Recent advancements in quantum computing have positioned it as a prospective solution for tackling intricate computational challenges, with supervised learning emerging as a promising domain for its application. Despite this potential, the field of quantum machine learning is still in its early stages, and there persists a level of skepticism regarding a possible near-term quantum advantage. This paper aims to provide a classical perspective on current quantum algorithms for supervised learning, effectively bridging traditional machine learning principles with advancements in quantum machine learning. Specifically, this study charts a research trajectory that diverges from the predominant focus of quantum machine learning literature, originating from the prerequisites of classical methodologies and elucidating the potential impact of quantum approaches. Through this exploration, our objective is to deepen the understanding of the convergence between classical and quantum methods, thereby laying the groundwork for future advancements in both domains and fostering the involvement of classical practitioners in the field of quantum machine learning.

Recent studies have shown that, relative position encoding performs well in selective state space model scanning algorithms, and the architecture that balances SSM and Attention enhances the efficiency and effectiveness of the algorithm, while the sparse activation of the mixture of experts reduces the training cost. I studied the effectiveness of using different position encodings in structured state space dual algorithms, and the more effective SSD-Attn internal and external function mixing method, and designed a more efficient cross domain mixture of experts. I found that the same matrix is very wonderful in different algorithms, which allows us to establish a new hybrid sparse architecture: Cheems. Compared with other hybrid architectures, it is more efficient and more effective in language modeling tasks.

With the introduction of large language models (LLMs), automatic math reasoning has seen tremendous success. However, current methods primarily focus on providing solutions or using techniques like Chain-of-Thought to enhance problem-solving accuracy. In this paper, we focus on improving the capability of mathematics teaching via a Socratic teaching-based LLM (\texttt{SocraticLLM}), which guides learners toward profound thinking with clarity and self-discovery via conversation. We collect and release a high-quality mathematical teaching dataset, named \texttt{SocraticMATH}, which provides Socratic-style conversations of problems with extra knowledge. Also, we propose a knowledge-enhanced LLM as a strong baseline to generate reliable responses with review, guidance/heuristic, rectification, and summarization. Experimental results show the great advantages of \texttt{SocraticLLM} by comparing it with several strong generative models. The codes and datasets are available on \url{https://github.com/ECNU-ICALK/SocraticMath}.

Knowledge tracing (KT) is the problem of predicting students' future performance based on their historical interaction sequences. With the advanced capability of capturing contextual long-term dependency, attention mechanism becomes one of the essential components in many deep learning based KT (DLKT) models. In spite of the impressive performance achieved by these attentional DLKT models, many of them are often vulnerable to run the risk of overfitting, especially on small-scale educational datasets. Therefore, in this paper, we propose \textsc{sparseKT}, a simple yet effective framework to improve the robustness and generalization of the attention based DLKT approaches. Specifically, we incorporate a k-selection module to only pick items with the highest attention scores. We propose two sparsification heuristics : (1) soft-thresholding sparse attention and (2) top-$K$ sparse attention. We show that our \textsc{sparseKT} is able to help attentional KT models get rid of irrelevant student interactions and have comparable predictive performance when compared to 11 state-of-the-art KT models on three publicly available real-world educational datasets. To encourage reproducible research, we make our data and code publicly available at \url{https://github.com/pykt-team/pykt-toolkit}\footnote{We merged our model to the \textsc{pyKT} benchmark at \url{https://pykt.org/}.}.

Writing, as an omnipresent form of human communication, permeates nearly every aspect of contemporary life. Consequently, inaccuracies or errors in written communication can lead to profound consequences, ranging from financial losses to potentially life-threatening situations. Spelling mistakes, among the most prevalent writing errors, are frequently encountered due to various factors. This research aims to identify and rectify diverse spelling errors in text using neural networks, specifically leveraging the Bidirectional Encoder Representations from Transformers (BERT) masked language model. To achieve this goal, we compiled a comprehensive dataset encompassing both non-real-word and real-word errors after categorizing different types of spelling mistakes. Subsequently, multiple pre-trained BERT models were employed. To ensure optimal performance in correcting misspelling errors, we propose a combined approach utilizing the BERT masked language model and Levenshtein distance. The results from our evaluation data demonstrate that the system presented herein exhibits remarkable capabilities in identifying and rectifying spelling mistakes, often surpassing existing systems tailored for the Persian language.

Small-group tutoring in Computer Science (CS) is effective, but presents the challenge of providing a dedicated tutor for each group and encouraging collaboration among group members at scale. We present Pensieve Discuss, a software platform that integrates synchronous editing for scaffolded programming problems with online human and AI tutors, designed to improve student collaboration and experience during group tutoring sessions. Our semester-long deployment to 800 students in a CS1 course demonstrated consistently high collaboration rates, positive feedback about the AI tutor's helpfulness and correctness, increased satisfaction with the group tutoring experience, and a substantial increase in question volume. The use of our system was preferred over an interface lacking AI tutors and synchronous editing capabilities. Our experiences suggest that small-group tutoring sessions are an important avenue for future research in educational AI.

Large language model (LLM)-based evaluation pipelines have demonstrated their capability to robustly evaluate machine-generated text. Extending this methodology to assess human-written text could significantly benefit educational settings by providing direct feedback to enhance writing skills, although this application is not straightforward. In this paper, we investigate whether LLMs can effectively assess human-written text for educational purposes. We collected 100 texts from 32 Korean students across 15 types of writing and employed GPT-4-Turbo to evaluate them using grammaticality, fluency, coherence, consistency, and relevance as criteria. Our analyses indicate that LLM evaluators can reliably assess grammaticality and fluency, as well as more objective types of writing, though they struggle with other criteria and types of writing. We publicly release our dataset and feedback.

One of the most powerful and enduring ideas in written discourse analysis is that genres can be described in terms of the moves which structure a writer's purpose. Considerable research has sought to identify these distinct communicative acts, but analyses have been beset by problems of subjectivity, reliability and the time-consuming need for multiple coders to confirm analyses. In this paper we employ the affordances of GPT-4 to automate the annotation process by using natural language prompts. Focusing on abstracts from articles in four applied linguistics journals, we devise prompts which enable the model to identify moves effectively. The annotated outputs of these prompts were evaluated by two assessors with a third addressing disagreements. The results show that an 8-shot prompt was more effective than one using two, confirming that the inclusion of examples illustrating areas of variability can enhance GPT-4's ability to recognize multiple moves in a single sentence and reduce bias related to textual position. We suggest that GPT-4 offers considerable potential in automating this annotation process, when human actors with domain specific linguistic expertise inform the prompting process.

This study investigates the influence of Japanese honorifics on the responses of large language models (LLMs) when explaining the law of conservation of momentum. We analyzed the outputs of six state-of-the-art AI models, including variations of ChatGPT, Coral, and Gemini, using 14 different honorific forms. Our findings reveal that honorifics significantly affect the quality, consistency, and formality of AI-generated responses, demonstrating LLMs' ability to interpret and adapt to social context cues embedded in language. Notable variations were observed across different models, with some emphasizing historical context and derivations, while others focused on intuitive explanations. The study highlights the potential for using honorifics to adjust the depth and complexity of AI-generated explanations in educational contexts. Furthermore, the responsiveness of AI models to cultural linguistic elements underscores the importance of considering cultural factors in AI development for educational applications. These results open new avenues for research in AI-assisted education and cultural adaptation in AI systems, with significant implications for personalizing learning experiences and developing culturally sensitive AI tools for global education.

General-purpose artificial intelligence (AI) systems are built on massive swathes of public web data, assembled into corpora such as C4, RefinedWeb, and Dolma. To our knowledge, we conduct the first, large-scale, longitudinal audit of the consent protocols for the web domains underlying AI training corpora. Our audit of 14,000 web domains provides an expansive view of crawlable web data and how codified data use preferences are changing over time. We observe a proliferation of AI-specific clauses to limit use, acute differences in restrictions on AI developers, as well as general inconsistencies between websites' expressed intentions in their Terms of Service and their robots.txt. We diagnose these as symptoms of ineffective web protocols, not designed to cope with the widespread re-purposing of the internet for AI. Our longitudinal analyses show that in a single year (2023-2024) there has been a rapid crescendo of data restrictions from web sources, rendering ~5%+ of all tokens in C4, or 28%+ of the most actively maintained, critical sources in C4, fully restricted from use. For Terms of Service crawling restrictions, a full 45% of C4 is now restricted. If respected or enforced, these restrictions are rapidly biasing the diversity, freshness, and scaling laws for general-purpose AI systems. We hope to illustrate the emerging crises in data consent, for both developers and creators. The foreclosure of much of the open web will impact not only commercial AI, but also non-commercial AI and academic research.