect's burden in designing a data placement mechanism that can simultaneously incorporate three storage devices. We show that Sibyl achieves 80% of the performance of an oracle policy that has complete knowledge of future access patterns while incurring a very modest storage overhead of only 124.4 KiB.

Last month, educational psychologist Ronald Beghetto asked a group of graduate students and teaching professionals to discuss their work in an unusual way. As well as talking to each other, they conversed with a collection of creativity-focused chatbots that Beghetto had designed and that will soon be hosted on a platform run by his institute, Arizona State University (ASU). The bots are based on the same artificial-intelligence (AI) technology that powers the famous and conversationally fluent ChatGPT. Beghetto prompts the bots to take on various personas to encourage creativity -- for example, by deliberately challenging someone's assumptions. One student discussed various dissertation topics with the chatbots. Lecturers talked about how to design classes.

Advances in artificial intelligence (AI) are fueling a new paradigm of discoveries in natural sciences. Today, AI has started to advance natural sciences by improving, accelerating, and enabling our understanding of natural phenomena at a wide range of spatial and temporal scales, giving rise to a new area of research known as AI for science (AI4Science). Being an emerging research paradigm, AI4Science is unique in that it is an enormous and highly interdisciplinary area. Thus, a unified and technical treatment of this field is needed yet challenging. This work aims to provide a technically thorough account of a subarea of AI4Science; namely, AI for quantum, atomistic, and continuum systems. These areas aim at understanding the physical world from the subatomic (wavefunctions and electron density), atomic (molecules, proteins, materials, and interactions), to macro (fluids, climate, and subsurface) scales and form an important subarea of AI4Science. A unique advantage of focusing on these areas is that they largely share a common set of challenges, thereby allowing a unified and foundational treatment. A key common challenge is how to capture physics first principles, especially symmetries, in natural systems by deep learning methods. We provide an in-depth yet intuitive account of techniques to achieve equivariance to symmetry transformations. We also discuss other common technical challenges, including explainability, out-of-distribution generalization, knowledge transfer with foundation and large language models, and uncertainty quantification. To facilitate learning and education, we provide categorized lists of resources that we found to be useful. We strive to be thorough and unified and hope this initial effort may trigger more community interests and efforts to further advance AI4Science.

Reciprocal questioning is essential for effective teaching and learning, fostering active engagement and deeper understanding through collaborative interactions, especially in large classrooms. Can large language model (LLM), such as OpenAI's GPT (Generative Pre-trained Transformer) series, assist in this? This paper investigates a pedagogical approach of classroom flipping based on flipped interaction in LLMs. Flipped interaction involves using language models to prioritize generating questions instead of answers to prompts. We demonstrate how traditional classroom flipping techniques, including Peer Instruction and Just-in-Time Teaching (JiTT), can be enhanced through flipped interaction techniques, creating student-centric questions for hybrid teaching. In particular, we propose a workflow to integrate prompt engineering with clicker and JiTT quizzes by a poll-prompt-quiz routine and a quiz-prompt-discuss routine to empower students to self-regulate their learning capacity and enable teachers to swiftly personalize training pathways. We develop an LLM-driven chatbot software that digitizes various elements of classroom flipping and facilitates the assessment of students using these routines to deliver peer-generated questions. We have applied our LLM-driven chatbot software for teaching both undergraduate and graduate students from 2020 to 2022, effectively useful for bridging the gap between teachers and students in remote teaching during the COVID-19 pandemic years. In particular, LLM-driven classroom flipping can be particularly beneficial in large class settings to optimize teaching pace and enable engaging classroom experiences.

In this paper, we improve the kernel alignment regret bound for online kernel learning in the regime of the Hinge loss function. Previous algorithm achieves a regret of $O((\mathcal{A}_TT\ln{T})^{\frac{1}{4}})$ at a computational complexity (space and per-round time) of $O(\sqrt{\mathcal{A}_TT\ln{T}})$, where $\mathcal{A}_T$ is called \textit{kernel alignment}. We propose an algorithm whose regret bound and computational complexity are better than previous results. Our results depend on the decay rate of eigenvalues of the kernel matrix. If the eigenvalues of the kernel matrix decay exponentially, then our algorithm enjoys a regret of $O(\sqrt{\mathcal{A}_T})$ at a computational complexity of $O(\ln^2{T})$. Otherwise, our algorithm enjoys a regret of $O((\mathcal{A}_TT)^{\frac{1}{4}})$ at a computational complexity of $O(\sqrt{\mathcal{A}_TT})$. We extend our algorithm to batch learning and obtain a $O(\frac{1}{T}\sqrt{\mathbb{E}[\mathcal{A}_T]})$ excess risk bound which improves the previous $O(1/\sqrt{T})$ bound.

Fishing for the Mission 22 founder Harold Skelton told Fox News Digital how his organization uses a therapeutic approach through fishing to help veterans. If you or someone you know is having thoughts of suicide, please contact the Suicide & Crisis Lifeline at 988 or 1-800-273-TALK (8255). Artificial intelligence is working to save the lives of America's heroes. A new product by ReflexAI called HomeTeam was just released this week, with the goal of preventing veteran suicide. Each day, 17 veterans die by suicide, according to the company, amid an ongoing mental health crisis across the country.