Deep learning methods construct new features by transforming the input data through multiple layers of nonlinear processing. This has conventionally been accomplished by training a large artificial neural network with several hidden layers. However, the method has been limited to datasets with very large sample sizes such as the MNIST dataset which contains 60,000 training samples. More recently, there has been a drive to apply deep learning to datasets with more limited sample sizes as typical in many real-world situations. Kernel methods have been particularly successful on a variety of sample sizes because they can enable a classifier to learn a complex decision boundary with only a few parameters by projecting the data onto a high-dimensional reproducing kernel Hilbert space.

This special issue of AI Magazine presents articles on some of the most interesting projects at the intersection of AI and Education. Included are articles on integrated systems such as virtual humans, an intellgent textbook a game-based learning environment as well as technology focused components such as student models and data mining. The issue concludes with an article summarizing the contemporary and emerging challenges at the intersection of AI and education.

Increasing widespread use of educational technologies is producing vast amounts of data. Such data can be used to help advance our understanding of student learning and enable more intelligent, interactive, engaging, and effective education. In this article, we discuss the status and prospects of this new and powerful opportunity for data-driven development and optimization of educational technologies, focusing on intelligent tutoring systems We provide examples of use of a variety of techniques to develop or optimize the select, evaluate, suggest, and update functions of intelligent tutors, including probabilistic grammar learning, rule induction, Markov decision process, classification, and integrations of symbolic search and statistical inference.

Classification is an important topic in statistics and machine learning with great potential in many real applications. In this paper, we investigate two popular large margin classification methods, Support Vector Machine (SVM) and Distance Weighted Discrimination (DWD), under two contexts: the high-dimensional, low-sample size data and the imbalanced data. A unified family of classification machines, the FLexible Assortment MachinE (FLAME) is proposed, within which DWD and SVM are special cases. The FLAME family helps to identify the similarities and differences between SVM and DWD. It is well known that many classifiers overfit the data in the high-dimensional setting; and others are sensitive to the imbalanced data, that is, the class with a larger sample size overly influences the classifier and pushes the decision boundary towards the minority class. SVM is resistant to the imbalanced data issue, but it overfits high-dimensional data sets by showing the undesired data-piling phenomena. The DWD method was proposed to improve SVM in the high-dimensional setting, but its decision boundary is sensitive to the imbalanced ratio of sample sizes. Our FLAME family helps to understand an intrinsic connection between SVM and DWD, and improves both methods by providing a better trade-off between sensitivity to the imbalanced data and overfitting the high-dimensional data. Several asymptotic properties of the FLAME classifiers are studied. Simulations and real data applications are investigated to illustrate the usefulness of the FLAME classifiers.

The Association for the Advancement of Artificial Intelligence was pleased to present the AAAI 2013 Spring Symposium Series, held Monday through Wednesday, March 25-27, 2013. The titles of the eight symposia were Analyzing Microtext, Creativity and (Early) Cognitive Development, Data Driven Wellness: From Self-Tracking to Behavior Change, Designing Intelligent Robots: Reintegrating AI II, Lifelong Machine Learning, Shikakeology: Designing Triggers for Behavior Change, Trust and Autonomous Systems, and Weakly Supervised Learning from Multimedia. This report contains summaries of the symposia, written, in most cases, by the cochairs of the symposium.

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Inquire Biology is a prototype of a new kind of intelligent textbook — one that answers students’ questions, engages their interest, and improves their understanding. Inquire Biology provides unique capabilities via a knowledge representation that captures conceptual knowledge from the textbook and uses inference procedures to answer students’ questions. Students ask questions by typing free-form natural language queries or by selecting passages of text. The system then attempts to answer the question and also generates suggested questions related to the query or selection. The questions supported by the system were chosen to be educationally useful, for example: what is the structure of X? compare X and Y? how does X relate to Y? In user studies, students found this question-answering capability to be extremely useful while reading and while doing problem solving. In an initial controlled experiment, community college students using the Inquire Biology prototype outperformed students using either a hardcopy or conventional E-book version of the same biology textbook. While additional research is needed to fully develop Inquire Biology, the initial prototype clearly demonstrates the promise of applying knowledge representation and question-answering technology to electronic textbooks.

We report recent advances in intelligent tutoring systems with conversational dialogue. We highlight progress in terms of macro and microadaptivity. Macroadaptivity refers to a system’s capability to select appropriate instructional tasks for the learner to work on. Microadaptivity refers to a system’s capability to adapt its scaffolding while the learner is working on a particular task. The advances in macro and microadaptivity that are presented here were made possible by the use of learning progressions, deeper dialogue and natural language processing techniques, and by the use of affect-enabled components. Learning progressions and deeper dialogue and natural language processing techniques are key features of DeepTutor, the first intelligent tutoring system based on learning progressions. These improvements extend the bandwidth of possibilities for tailoring instruction to each individual student which is needed for maximizing engagement and ultimately learning.

We believe that these goals can be attained through the use of a very high level of modularity, both in hardware and software, combined with intelligent software. To test this hypothesis, Palo Alto Research Center (PARC) designed and built a prototype highly modular system in the printing domain. This "hypermodular" printer explores the extremes of modularity, reconfigurability, and parallelism in both hardware and software. The hardware prototype connects four standard Xerox marking engines (the component of a printer that does the actual printing) in parallel using a highly modular paper path. This configuration can achieve a print rate of four times that of an individual print engine. Reconfigurable manufacturing systems supports flexibility in configuration, graceful degradation (RMSs) were introduced as a concept in the late under component failure, and rerouting of inprocess 1990s (Koren et al. 1999), but the prerequisites, in sheets under exception conditions. These both software and hardware, for implementing them capabilities were made possible by utilizing advanced successfully have proved daunting; very few examples AI techniques in model-based planning, scheduling, of RMSs exist today in practice. These prerequisites search, and temporal reasoning such as state-space include modular, reconfigurable hardware components regression planning, partial-order scheduling, temporal as well as the software and control planning graph-based heuristic estimates, multiobjective architectures and logic to support them. RMSs can search, and fast, simple temporal network include both hard reconfigurability (physical reconfiguration) reasoning. The AI planner / scheduler incorporates and soft reconfigurability (logical reconfiguration) mostly domain-independent techniques from the (ElMaraghy 2006). This latter concept planning and scheduling research community, includes the idea of flexible routing as well as replanning enabling its flexibility and configurability to be and rescheduling.

Learner assessment is nontrivial even in its most basic incarnation, namely evaluating a learner's understanding of a set of domain-dependent skills from ad hoc test items (for example, Desmarais [2011]). The assessment challenges increase with the complexity of the learner's traits to be captured, because how a student behaves during an instructional activity generally provides partial and ambiguous information on the student's underlying states, and the gap between what can be observed and what a learner actually thinks and feels increases as these states go from cognitive to metacognitive and affective. In ITSs, the research field concerned with addressing these challenges is known as student modeling, and a student model is the ITS component in charge of assessing student traits and states relevant to tailor the tutorial interaction to specific student needs. Student modeling research has made the problem solution from the tutor et al. [2010]), given extensive evidence substantial progress in providing reliable (for instance by repeatedly asking for in education research showing that learner assessment during problem help) without trying to solve the problem affective factors play an important role solving or question-answering on their own (Baker et al. 2008), in learning. Educational technology At the cognitive level, knowledge can foster understanding at different however, continues to produce novel assessment, that is, evaluating the student's stages of the learning process or for environments often consisting of knowledge of relevant concepts learners with different preferences and activities not as structured and well and skills at specific points of the interaction abilities.