Recent advancements in large multimodal models (LMMs) have showcased impressive code generation capabilities, primarily evaluated through image-to-code benchmarks. However, these benchmarks are limited to specific visual programming scenarios where the logic reasoning and the multimodal understanding capacities are split apart. To fill this gap, we propose ScratchEval, a novel benchmark designed to evaluate the visual programming reasoning ability of LMMs. ScratchEval is based on Scratch, a block-based visual programming language widely used in children's programming education. By integrating visual elements and embedded programming logic, ScratchEval requires the model to process both visual information and code structure, thereby comprehensively evaluating its programming intent understanding ability. Our evaluation approach goes beyond the traditional image-to-code mapping and focuses on unified logical thinking and problem-solving abilities, providing a more comprehensive and challenging framework for evaluating the visual programming ability of LMMs. ScratchEval not only fills the gap in existing evaluation methods, but also provides new insights for the future development of LMMs in the field of visual programming. Our benchmark can be accessed at https://github.com/HKBUNLP/ScratchEval .

Algorithmic bias is of critical concern within education as it could undermine the effectiveness of learning analytics. While different definitions and conceptualizations of algorithmic bias and fairness exist [2], their common denominator typically revolves around systematic unfairness or unequal treatment of groups caused by algorithms. This bias occurs when an algorithm produces results that disproportionately disadvantage or favor particular groups of people based on non-malleable characteristics like race, gender, or socioeconomic status [7]. Recent learning analytics research argued that although the vast majority of published papers investigating algorithmic bias in education find evidence of bias [2], some predictive models appear to achieve fairness, with minimal difference in model quality across demographic groups. For example, Zambrano et al. [18] evaluated careless detectors and Bayesian knowledge tracing models, finding near-equal performance across groups defined by race, gender, socioeconomic status, special needs, and English language learner status. Similarly, Jiang and Pardos [10] compared accuracies of grade prediction models across ethnic groups, concluding that an adversarial learning approach led to the fairest models but did not engage in the question of whether their fairest model was sufficiently fair.

Context: Machine Learning (ML) significantly impacts Software Engineering (SE), but studies mainly focus on practitioners, neglecting researchers. This overlooks practices and challenges in teaching, researching, or reviewing ML applications in SE. Objective: This study aims to contribute to the knowledge, about the synergy between ML and SE from the perspective of SE researchers, by providing insights into the practices followed when researching, teaching, and reviewing SE studies that apply ML. Method: We analyzed SE researchers familiar with ML or who authored SE articles using ML, along with the articles themselves. We examined practices, SE tasks addressed with ML, challenges faced, and reviewers' and educators' perspectives using grounded theory coding and qualitative analysis. Results: We found diverse practices focusing on data collection, model training, and evaluation. Some recommended practices (e.g., hyperparameter tuning) appeared in less than 20\% of literature. Common challenges involve data handling, model evaluation (incl. non-functional properties), and involving human expertise in evaluation. Hands-on activities are common in education, though traditional methods persist. Conclusion: Despite accepted practices in applying ML to SE, significant gaps remain. By enhancing guidelines, adopting diverse teaching methods, and emphasizing underrepresented practices, the SE community can bridge these gaps and advance the field.

Shortcut learning refers to the phenomenon where models employ simple, non-robust decision rules in practical tasks, which hinders their generalization and robustness. With the rapid development of large language models (LLMs) in recent years, an increasing number of studies have shown the impact of shortcut learning on LLMs. This paper provides a novel perspective to review relevant research on shortcut learning in In-Context Learning (ICL). It conducts a detailed exploration of the types of shortcuts in ICL tasks, their causes, available benchmarks, and strategies for mitigating shortcuts. Based on corresponding observations, it summarizes the unresolved issues in existing research and attempts to outline the future research landscape of shortcut learning.

One of the most important yet challenging skills for a robot is the task of dexterous grasping of a diverse range of objects. Much of the prior work is limited by the speed, dexterity, or reliance on depth maps. In this paper, we introduce DextrAH-RGB, a system that can perform dexterous arm-hand grasping end2end from stereo RGB input. We train a teacher fabric-guided policy (FGP) in simulation through reinforcement learning that acts on a geometric fabric action space to ensure reactivity and safety. We then distill this teacher FGP into a stereo RGB-based student FGP in simulation. To our knowledge, this is the first work that is able to demonstrate robust sim2real transfer of an end2end RGB-based policy for complex, dynamic, contact-rich tasks such as dexterous grasping. Our policies are able to generalize grasping to novel objects with unseen geometry, texture, or lighting conditions during training. Videos of our system grasping a diverse range of unseen objects are available at \url{https://dextrah-rgb.github.io/}

Adapting named entity recognition (NER) methods to new domains poses significant challenges. We introduce RapidNER, a framework designed for the rapid deployment of NER systems through efficient dataset construction. RapidNER operates through three key steps: (1) extracting domain-specific sub-graphs and triples from a general knowledge graph, (2) collecting and leveraging texts from various sources to build the NERsocial dataset, which focuses on entities typical in human-robot interaction, and (3) implementing an annotation scheme using Elasticsearch (ES) to enhance efficiency. NERsocial, validated by human annotators, includes six entity types, 153K tokens, and 99.4K sentences, demonstrating RapidNER's capability to expedite dataset creation.

Multi-modal Large Language Models (MLLMs) are gaining significant attention for their ability to process multi-modal data, providing enhanced contextual understanding of complex problems. MLLMs have demonstrated exceptional capabilities in tasks such as Visual Question Answering (VQA); however, they often struggle with fundamental engineering problems, and there is a scarcity of specialized datasets for training on topics like digital electronics. To address this gap, we propose a benchmark dataset called ElectroVizQA specifically designed to evaluate MLLMs' performance on digital electronic circuit problems commonly found in undergraduate curricula. This dataset, the first of its kind tailored for the VQA task in digital electronics, comprises approximately 626 visual questions, offering a comprehensive overview of digital electronics topics. This paper rigorously assesses the extent to which MLLMs can understand and solve digital electronic circuit questions, providing insights into their capabilities and limitations within this specialized domain. By introducing this benchmark dataset, we aim to motivate further research and development in the application of MLLMs to engineering education, ultimately bridging the performance gap and enhancing the efficacy of these models in technical fields.

In this paper, we find that existing online forecasting methods have the following issues: 1) They do not consider the update frequency of streaming data and directly use labels (future signals) to update the model, leading to information leakage. 2) Eliminating information leakage can exacerbate concept drift and online parameter updates can damage prediction accuracy. 3) Leaving out a validation set cuts off the model's continued learning. 4) Existing GPU devices cannot support online learning of large-scale streaming data. To address the above issues, we propose a novel online learning framework, Act-Now, to improve the online prediction on large-scale streaming data. Firstly, we introduce a Random Subgraph Sampling (RSS) algorithm designed to enable efficient model training. Then, we design a Fast Stream Buffer (FSB) and a Slow Stream Buffer (SSB) to update the model online. FSB updates the model immediately with the consistent pseudo- and partial labels to avoid information leakage. SSB updates the model in parallel using complete labels from earlier times. Further, to address concept drift, we propose a Label Decomposition model (Lade) with statistical and normalization flows. Lade forecasts both the statistical variations and the normalized future values of the data, integrating them through a combiner to produce the final predictions. Finally, we propose to perform online updates on the validation set to ensure the consistency of model learning on streaming data. Extensive experiments demonstrate that the proposed Act-Now framework performs well on large-scale streaming data, with an average 28.4% and 19.5% performance improvement, respectively. Experiments can be reproduced via https://github.com/Anoise/Act-Now.

As an intriguing case is the goodness of the machine and deep learning models generated by these LLMs in conducting automated scientific data analysis, where a data analyst may not have enough expertise in manually coding and optimizing complex deep learning models and codes and thus may opt to leverage LLMs to generate the required models. This paper investigates and compares the performance of the mainstream LLMs, such as ChatGPT, PaLM, LLama, and Falcon, in generating deep learning models for analyzing time series data, an important and popular data type with its prevalent applications in many application domains including financial and stock market. This research conducts a set of controlled experiments where the prompts for generating deep learning-based models are controlled with respect to sensitivity levels of four criteria including 1) Clarify and Specificity, 2) Objective and Intent, 3) Contextual Information, and 4) Format and Style. While the results are relatively mix, we observe some distinct patterns. We notice that using LLMs, we are able to generate deep learning-based models with executable codes for each dataset seperatly whose performance are comparable with the manually crafted and optimized LSTM models for predicting the whole time series dataset. We also noticed that ChatGPT outperforms the other LLMs in generating more accurate models. Furthermore, we observed that the goodness of the generated models vary with respect to the ``temperature'' parameter used in configuring LLMS. The results can be beneficial for data analysts and practitioners who would like to leverage generative AIs to produce good prediction models with acceptable goodness.

The impressive essay writing and problem-solving capabilities of large language models (LLMs) like OpenAI's ChatGPT have opened up new avenues in education. Our goal is to gain insights into the widespread use of LLMs among secondary students to inform their future development. Despite school restrictions, our survey of over 300 middle and high school students revealed that a remarkable 70% of students have utilized LLMs, higher than the usage percentage among young adults, and this percentage remains consistent across 7th to 12th grade. Students also reported using LLMs for multiple subjects, including language arts, history, and math assignments, but expressed mixed thoughts on their effectiveness due to occasional hallucinations in historical contexts and incorrect answers for lack of rigorous reasoning. The survey feedback called for LLMs better adapted for students, and also raised questions to developers and educators on how to help students from underserved communities leverage LLMs' capabilities for equal access to advanced education resources. We propose a few ideas to address such issues, including subject-specific models, personalized learning, and AI classrooms.