Cultured meat has the potential to provide a complementary meat industry with reduced environmental, ethical, and health impacts. However, major technological challenges remain which require time- and resource-intensive research and development efforts. Machine learning has the potential to accelerate cultured meat technology by streamlining experiments, predicting optimal results, and reducing experimentation time and resources. However, the use of machine learning in cultured meat is in its infancy. This review covers the work available to date on the use of machine learning in cultured meat and explores future possibilities. We address four major areas of cultured meat research and development: establishing cell lines, cell culture media design, microscopy and image analysis, and bioprocessing and food processing optimization. This review aims to provide the foundation necessary for both cultured meat and machine learning scientists to identify research opportunities at the intersection between cultured meat and machine learning.

The African continent lacks enough qualified teachers which hampers the provision of adequate learning support. An AI could potentially augment the efforts of the limited number of teachers, leading to better learning outcomes. Towards that end, this work describes and evaluates the first key output for the NSMQ AI Grand Challenge, which proposes a robust, real-world benchmark for such an AI: "Build an AI to compete live in Ghana's National Science and Maths Quiz (NSMQ) competition and win -- performing better than the best contestants in all rounds and stages of the competition". The NSMQ is an annual live science and mathematics competition for senior secondary school students in Ghana in which 3 teams of 2 students compete by answering questions across biology, chemistry, physics, and math in 5 rounds over 5 progressive stages until a winning team is crowned for that year. In this work, we built Brilla AI, an AI contestant that we deployed to unofficially compete remotely and live in the Riddles round of the 2023 NSMQ Grand Finale, the first of its kind in the 30-year history of the competition. Brilla AI is currently available as a web app that livestreams the Riddles round of the contest, and runs 4 machine learning systems: (1) speech to text (2) question extraction (3) question answering and (4) text to speech that work together in real-time to quickly and accurately provide an answer, and then say it with a Ghanaian accent. In its debut, our AI answered one of the 4 riddles ahead of the 3 human contesting teams, unofficially placing second (tied). Improvements and extensions of this AI could potentially be deployed to offer science tutoring to students and eventually enable millions across Africa to have one-on-one learning interactions, democratizing science education.

Automated explanatory feedback systems play a crucial role in facilitating learning for a large cohort of learners by offering feedback that incorporates explanations, significantly enhancing the learning process. However, delivering such explanatory feedback in real-time poses challenges, particularly when high classification accuracy for domain-specific, nuanced responses is essential. Our study leverages the capabilities of large language models, specifically Generative Pre-Trained Transformers (GPT), to explore a sequence labeling approach focused on identifying components of desired and less desired praise for providing explanatory feedback within a tutor training dataset. Our aim is to equip tutors with actionable, explanatory feedback during online training lessons. To investigate the potential of GPT models for providing the explanatory feedback, we employed two commonly-used approaches: prompting and fine-tuning. To quantify the quality of highlighted praise components identified by GPT models, we introduced a Modified Intersection over Union (M-IoU) score. Our findings demonstrate that: (1) the M-IoU score effectively correlates with human judgment in evaluating sequence quality; (2) using two-shot prompting on GPT-3.5 resulted in decent performance in recognizing effort-based (M-IoU of 0.46) and outcome-based praise (M-IoU of 0.68); and (3) our optimally fine-tuned GPT-3.5 model achieved M-IoU scores of 0.64 for effort-based praise and 0.84 for outcome-based praise, aligning with the satisfaction levels evaluated by human coders. Our results show promise for using GPT models to provide feedback that focuses on specific elements in their open-ended responses that are desirable or could use improvement.

Compared to standard language model (LM) pretraining (i.e., from scratch), Knowledge Distillation (KD) entails an additional forward pass through a teacher model that is typically substantially larger than the target student model. As such, KD in LM pretraining materially slows down throughput of pretraining instances vis-a-vis pretraining from scratch. Scaling laws of LM pretraining suggest that smaller models can close the gap to larger counterparts if trained on more data (i.e., processing more tokens)-and under a fixed computation budget, smaller models are able be process more data than larger models. We thus hypothesize that KD might, in fact, be suboptimal to pretraining from scratch for obtaining smaller LMs, when appropriately accounting for the compute budget. To test this, we compare pretraining from scratch against several KD strategies for masked language modeling (MLM) in a fair experimental setup, with respect to amount of computation as well as pretraining data. Downstream results on GLUE, however, do not confirm our hypothesis: while pretraining from scratch performs comparably to ordinary KD under a fixed computation budget, more sophisticated KD strategies, namely TinyBERT (Jiao et al., 2020) and MiniLM (Wang et al., 2023), outperform it by a notable margin. We further find that KD yields larger gains over pretraining from scratch when the data must be repeated under the fixed computation budget.

Imitation learning is an approach in which an agent learns how to execute a task by trying to mimic how one or more teachers perform it. This learning approach offers a compromise between the time it takes to learn a new task and the effort needed to collect teacher samples for the agent. It achieves this by balancing learning from the teacher, who has some information on how to perform the task, and deviating from their examples when necessary, such as states not present in the teacher samples. Consequently, the field of imitation learning has received much attention from researchers in recent years, resulting in many new methods and applications. However, with this increase in published work and past surveys focusing mainly on methodology, a lack of standardisation became more prominent in the field. This non-standardisation is evident in the use of environments, which appear in no more than two works, and evaluation processes, such as qualitative analysis, that have become rare in current literature. In this survey, we systematically review current imitation learning literature and present our findings by (i) classifying imitation learning techniques, environments and metrics by introducing novel taxonomies; (ii) reflecting on main problems from the literature; and (iii) presenting challenges and future directions for researchers.

Non-cognitive skills are crucial for personal and social life well-being, and such skill development can be supported by narrative-based (e.g., storytelling) technologies. While generative AI enables interactive and role-playing storytelling, little is known about how users engage with and perceive the use of AI in social life simulation for non-cognitive skills learning. To this end, we introduced SimuLife++, an interactive platform enabled by a large language model (LLM). The system allows users to act as protagonists, creating stories with one or multiple AI-based characters in diverse social scenarios. In particular, we expanded the Human-AI interaction to a Human-AI-AI collaboration by including a sage agent, who acts as a bystander to provide users with more insightful perspectives on their choices and conversations. Through a within-subject user study, we found that the inclusion of the sage agent significantly enhanced narrative immersion, according to the narrative transportation scale, leading to more messages, particularly in group chats. Participants' interactions with the sage agent were also associated with significantly higher scores in their perceived motivation, self-perceptions, and resilience and coping, indicating positive impacts on non-cognitive skills reflection. Participants' interview results further explained the sage agent's aid in decision-making, solving ethical dilemmas, and problem-solving; on the other hand, they suggested improvements in user control and balanced responses from multiple characters. We provide design implications on the application of generative AI in narrative solutions for non-cognitive skill development in broader social contexts.

This paper introduces uRAG--a framework with a unified retrieval engine that serves multiple downstream retrieval-augmented generation (RAG) systems. Each RAG system consumes the retrieval results for a unique purpose, such as open-domain question answering, fact verification, entity linking, and relation extraction. We introduce a generic training guideline that standardizes the communication between the search engine and the downstream RAG systems that engage in optimizing the retrieval model. This lays the groundwork for us to build a large-scale experimentation ecosystem consisting of 18 RAG systems that engage in training and 18 unknown RAG systems that use the uRAG as the new users of the search engine. Using this experimentation ecosystem, we answer a number of fundamental research questions that improve our understanding of promises and challenges in developing search engines for machines.

In real-world scenarios, extensive manual annotation for continual learning is impractical due to prohibitive costs. Although prior arts, influenced by large-scale webly supervised training, suggest leveraging web-scraped data in continual learning, this poses challenges such as data imbalance, usage restrictions, and privacy concerns. Addressing the risks of continual webly supervised training, we present an online continual learning framework - Generative Name only Continual Learning (G-NoCL). The proposed G-NoCL uses a set of generators G along with the learner. When encountering new concepts (i.e., classes), G-NoCL employs the novel sample complexity-guided data ensembling technique DIverSity and COmplexity enhancing ensemBlER (DISCOBER) to optimally sample training data from generated data. Through extensive experimentation, we demonstrate superior performance of DISCOBER in G-NoCL online CL benchmarks, covering both In-Distribution (ID) and Out-of-Distribution (OOD) generalization evaluations, compared to naive generator-ensembling, web-supervised, and manually annotated data.

We propose a novel framework for enhancing robotic adaptability and learning efficiency, which integrates unsupervised trajectory segmentation with adaptive probabilistic movement primitives (ProMPs). By employing a cutting-edge deep learning architecture that combines autoencoders and Recurrent Neural Networks (RNNs), our approach autonomously pinpoints critical transitional points in continuous, unlabeled motion data, thus significantly reducing dependence on extensively labeled datasets. This innovative method dynamically adjusts motion trajectories using conditional variables, significantly enhancing the flexibility and accuracy of robotic actions under dynamic conditions while also reducing the computational overhead associated with traditional robotic programming methods. Our experimental validation demonstrates superior learning efficiency and adaptability compared to existing techniques, paving the way for advanced applications in industrial and service robotics.

Unlike traditional educational chatbots that rely on pre-programmed responses, large-language model-driven chatbots, such as ChatGPT, demonstrate remarkable versatility and have the potential to serve as a dynamic resource for addressing student needs from understanding advanced concepts to solving complex problems. This work explores the impact of such technology on student learning in an interdisciplinary, project-oriented data visualization course. Throughout the semester, students engaged with ChatGPT across four distinct projects, including data visualizations and implementing them using a variety of tools including Tableau, D3, and Vega-lite. We collected conversation logs and reflection surveys from the students after each assignment. In addition, we conducted interviews with selected students to gain deeper insights into their overall experiences with ChatGPT. Our analysis examined the advantages and barriers of using ChatGPT, students' querying behavior, the types of assistance sought, and its impact on assignment outcomes and engagement. Based on the findings, we discuss design considerations for an educational solution that goes beyond the basic interface of ChatGPT, specifically tailored for data visualization education.