Text embedding has become a foundational technology in natural language processing (NLP) during the deep learning era, driving advancements across a wide array of downstream tasks. While many natural language understanding challenges can now be modeled using generative paradigms and leverage the robust generative and comprehension capabilities of large language models (LLMs), numerous practical applications, such as semantic matching, clustering, and information retrieval, continue to rely on text embeddings for their efficiency and effectiveness. In this survey, we categorize the interplay between LLMs and text embeddings into three overarching themes: (1) LLM-augmented text embedding, enhancing traditional embedding methods with LLMs; (2) LLMs as text embedders, utilizing their innate capabilities for embedding generation; and (3) Text embedding understanding with LLMs, leveraging LLMs to analyze and interpret embeddings. By organizing these efforts based on interaction patterns rather than specific downstream applications, we offer a novel and systematic overview of contributions from various research and application domains in the era of LLMs. Furthermore, we highlight the unresolved challenges that persisted in the pre-LLM era with pre-trained language models (PLMs) and explore the emerging obstacles brought forth by LLMs. Building on this analysis, we outline prospective directions for the evolution of text embedding, addressing both theoretical and practical opportunities in the rapidly advancing landscape of NLP.

Knowledge distillation, where a small student model learns from a pre-trained large teacher model, has achieved substantial empirical success since the seminal work of \citep{hinton2015distilling}. Despite prior theoretical studies exploring the benefits of knowledge distillation, an important question remains unanswered: why does soft-label training from the teacher require significantly fewer neurons than directly training a small neural network with hard labels? To address this, we first present motivating experimental results using simple neural network models on a binary classification problem. These results demonstrate that soft-label training consistently outperforms hard-label training in accuracy, with the performance gap becoming more pronounced as the dataset becomes increasingly difficult to classify. We then substantiate these observations with a theoretical contribution based on two-layer neural network models. Specifically, we show that soft-label training using gradient descent requires only $O\left(\frac{1}{\gamma^2 \epsilon}\right)$ neurons to achieve a classification loss averaged over epochs smaller than some $\epsilon > 0$, where $\gamma$ is the separation margin of the limiting kernel. In contrast, hard-label training requires $O\left(\frac{1}{\gamma^4} \cdot \ln\left(\frac{1}{\epsilon}\right)\right)$ neurons, as derived from an adapted version of the gradient descent analysis in \citep{ji2020polylogarithmic}. This implies that when $\gamma \leq \epsilon$, i.e., when the dataset is challenging to classify, the neuron requirement for soft-label training can be significantly lower than that for hard-label training. Finally, we present experimental results on deep neural networks, further validating these theoretical findings.

Geometry mathematics problems pose significant challenges for large language models (LLMs) because they involve visual elements and spatial reasoning. Current methods primarily rely on symbolic character awareness to address these problems. Considering geometry problem solving is a relatively nascent field with limited suitable datasets and currently almost no work on solid geometry problem solving, we collect a geometry question-answer dataset by sourcing geometric data from Chinese high school education websites, referred to as GeoMath. It contains solid geometry questions and answers with accurate reasoning steps as compensation for existing plane geometry datasets. Additionally, we propose a Large Multi-modal Model (LMM) framework named Geo-LLaVA, which incorporates retrieval augmentation with supervised fine-tuning (SFT) in the training stage, called meta-training, and employs in-context learning (ICL) during inference to improve performance. Our fine-tuned model with ICL attains the state-of-the-art performance of 65.25% and 42.36% on selected questions of the GeoQA dataset and GeoMath dataset respectively with proper inference steps. Notably, our model initially endows the ability to solve solid geometry problems and supports the generation of reasonable solid geometry picture descriptions and problem-solving steps. Our research sets the stage for further exploration of LLMs in multi-modal math problem-solving, particularly in geometry math problems.

Students' answers to tasks provide a valuable source of information in teaching as they result from applying cognitive processes to a learning content addressed in the task. Due to steadily increasing course sizes, analyzing student answers is frequently the only means of obtaining evidence about student performance. However, in many cases, resources are limited, and when evaluating exams, the focus is solely on identifying correct or incorrect answers. This overlooks the value of analyzing incorrect answers, which can help improve teaching strategies or identify misconceptions to be addressed in the next cohort. In teacher training for secondary education, assessment guidelines are mandatory for every exam, including anticipated errors and misconceptions. We applied this concept to a university exam with 462 students and 41 tasks. For each task, the instructors developed answer classes -- classes of expected responses, to which student answers were mapped during the exam correction process. The experiment resulted in a shift in mindset among the tutors and instructors responsible for the course: after initially having great reservations about whether the significant additional effort would yield an appropriate benefit, the procedure was subsequently found to be extremely valuable. The concept presented, and the experience gained from the experiment were cast into a system with which it is possible to correct paper-based exams on the basis of answer classes. This updated version of the paper provides an overview and new potential in the course of using the digital version of the approach.

Class imbalance would lead to biased classifiers that favor the majority class and disadvantage the minority class. Unfortunately, from a practical perspective, the minority class is of importance in many real-life applications. Hybrid sampling methods address this by oversampling the minority class to increase the number of its instances, followed by undersampling to remove low-quality instances. However, most existing sampling methods face difficulties in generating diverse high-quality instances and often fail to remove noise or low-quality instances on a larger scale effectively. This paper therefore proposes an evolutionary multi-granularity hybrid sampling method, called EvoSampling. During the oversampling process, genetic programming (GP) is used with multi-task learning to effectively and efficiently generate diverse high-quality instances. During the undersampling process, we develop a granular ball-based undersampling method that removes noise in a multi-granular fashion, thereby enhancing data quality. Experiments on 20 imbalanced datasets demonstrate that EvoSampling effectively enhances the performance of various classification algorithms by providing better datasets than existing sampling methods. Besides, ablation studies further indicate that allowing knowledge transfer accelerates the GP's evolutionary learning process.

In this paper, we offer a learning framework in which the agent's knowledge gaps are overcome through corrective feedback from a teacher whenever the agent explains its (incorrect) predictions. We test it in a low-resource visual processing scenario, in which the agent must learn to recognize distinct types of toy truck. The agent starts the learning process with no ontology about what types of trucks exist nor which parts they have, and a deficient model for recognizing those parts from visual input. The teacher's feedback to the agent's explanations addresses its lack of relevant knowledge in the ontology via a generic rule (e.g., "dump trucks have dumpers"), whereas an inaccurate part recognition is corrected by a deictic statement (e.g., "this is not a dumper"). The learner utilizes this feedback not only to improve its estimate of the hypothesis space of possible domain ontologies and probability distributions over them, but also to use those estimates to update its visual interpretation of the scene. Our experiments demonstrate that teacher-learner pairs utilizing explanations and corrections are more data-efficient than those without such a faculty.

Generative AI is transforming the educational landscape, raising significant concerns about cheating. Despite the widespread use of multiple-choice questions (MCQs) in assessments, the detection of AI cheating in MCQ-based tests has been almost unexplored, in contrast to the focus on detecting AI-cheating on text-rich student outputs. In this paper, we propose a method based on the application of Item Response Theory (IRT) to address this gap. Our approach operates on the assumption that artificial and human intelligence exhibit different response patterns, with AI cheating manifesting as deviations from the expected patterns of human responses. These deviations are modeled using Person-Fit Statistics (PFS). We demonstrate that this method effectively highlights the differences between human responses and those generated by premium versions of leading chatbots (ChatGPT, Claude, and Gemini), but that it is also sensitive to the amount of AI cheating in the data. Furthermore, we show that the chatbots differ in their reasoning profiles. Our work provides both a theoretical foundation and empirical evidence for the application of IRT to identify AI cheating in MCQ-based assessments.

Recent advances in machine learning have highlighted Federated Learning (FL) as a promising approach that enables multiple distributed users (so-called clients) to collectively train ML models without sharing their private data. While this privacy-preserving method shows potential, it struggles when data across clients is not independent and identically distributed (non-IID) data. The latter remains an unsolved challenge that can result in poorer model performance and slower training times. Despite the significance of non-IID data in FL, there is a lack of consensus among researchers about its classification and quantification. This technical survey aims to fill that gap by providing a detailed taxonomy for non-IID data, partition protocols, and metrics to quantify data heterogeneity. Additionally, we describe popular solutions to address non-IID data and standardized frameworks employed in FL with heterogeneous data. Based on our state-of-the-art survey, we present key lessons learned and suggest promising future research directions.

Recent advances in generative artificial intelligence (AI) have shown promise in accurately grading open-ended student responses. However, few prior works have explored grading handwritten responses due to a lack of data and the challenge of combining visual and textual information. In this work, we leverage state-of-the-art multi-modal AI models, in particular GPT-4o, to automatically grade handwritten responses to college-level math exams. Using real student responses to questions in a probability theory exam, we evaluate GPT-4o's alignment with ground-truth scores from human graders using various prompting techniques. We find that while providing rubrics improves alignment, the model's overall accuracy is still too low for real-world settings, showing there is significant room for growth in this task.

Artificial intelligence (AI), machine learning, and deep learning have become transformative forces in big data analytics and management, enabling groundbreaking advancements across diverse industries. This article delves into the foundational concepts and cutting-edge developments in these fields, with a particular focus on large language models (LLMs) and their role in natural language processing, multimodal reasoning, and autonomous decision-making. Highlighting tools such as ChatGPT, Claude, and Gemini, the discussion explores their applications in data analysis, model design, and optimization. The integration of advanced algorithms like neural networks, reinforcement learning, and generative models has enhanced the capabilities of AI systems to process, visualize, and interpret complex datasets. Additionally, the emergence of technologies like edge computing and automated machine learning (AutoML) democratizes access to AI, empowering users across skill levels to engage with intelligent systems. This work also underscores the importance of ethical considerations, transparency, and fairness in the deployment of AI technologies, paving the way for responsible innovation. Through practical insights into hardware configurations, software environments, and real-world applications, this article serves as a comprehensive resource for researchers and practitioners. By bridging theoretical underpinnings with actionable strategies, it showcases the potential of AI and LLMs to revolutionize big data management and drive meaningful advancements across domains such as healthcare, finance, and autonomous systems.