Considering learner engagement has a mutual benefit for both learners and instructors. Instructors can help learners increase their attention, involvement, motivation, and interest. On the other hand, instructors can improve their instructional performance by evaluating the cumulative results of all learners and upgrading their training programs. This paper proposes a general, lightweight model for selecting and processing features to detect learners' engagement levels while preserving the sequential temporal relationship over time. During training and testing, we analyzed the videos from the publicly available DAiSEE dataset to capture the dynamic essence of learner engagement. We have also proposed an adaptation policy to find new labels that utilize the affective states of this dataset related to education, thereby improving the models' judgment. The suggested model achieves an accuracy of 68.57\% in a specific implementation and outperforms the studied state-of-the-art models detecting learners' engagement levels.

In this paper, we present a comprehensive survey of the metaverse, envisioned as a transformative dimension of next-generation Internet technologies. This study not only outlines the structural components of our survey but also makes a substantial scientific contribution by elucidating the foundational concepts underlying the emergence of the metaverse. We analyze its architecture by defining key characteristics and requirements, thereby illuminating the nascent reality set to revolutionize digital interactions. Our analysis emphasizes the importance of collaborative efforts in developing metaverse standards, thereby fostering a unified understanding among industry stakeholders, organizations, and regulatory bodies. We extend our scrutiny to critical technologies integral to the metaverse, including interactive experiences, communication technologies, ubiquitous computing, digital twins, artificial intelligence, and cybersecurity measures. For each technological domain, we rigorously assess current contributions, principal techniques, and representative use cases, providing a nuanced perspective on their potential impacts. Furthermore, we delve into the metaverse's diverse applications across education, healthcare, business, social interactions, industrial sectors, defense, and mission-critical operations, highlighting its extensive utility. Each application is thoroughly analyzed, demonstrating its value and addressing associated challenges. The survey concludes with an overview of persistent challenges and future directions, offering insights into essential considerations and strategies necessary to harness the full potential of the metaverse. Through this detailed investigation, our goal is to articulate the scientific contributions of this survey paper, transcending a mere structural overview to highlight the transformative implications of the metaverse.

Few-Shot Class-Incremental Learning presents an extension of the Class Incremental Learning problem where a model is faced with the problem of data scarcity while addressing the catastrophic forgetting problem. This problem remains an open problem because all recent works are built upon the convolutional neural networks performing sub-optimally compared to the transformer approaches. Our paper presents Robust Transformer Approach built upon the Compact Convolution Transformer. The issue of overfitting due to few samples is overcome with the notion of the stochastic classifier, where the classifier's weights are sampled from a distribution with mean and variance vectors, thus increasing the likelihood of correct classifications, and the batch-norm layer to stabilize the training process. The issue of CF is dealt with the idea of delta parameters, small task-specific trainable parameters while keeping the backbone networks frozen. A non-parametric approach is developed to infer the delta parameters for the model's predictions. The prototype rectification approach is applied to avoid biased prototype calculations due to the issue of data scarcity. The advantage of ROBUSTA is demonstrated through a series of experiments in the benchmark problems where it is capable of outperforming prior arts with big margins without any data augmentation protocols.

Automatic perception of image quality is a challenging problem that impacts billions of Internet and social media users daily. To advance research in this field, we propose a no-reference image quality assessment (NR-IQA) method termed Cross-IQA based on vision transformer(ViT) model. The proposed Cross-IQA method can learn image quality features from unlabeled image data. We construct the pretext task of synthesized image reconstruction to unsupervised extract the image quality information based ViT block. The pretrained encoder of Cross-IQA is used to fine-tune a linear regression model for score prediction. Experimental results show that Cross-IQA can achieve state-of-the-art performance in assessing the low-frequency degradation information (e.g., color change, blurring, etc.) of images compared with the classical full-reference IQA and NR-IQA under the same datasets.

Generative AI technologies demand new practical and critical competencies, which call on design to respond to and foster these. We present an exploratory study guided by Research-through-Design, in which we partnered with a primary school to develop a constructionist curriculum centered on students interacting with a generative AI technology. We provide a detailed account of the design of and outputs from the curriculum and learning materials, finding centrally that the reflexive and prolonged `hands-on' approach led to a co-development of students' practical and critical competencies. From the study, we contribute guidance for designing constructionist approaches to generative AI technology education; further arguing to do so with `critical responsivity.' We then discuss how HCI researchers may leverage constructionist strategies in designing interactions with generative AI technologies; and suggest that Research-through-Design can play an important role as a `rapid response methodology' capable of reacting to fast-evolving, disruptive technologies such as generative AI.

The grading of open-ended questions is a high-effort, high-impact task in education. Automating this task promises a significant reduction in workload for education professionals, as well as more consistent grading outcomes for students, by circumventing human subjectivity and error. While recent breakthroughs in AI technology might facilitate such automation, this has not been demonstrated at scale. It this paper, we introduce a novel automatic short answer grading (ASAG) system. The system is based on a fine-tuned open-source transformer model which we trained on large set of exam data from university courses across a large range of disciplines. We evaluated the trained model's performance against held-out test data in a first experiment and found high accuracy levels across a broad spectrum of unseen questions, even in unseen courses. We further compared the performance of our model with that of certified human domain experts in a second experiment: we first assembled another test dataset from real historical exams - the historic grades contained in that data were awarded to students in a regulated, legally binding examination process; we therefore considered them as ground truth for our experiment. We then asked certified human domain experts and our model to grade the historic student answers again without disclosing the historic grades. Finally, we compared the hence obtained grades with the historic grades (our ground truth). We found that for the courses examined, the model deviated less from the official historic grades than the human re-graders - the model's median absolute error was 44 % smaller than the human re-graders', implying that the model is more consistent than humans in grading. These results suggest that leveraging AI enhanced grading can reduce human subjectivity, improve consistency and thus ultimately increase fairness.

When a teacher provides examples for a student to study, these examples must be informative, enabling a student to progress from their current state toward a target concept or skill. Good teachers must therefore simultaneously infer what students already know and adapt their teaching to students' changing state of knowledge. There is increasing interest in using computational models, particularly large language models, as pedagogical tools. As students, language models in particular have shown a remarkable ability to adapt to new tasks given small numbers of examples. But how effectively can these models adapt as teachers to students of different types? To study this question, we introduce a suite of models and evaluation methods we call AdapT. AdapT has two components: (1) a collection of simulated Bayesian student models that can be used for evaluation of automated teaching methods; (2) a platform for evaluation with human students, to characterize the real-world effectiveness of these methods. We additionally introduce (3) AToM, a new probabilistic model for adaptive teaching that jointly infers students' past beliefs and optimizes for the correctness of future beliefs. In evaluations of simulated students across three learning domains (fraction arithmetic, English morphology, function learning), AToM systematically outperforms LLM-based and standard Bayesian teaching models. In human experiments, both AToM and LLMs outperform non-adaptive random example selection. Our results highlight both the difficulty of the adaptive teaching task and the potential of learned adaptive models for solving it.

Large Language Models (LLMs) are becoming crucial across various fields, emphasizing the urgency for high-quality models in underrepresented languages. This study explores the unique challenges faced by low-resource languages, such as data scarcity, model selection, evaluation, and computational limitations, with a special focus on Turkish. We conduct an in-depth analysis to evaluate the impact of training strategies, model choices, and data availability on the performance of LLMs designed for underrepresented languages. Our approach includes two methodologies: (i) adapting existing LLMs originally pretrained in English to understand Turkish, and (ii) developing a model from the ground up using Turkish pretraining data, both supplemented with supervised fine-tuning on a novel Turkish instruction-tuning dataset aimed at enhancing reasoning capabilities. The relative performance of these methods is evaluated through the creation of a new leaderboard for Turkish LLMs, featuring benchmarks that assess different reasoning and knowledge skills. Furthermore, we conducted experiments on data and model scaling, both during pretraining and fine-tuning, simultaneously emphasizing the capacity for knowledge transfer across languages and addressing the challenges of catastrophic forgetting encountered during fine-tuning on a different language. Our goal is to offer a detailed guide for advancing the LLM framework in low-resource linguistic contexts, thereby making natural language processing (NLP) benefits more globally accessible.

We propose an interactive approach to language learning that utilizes linguistic acceptability judgments from an informant (a competent language user) to learn a grammar. Given a grammar formalism and a framework for synthesizing data, our model iteratively selects or synthesizes a data-point according to one of a range of information-theoretic policies, asks the informant for a binary judgment, and updates its own parameters in preparation for the next query. We demonstrate the effectiveness of our model in the domain of phonotactics, the rules governing what kinds of sound-sequences are acceptable in a language, and carry out two experiments, one with typologically-natural linguistic data and another with a range of procedurally-generated languages. We find that the information-theoretic policies that our model uses to select items to query the informant achieve sample efficiency comparable to, and sometimes greater than, fully supervised approaches.

Large language models (LLMs) have demonstrated astonishing capabilities in natural language processing (NLP) tasks, sparking interest in their application to professional domains with higher specialized requirements. However, restricted access to closed-source LLMs via APIs and the difficulty in collecting massive high-quality datasets pose obstacles to the development of large language models in education fields of various courses. Given these challenges, we propose CourseGPT-zh, a course-oriented education LLM that supports customization and low-cost deployment. To address the comprehensiveness and diversity requirements of course-specific corpora, we design a high-quality question-answering corpus distillation framework incorporating prompt optimization, which effectively mines textbook knowledge and enhances its diversity. Moreover, considering the alignment of LLM responses with user needs, a novel method for discrete prompt optimization based on LLM-as-Judge is introduced. During optimization, this framework leverages the LLM's ability to reflect on and exploit error feedback and patterns, allowing for prompts that meet user needs and preferences while saving response length. Lastly, we obtain CourseGPT-zh based on the open-source LLM using parameter-efficient fine-tuning. Experimental results show that our discrete prompt optimization framework effectively improves the response quality of ChatGPT, and CourseGPT-zh exhibits strong professional capabilities in specialized knowledge question-answering, significantly outperforming comparable open-source models.