Providing feedback is an integral part of teaching. Most open online courses on programming make use of automated grading systems to support programming assignments and give real-time feedback.

Rather than changing the learning rate at each iteration, we propose an approach that automates the most common hand-tuning heuristic: use a constant learning rate until "progress stops", then drop. We design an explicit statistical test that determines when the dynamics of stochastic gradient descent reach a stationary distribution.

Neural Information Processing Systems http://nips.cc/

Neural Information Processing Systems http://nips.cc/

Objective Structured Clinical Examinations (OSCEs) are essential for medical training, but they require significant resources, including professional actors and expert medical feedback. Although Large Language Models (LLMs) have introduced text-based virtual patients for communication practice, these simulations often lack the capability for richer, non-textual interactions. This paper presents a novel framework that significantly enhances LLM-based simulated patients by equipping them with action spaces, thereby enabling more realistic and dynamic patient behaviors that extend beyond text. Furthermore, our system incorporates virtual tutors that provide students with instant, personalized feedback on their performance at any time during these simulated encounters. We have conducted a rigorous evaluation of the framework's real-time performance, including system latency and component accuracy. Preliminary evaluations with medical experts assessed the naturalness and coherence of the simulated patients, as well as the usefulness and appropriateness of the virtual tutor's assessments. This innovative system provides medical students with a low-cost, accessible platform for personalized OSCE preparation at home.

Multi-view clustering has shown to be an effective method for analyzing underlying patterns in multi-view data. The performance of clustering can be improved by learning the consistency and complementarity between multi-view features, however, cluster-oriented representation learning is often overlooked. In this paper, we propose a novel Bi-level Decoupling and Consistency Learning framework (BDCL) to further explore the effective representation for multi-view data to enhance inter-cluster discriminability and intra-cluster compactness of features in multi-view clustering. Our framework comprises three modules: 1) The multi-view instance learning module aligns the consistent information while preserving the private features between views through reconstruction autoencoder and contrastive learning. 2) The bi-level decoupling of features and clusters enhances the discriminability of feature space and cluster space. 3) The consistency learning module treats the different views of the sample and their neighbors as positive pairs, learns the consistency of their clustering assignments, and further compresses the intra-cluster space. Experimental results on five benchmark datasets demonstrate the superiority of the proposed method compared with the SOTA methods. Our code is published on https://github.com/LouisDong95/BDCL.

This study investigates the integration of individual human traits into an empathetically adaptive educational robot tutor system designed to improve student engagement and learning outcomes with corresponding Engagement Vector measurement. While prior research in the field of Human-Robot Interaction (HRI) has examined the integration of the traits, such as emotional intelligence, memory-driven personalization, and non-verbal communication, by themselves, they have thus-far neglected to consider their synchronized integration into a cohesive, operational education framework. To address this gap, we customize a Multi-Modal Large Language Model (LLaMa 3.2 from Meta) deployed with modules for human-like traits (emotion, memory and gestures) into an AI-Agent framework. This constitutes to the robot's intelligent core mimicing the human emotional system, memory architecture and gesture control to allow the robot to behave more empathetically while recognizing and responding appropriately to the student's emotional state. It can also recall the student's past learning record and adapt its style of interaction accordingly. This allows the robot tutor to react to the student in a more sympathetic manner by delivering personalized verbal feedback synchronized with relevant gestures. Our study investigates the extent of this effect through the introduction of Engagement Vector Model which can be a surveyor's pole for judging the quality of HRI experience. Quantitative and qualitative results demonstrate that such an empathetic responsive approach significantly improves student engagement and learning outcomes compared with a baseline humanoid robot without these human-like traits. This indicates that robot tutors with empathetic capabilities can create a more supportive, interactive learning experience that ultimately leads to better outcomes for the student.

In this paper, we address the problem of Column Generation (CG) using Reinforcement Learning (RL). Specifically, we use a RL model based on the attention-mechanism architecture to find the columns with most negative reduced cost in the Pricing Problem (PP). Unlike previous Machine Learning (ML) applications for CG, our model deploys an end-to-end mechanism as it independently solves the pricing problem without the help of any heuristic. We consider a variant of Vehicle Routing Problem (VRP) as a case study for our method. Through a set of experiments where our method is compared against a Dynamic Programming (DP)-based heuristic for solving the PP, we show that our method solves the linear relaxation up to a reasonable objective gap in significantly shorter running times.

Curriculum analytics (CA) studies curriculum structure and student data to ensure the quality of educational programs. An essential aspect is studying course properties, which involves assigning each course a representative difficulty value. This is critical for several aspects of CA, such as quality control (e.g., monitoring variations over time), course comparisons (e.g., articulation), and course recommendation (e.g., advising). Measuring course difficulty requires careful consideration of multiple factors: First, when difficulty measures are sensitive to the performance level of enrolled students, it can bias interpretations by overlooking student diversity. By assessing difficulty independently of enrolled students' performances, we can reduce the risk of bias and enable fair, representative assessments of difficulty. Second, from a measurement theoretic perspective, the measurement must be reliable and valid to provide a robust basis for subsequent analyses. Third, difficulty measures should account for covariates, such as the characteristics of individual students within a diverse populations (e.g., transfer status). In recent years, various notions of difficulty have been proposed. This paper provides the first comprehensive review and comparison of existing approaches for assessing course difficulty based on grade point averages and latent trait modeling. It further offers a hands-on tutorial on model selection, assumption checking, and practical CA applications. These applications include monitoring course difficulty over time and detecting courses with disparate outcomes between distinct groups of students (e.g., dropouts vs. graduates), ultimately aiming to promote high-quality, fair, and equitable learning experiences. To support further research and application, we provide an open-source software package and artificial datasets, facilitating reproducibility and adoption.

Neural Information Processing Systems http://nips.cc/