Techniques to autonomously drive research have been prominent in Computational Scientific Discovery, while Synthetic Biology is a field of science that focuses on designing and constructing new biological systems for useful purposes. Here we seek to apply logic-based machine learning techniques to facilitate cellular engineering and drive biological discovery. Comprehensive databases of metabolic processes called genome-scale metabolic network models (GEMs) are often used to evaluate cellular engineering strategies to optimise target compound production. However, predicted host behaviours are not always correctly described by GEMs, often due to errors in the models. The task of learning the intricate genetic interactions within GEMs presents computational and empirical challenges. To address these, we describe a novel approach called Boolean Matrix Logic Programming (BMLP) by leveraging boolean matrices to evaluate large logic programs. We introduce a new system, $BMLP_{active}$, which efficiently explores the genomic hypothesis space by guiding informative experimentation through active learning. In contrast to sub-symbolic methods, $BMLP_{active}$ encodes a state-of-the-art GEM of a widely accepted bacterial host in an interpretable and logical representation using datalog logic programs. Notably, $BMLP_{active}$ can successfully learn the interaction between a gene pair with fewer training examples than random experimentation, overcoming the increase in experimental design space. $BMLP_{active}$ enables rapid optimisation of metabolic models to reliably engineer biological systems for producing useful compounds. It offers a realistic approach to creating a self-driving lab for microbial engineering.

Many mobile sensing applications utilize data from various modalities, including motion and physiological sensors in mobile and wearable devices. Federated Learning (FL) is particularly suitable for these applications thanks to its privacy-preserving feature. However, challenges such as limited battery life, poor network conditions, and sensor malfunctions can restrict the use of all available modalities for local model training. Additionally, existing multimodal FL systems also struggle with scalability and efficiency as the number of modality sources increases. To address these issues, we introduce FLISM, a framework designed to enable multimodal FL with incomplete modalities. FLISM leverages simulation technique to learn robust representations that can handle missing modalities and transfers model knowledge across clients with varying set of modalities. The evaluation results using three real-world datasets and simulations demonstrate FLISM's effective balance between model performance and system efficiency. It shows an average improvement of .067 in F1-score, while also reducing communication (2.69x faster) and computational (2.28x more efficient) overheads compared to existing methods addressing incomplete modalities. Moreover, in simulated scenarios involving tasks with a larger number of modalities, FLISM achieves a significant speedup of 3.23x~85.10x in communication and 3.73x~32.29x in computational efficiency.

The success of autonomous navigation relies on robust and precise vehicle recognition, hindered by the scarcity of region-specific vehicle detection datasets, impeding the development of context-aware systems. To advance terrestrial object detection research, this paper proposes a native vehicle detection dataset for the most commonly appeared vehicle classes in Bangladesh. 17 distinct vehicle classes have been taken into account, with fully annotated 81542 instances of 17326 images. Each image width is set to at least 1280px. The dataset's average vehicle bounding box-to-image ratio is 4.7036. This Bangladesh Native Vehicle Dataset (BNVD) has accounted for several geographical, illumination, variety of vehicle sizes, and orientations to be more robust on surprised scenarios. In the context of examining the BNVD dataset, this work provides a thorough assessment with four successive You Only Look Once (YOLO) models, namely YOLO v5, v6, v7, and v8. These dataset's effectiveness is methodically evaluated and contrasted with other vehicle datasets already in use. The BNVD dataset exhibits mean average precision(mAP) at 50% intersection over union (IoU) is 0.848 corresponding precision and recall values of 0.841 and 0.774. The research findings indicate a mAP of 0.643 at an IoU range of 0.5 to 0.95. The experiments show that the BNVD dataset serves as a reliable representation of vehicle distribution and presents considerable complexities.

Integrating generative AI (GAI) into higher education is crucial for preparing a future generation of GAI-literate students. Yet a thorough understanding of the global institutional adoption policy remains absent, with most of the prior studies focused on the Global North and the promises and challenges of GAI, lacking a theoretical lens. This study utilizes the Diffusion of Innovations Theory to examine GAI adoption strategies in higher education across 40 universities from six global regions. It explores the characteristics of GAI innovation, including compatibility, trialability, and observability, and analyses the communication channels and roles and responsibilities outlined in university policies and guidelines. The findings reveal a proactive approach by universities towards GAI integration, emphasizing academic integrity, teaching and learning enhancement, and equity. Despite a cautious yet optimistic stance, a comprehensive policy framework is needed to evaluate the impacts of GAI integration and establish effective communication strategies that foster broader stakeholder engagement. The study highlights the importance of clear roles and responsibilities among faculty, students, and administrators for successful GAI integration, supporting a collaborative model for navigating the complexities of GAI in education. This study contributes insights for policymakers in crafting detailed strategies for its integration.

In schools, teachers play a multitude of roles, serving as educators, counselors, decision-makers, and members of the school community. With recent advances in artificial intelligence (AI), there is increasing discussion about how AI can assist, complement, and collaborate with teachers. To pave the way for better teacher-AI complementary relationships in schools, our study aims to expand the discourse on teacher-AI complementarity by seeking educators' perspectives on the potential strengths and limitations of AI across a spectrum of responsibilities. Through a mixed method using a survey with 100 elementary school teachers in South Korea and in-depth interviews with 12 teachers, our findings indicate that teachers anticipate AI's potential to complement human teachers by automating administrative tasks and enhancing personalized learning through advanced intelligence. Interestingly, the deficit of AI's socio-emotional capabilities has been perceived as both challenges and opportunities. Overall, our study demonstrates the nuanced perception of teachers and different levels of expectations over their roles, challenging the need for decisions about AI adoption tailored to educators' preferences and concerns.

Concept recommendation aims to suggest the next concept for learners to study based on their knowledge states and the human knowledge system. While knowledge states can be predicted using knowledge tracing models, previous approaches have not effectively integrated the human knowledge system into the process of designing these educational models. In the era of rapidly evolving Large Language Models (LLMs), many fields have begun using LLMs to generate and encode text, introducing external knowledge. However, integrating LLMs into concept recommendation presents two urgent challenges: 1) How to construct text for concepts that effectively incorporate the human knowledge system? 2) How to adapt non-smooth, anisotropic text encodings effectively for concept recommendation? In this paper, we propose a novel Structure and Knowledge Aware Representation learning framework for concept Recommendation (SKarREC). We leverage factual knowledge from LLMs as well as the precedence and succession relationships between concepts obtained from the knowledge graph to construct textual representations of concepts. Furthermore, we propose a graph-based adapter to adapt anisotropic text embeddings to the concept recommendation task. This adapter is pre-trained through contrastive learning on the knowledge graph to get a smooth and structure-aware concept representation. Then, it's fine-tuned through the recommendation task, forming a text-to-knowledge-to-recommendation adaptation pipeline, which effectively constructs a structure and knowledge-aware concept representation. Our method does a better job than previous adapters in transforming text encodings for application in concept recommendation. Extensive experiments on real-world datasets demonstrate the effectiveness of the proposed approach.

Evaluating the quality of automatically generated question items has been a long standing challenge. In this paper, we leverage LLMs to simulate student profiles and generate responses to multiple-choice questions (MCQs). The generative students' responses to MCQs can further support question item evaluation. We propose Generative Students, a prompt architecture designed based on the KLI framework. A generative student profile is a function of the list of knowledge components the student has mastered, has confusion about or has no evidence of knowledge of. We instantiate the Generative Students concept on the subject domain of heuristic evaluation. We created 45 generative students using GPT-4 and had them respond to 20 MCQs. We found that the generative students produced logical and believable responses that were aligned with their profiles. We then compared the generative students' responses to real students' responses on the same set of MCQs and found a high correlation. Moreover, there was considerable overlap in the difficult questions identified by generative students and real students. A subsequent case study demonstrated that an instructor could improve question quality based on the signals provided by Generative Students.

From its inception, AI has had a rather ambivalent relationship with humans -- swinging between their augmentation and replacement. Now, as AI technologies enter our everyday lives at an ever increasing pace, there is a greater need for AI systems to work synergistically with humans. One critical requirement for such synergistic human-AI interaction is that the AI systems be explainable to the humans in the loop. To do this effectively, AI agents need to go beyond planning with their own models of the world, and take into account the mental model of the human in the loop. Drawing from several years of research in our lab, we will discuss how the AI agent can use these mental models to either conform to human expectations, or change those expectations through explanatory communication. While the main focus of the book is on cooperative scenarios, we will point out how the same mental models can be used for obfuscation and deception. Although the book is primarily driven by our own research in these areas, in every chapter, we will provide ample connections to relevant research from other groups.

The massive digitization of artworks during the last decades created the need for categorization, analysis, and management of huge amounts of data related to abstract concepts, highlighting a challenging problem in the field of computer science. The rapid progress of artificial intelligence and neural networks has provided tools and technologies that seem worthy of the challenge. Recognition of various art features in artworks has gained attention in the deep learning society. In this paper, we are concerned with the problem of art style recognition using deep networks. We compare the performance of 8 different deep architectures (VGG16, VGG19, ResNet50, ResNet152, Inception-V3, DenseNet121, DenseNet201 and Inception-ResNet-V2), on two different art datasets, including 3 architectures that have never been used on this task before, leading to state-of-the-art performance. We study the effect of data preprocessing prior to applying a deep learning model. We introduce a stacking ensemble method combining the results of first-stage classifiers through a meta-classifier, with the innovation of a versatile approach based on multiple models that extract and recognize different characteristics of the input, creating a more consistent model compared to existing works and achieving state-of-the-art accuracy on the largest art dataset available (WikiArt - 68,55%). We also discuss the impact of the data and art styles themselves on the performance of our models forming a manifold perspective on the problem.

In the era of generative artificial intelligence (AI), the fusion of large language models (LLMs) offers unprecedented opportunities for innovation in the field of modern education. We embark on an exploration of prompted LLMs within the context of educational and assessment applications to uncover their potential. Through a series of carefully crafted research questions, we investigate the effectiveness of prompt-based techniques in generating open-ended questions from school-level textbooks, assess their efficiency in generating open-ended questions from undergraduate-level technical textbooks, and explore the feasibility of employing a chain-of-thought inspired multi-stage prompting approach for language-agnostic multiple-choice question (MCQ) generation. Additionally, we evaluate the ability of prompted LLMs for language learning, exemplified through a case study in the low-resource Indian language Bengali, to explain Bengali grammatical errors. We also evaluate the potential of prompted LLMs to assess human resource (HR) spoken interview transcripts. By juxtaposing the capabilities of LLMs with those of human experts across various educational tasks and domains, our aim is to shed light on the potential and limitations of LLMs in reshaping educational practices.