The introduction of automated deduction systems in secondary schools faces several bottlenecks. Beyond the problems related with the curricula and the teachers, the dissonance between the outcomes of the geometry automated theorem provers and the normal practice of conjecturing and proving in schools is a major barrier to a wider use of such tools in an educational environment. Since the early implementations of geometry automated theorem provers, applications of artificial intelligence methods, synthetic provers based on inference rules and using forward chaining reasoning are considered to be best suited for education proposes. Choosing an appropriate set of rules and an automated method that can use those rules is a major challenge. We discuss one such rule set and its implementation using the geometry deductive databases method (GDDM). The approach is tested using some chosen geometric conjectures that could be the goal of a 7th year class ( 12-year-old students). A lesson plan is presented, its goal is the introduction of formal demonstration of proving geometric theorems, trying to motivate students to that goal.

In conference peer review, reviewers are often asked to provide "bids" on each submitted paper that express their interest in reviewing that paper. A paper assignment algorithm then uses these bids (along with other data) to compute a high-quality assignment of reviewers to papers. However, this process has been exploited by malicious reviewers who strategically bid in order to unethically manipulate the paper assignment, crucially undermining the peer review process. For example, these reviewers may aim to get assigned to a friend's paper as part of a quid-pro-quo deal. A critical impediment towards creating and evaluating methods to mitigate this issue is the lack of any publicly-available data on malicious paper bidding. In this work, we collect and publicly release a novel dataset to fill this gap, collected from a mock conference activity where participants were instructed to bid either honestly or maliciously. We further provide a descriptive analysis of the bidding behavior, including our categorization of different strategies employed by participants. Finally, we evaluate the ability of each strategy to manipulate the assignment, and also evaluate the performance of some simple algorithms meant to detect malicious bidding. The performance of these detection algorithms can be taken as a baseline for future research on detecting malicious bidding.

At the Technical University of Denmark, we currently teach a MSc level course on automated reasoning using the Isabelle proof assistant [11] as our main tool. The course is a 5 ECTS optional course and the homepage is here: https://courses.compute.dtu.dk/02256/ The course is an introduction to automatic and interactive theorem proving, and Isabelle is used to formalize almost all of the concepts we introduce during the course. We have developed a number of external tools to allow us to teach basic proofs in natural deduction and sequent calculus while slowly progressing towards showing students the full power of Isabelle. The learning objectives of the course are as follows: 1. explain the basic concepts introduced in the course 2. express mathematical theorems and properties of IT systems formally 3. master the natural deduction proof system 4. relate first-order logic, higher-order logic and type theory 5. construct formal proofs in the procedural style and in the declarative style 6. use automatic and interactive computer systems for automated reasoning 7. evaluate the trustworthiness of proof assistants and related tools 8. communicate solutions to problems in a clear and precise manner We expect students to already know some logic and to be relatively proficient in functional programming before starting the course. Additionally, we expect students to have some basic knowledge of artificial intelligence algorithms for deduction. Our undergraduate program in computer science and engineering, which many of our students have completed, contains several courses that introduce students to these topics.

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It is a high need in today's world, where we are continuously watching high advancement in the field of diverse AI platforms nicely evolved to serve a specialized purpose in our day-to-day lives. In this edition, we genuinely require to learn varied Artificial Intelligence parameters that can be taken into consideration to understand these rapidly emerging AI-based platforms. Moreover, it is the need of the hour to learn beginner to advanced artificial intelligence courses to highlight our knowledge parameters in such a way that it gives a fruitful result in the end. To do this, many primetime institutions are offering world-class Artificial Intelligence Course After 12th under the guidance of prominent training instructors with many years of authentic experience to do the honors. As a general rule, beginners to advanced artificial intelligence refers to the different levels of proficiency in understanding and working with AI technologies, with beginners having little to no knowledge and advanced practitioners possessing significant expertise in AI. In addition, beginners typically start with understanding basic concepts such as machine learning and neural networks, while advanced practitioners have a deeper understanding of advanced techniques such as deep learning, reinforcement learning, and natural language processing.

We analyzed effectiveness of three generative pre-trained transformer (GPT) models in answering multiple-choice question (MCQ) assessments, often involving short snippets of code, from introductory and intermediate programming courses at the postsecondary level. This emerging technology stirs countless discussions of its potential uses (e.g., exercise generation, code explanation) as well as misuses in programming education (e.g., cheating). However, the capabilities of GPT models and their limitations to reason about and/or analyze code in educational settings have been under-explored. We evaluated several OpenAI's GPT models on formative and summative MCQ assessments from three Python courses (530 questions). We found that MCQs containing code snippets are not answered as successfully as those that only contain natural language. While questions requiring to fill-in a blank in the code or completing a natural language statement about the snippet are handled rather successfully, MCQs that require analysis and/or reasoning about the code (e.g., what is true/false about the snippet, or what is its output) appear to be the most challenging. These findings can be leveraged by educators to adapt their instructional practices and assessments in programming courses, so that GPT becomes a valuable assistant for a learner as opposed to a source of confusion and/or potential hindrance in the learning process.

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Existing domain generalization aims to learn a generalizable model to perform well even on unseen domains. For many real-world machine learning applications, the data distribution often shifts gradually along domain indices. For example, a self-driving car with a vision system drives from dawn to dusk, with the sky darkening gradually. Therefore, the system must be able to adapt to changes in ambient illumination and continue to drive safely on the road. In this paper, we formulate such problems as Evolving Domain Generalization, where a model aims to generalize well on a target domain by discovering and leveraging the evolving pattern of the environment. We then propose Directional Domain Augmentation (DDA), which simulates the unseen target features by mapping source data as augmentations through a domain transformer. Specifically, we formulate DDA as a bi-level optimization problem and solve it through a novel meta-learning approach in the representation space. We evaluate the proposed method on both synthetic datasets and realworld datasets, and empirical results show that our approach can outperform other existing methods.

Understanding the meaning of words in context is fundamental for reading comprehension. The perceived difficulty, hereafter referred to as complexity, of a target word within a given text varies widely among readers. With an increased demand for distance learning and educational technologies[107], research into automatically predicting which words are likely to cause comprehension problems is becoming a popular area of research [115, 147, 185]. Systems have been created to identify complex words that are difficult to acquire, reproduce, or understand for children [79], second-language learners [89], people suffering from a reading disability, such as dyslexia [131] or aphasia [35, 53], or more generally, individuals with low literacy [59, 175]. In Computational Linguistics and Natural Language Processing (NLP), the task of automatically recognizing complex words is most often achieved by training machine learning (ML) models. These ML models assign a complexity value to each target word within an inputted extract, sentence, or text that allows for the identification of complex words. This information can then be used to improve downstream lexical and text simplification systems that provide simpler alternatives to aid reading comprehension. Take the extract shown in Table 1 for example.