The ever-growing speed at which data are generated nowadays, together with the substantial cost of labeling processes cause Machine Learning models to face scenarios in which data are partially labeled. The extreme case where such a supervision is indefinitely unavailable is referred to as extreme verification latency. On the other hand, in streaming setups data flows are affected by exogenous factors that yield non-stationarities in the patterns (concept drift), compelling models learned incrementally from the data streams to adapt their modeled knowledge to the concepts within the stream. In this work we address the casuistry in which these two conditions occur together, by which adaptation mechanisms to accommodate drifts within the stream are challenged by the lack of supervision, requiring further mechanisms to track the evolution of concepts in the absence of verification. To this end we propose a novel approach, AiGAS-dEVL (Adaptive Incremental neural GAS model for drifting Streams under Extreme Verification Latency), which relies on growing neural gas to characterize the distributions of all concepts detected within the stream over time. Our approach exposes that the online analysis of the behavior of these prototypical points over time facilitates the definition of the evolution of concepts in the feature space, the detection of changes in their behavior, and the design of adaptation policies to mitigate the effect of such changes in the model. We assess the performance of AiGAS-dEVL over several synthetic datasets, comparing it to that of state-of-the-art approaches proposed in the recent past to tackle this stream learning setup. Our results reveal that AiGAS-dEVL performs competitively with respect to the rest of baselines, exhibiting a superior adaptability over several datasets in the benchmark while ensuring a simple and interpretable instance-based adaptation strategy.

Continuous learning from an immense volume of data streams becomes exceptionally critical in the internet era. However, data streams often do not conform to the same distribution over time, leading to a phenomenon called concept drift. Since a fixed static model is unreliable for inferring concept-drifted data streams, establishing an adaptive mechanism for detecting concept drift is crucial. Current methods for concept drift detection primarily assume that the labels or error rates of downstream models are given and/or underlying statistical properties exist in data streams. These approaches, however, struggle to address high-dimensional data streams with intricate irregular distribution shifts, which are more prevalent in real-world scenarios. In this paper, we propose MCD-DD, a novel concept drift detection method based on maximum concept discrepancy, inspired by the maximum mean discrepancy. Our method can adaptively identify varying forms of concept drift by contrastive learning of concept embeddings without relying on labels or statistical properties. With thorough experiments under synthetic and real-world scenarios, we demonstrate that the proposed method outperforms existing baselines in identifying concept drifts and enables qualitative analysis with high explainability.

Large language models (LLMs) and prompt engineering hold significant potential for advancing computer programming education through personalized instruction. This paper explores this potential by investigating three critical research questions: the systematic categorization of prompt engineering strategies tailored to diverse educational needs, the empowerment of LLMs to solve complex problems beyond their inherent capabilities, and the establishment of a robust framework for evaluating and implementing these strategies. Our methodology involves categorizing programming questions based on educational requirements, applying various prompt engineering strategies, and assessing the effectiveness of LLM-generated responses. Experiments with GPT-4, GPT-4o, Llama3-8b, and Mixtral-8x7b models on datasets such as LeetCode and USACO reveal that GPT-4o consistently outperforms others, particularly with the "multi-step" prompt strategy. The results show that tailored prompt strategies significantly enhance LLM performance, with specific strategies recommended for foundational learning, competition preparation, and advanced problem-solving. This study underscores the crucial role of prompt engineering in maximizing the educational benefits of LLMs. By systematically categorizing and testing these strategies, we provide a comprehensive framework for both educators and students to optimize LLM-based learning experiences. Future research should focus on refining these strategies and addressing current LLM limitations to further enhance educational outcomes in computer programming instruction.

We demonstrate the effectiveness of simple observer-based linear feedback policies for "pixels-to-torques" control of robotic systems using only a robot-facing camera. Specifically, we show that the matrices of an image-based Luenberger observer (linear state estimator) for a "student" output-feedback policy can be learned from demonstration data provided by a "teacher" state-feedback policy via simple linear-least-squares regression. The resulting linear output-feedback controller maps directly from high-dimensional raw images to torques while being amenable to the rich set of analytical tools from linear systems theory, allowing us to enforce closed-loop stability constraints in the learning problem. We also investigate a nonlinear extension of the method via the Koopman embedding. Finally, we demonstrate the surprising effectiveness of linear pixels-to-torques policies on a cartpole system, both in simulation and on real-world hardware. The policy successfully executes both stabilizing and swing-up trajectory tracking tasks using only camera feedback while subject to model mismatch, process and sensor noise, perturbations, and occlusions.

Bindings for machine learning frameworks (such as TensorFlow and PyTorch) allow developers to integrate a framework's functionality using a programming language different from the framework's default language (usually Python). In this paper, we study the impact of using TensorFlow and PyTorch bindings in C#, Rust, Python and JavaScript on the software quality in terms of correctness (training and test accuracy) and time cost (training and inference time) when training and performing inference on five widely used deep learning models. Our experiments show that a model can be trained in one binding and used for inference in another binding for the same framework without losing accuracy. Our study is the first to show that using a non-default binding can help improve machine learning software quality from the time cost perspective compared to the default Python binding while still achieving the same level of correctness.

Estimating the difficulty of multiple-choice questions would be great help for educators who must spend substantial time creating and piloting stimuli for their tests, and for learners who want to practice. Supervised approaches to difficulty estimation have yielded to date mixed results. In this contribution we leverage an aspect of generative large models which might be seen as a weakness when answering questions, namely their uncertainty, and exploit it towards exploring correlations between two different metrics of uncertainty, and the actual student response distribution. While we observe some present but weak correlations, we also discover that the models' behaviour is different in the case of correct vs wrong answers, and that correlations differ substantially according to the different question types which are included in our fine-grained, previously unused dataset of 451 questions from a Biopsychology course. In discussing our findings, we also suggest potential avenues to further leverage model uncertainty as an additional proxy for item difficulty.

Cognitive diagnosis has been developed for decades as an effective measurement tool to evaluate human cognitive status such as ability level and knowledge mastery. It has been applied to a wide range of fields including education, sport, psychological diagnosis, etc. By providing better awareness of cognitive status, it can serve as the basis for personalized services such as well-designed medical treatment, teaching strategy and vocational training. This paper aims to provide a survey of current models for cognitive diagnosis, with more attention on new developments using machine learning-based methods. By comparing the model structures, parameter estimation algorithms, model evaluation methods and applications, we provide a relatively comprehensive review of the recent trends in cognitive diagnosis models. Further, we discuss future directions that are worthy of exploration. In addition, we release two Python libraries: EduData for easy access to some relevant public datasets we have collected, and EduCDM that implements popular CDMs to facilitate both applications and research purposes.

Predictive student models are increasingly used in learning environments. However, due to the rising social impact of their usage, it is now all the more important for these models to be both sufficiently accurate and fair in their predictions. To evaluate algorithmic fairness, a new metric has been developed in education, namely the Model Absolute Density Distance (MADD). This metric enables us to measure how different a predictive model behaves regarding two groups of students, in order to quantify its algorithmic unfairness. In this paper, we thus develop a post-processing method based on this metric, that aims at improving the fairness while preserving the accuracy of relevant predictive models' results. We experiment with our approach on the task of predicting student success in an online course, using both simulated and real-world educational data, and obtain successful results.

Large Language Model (LLMs) such as ChatGPT that exhibit generative AI capabilities are facing accelerated adoption and innovation. The increased presence of Generative AI (GAI) inevitably raises concerns about the risks and safety associated with these models. This article provides an up-to-date survey of recent trends in AI safety research of GAI-LLMs from a computer scientist's perspective: specific and technical. In this survey, we explore the background and motivation for the identified harms and risks in the context of LLMs being generative language models; our survey differentiates by emphasising the need for unified theories of the distinct safety challenges in the research development and applications of LLMs. We start our discussion with a concise introduction to the workings of LLMs, supported by relevant literature. Then we discuss earlier research that has pointed out the fundamental constraints of generative models, or lack of understanding thereof (e.g., performance and safety trade-offs as LLMs scale in number of parameters). We provide a sufficient coverage of LLM alignment -- delving into various approaches, contending methods and present challenges associated with aligning LLMs with human preferences. By highlighting the gaps in the literature and possible implementation oversights, our aim is to create a comprehensive analysis that provides insights for addressing AI safety in LLMs and encourages the development of aligned and secure models. We conclude our survey by discussing future directions of LLMs for AI safety, offering insights into ongoing research in this critical area.

Using large language models (LLMs) for automatic evaluation has become an important evaluation method in NLP research. However, it is unclear whether these LLM-based evaluators can be applied in real-world classrooms to assess student assignments. This empirical report shares how we use GPT-4 as an automatic assignment evaluator in a university course with 1,028 students. Based on student responses, we find that LLM-based assignment evaluators are generally acceptable to students when students have free access to these LLM-based evaluators. However, students also noted that the LLM sometimes fails to adhere to the evaluation instructions. Additionally, we observe that students can easily manipulate the LLM-based evaluator to output specific strings, allowing them to achieve high scores without meeting the assignment rubric. Based on student feedback and our experience, we provide several recommendations for integrating LLM-based evaluators into future classrooms.