These authors contributed equally to this work *Corresponding author. Abstract: Social media platforms can quickly disseminate STEM content to diverse audiences, but their operation can be mysterious. We used open-source machine learning methods such as clustering, regression, and sentiment analysis to analyze over 1000 videos and metrics thereof from 6 social media STEM creators. Our data provide insights into how audiences generate interest signals(likes, bookmarks, comments, shares), on the correlation of various signals with views, and suggest that content from newer creators is disseminated differently. We also share insights on how to optimize dissemination by analyzing data available exclusively to content creators as well as via sentiment analysis of comments. Introduction: Social media platforms such as Instagram, TikTok, and YouTube provide a new venue to promote STEM education, inspire the next generation of diverse scientists, and share knowledge to lower barriers to academia(1-3). Unlike many existing venues, social media is broadly accessible and not limited to those with significant resources devoted to their education. Content can be quickly disseminated to large diverse audiences of all ages and backgrounds(4).

Knowledge Tracing (KT) aims to trace changes in students' knowledge states throughout their entire learning process by analyzing their historical learning data and predicting their future learning performance. Existing forgetting curve theory based knowledge tracing models only consider the general forgetting caused by time intervals, ignoring the individualization of students and the causal relationship of the forgetting process. To address these problems, we propose a Concept-driven Personalized Forgetting knowledge tracing model (CPF) which integrates hierarchical relationships between knowledge concepts and incorporates students' personalized cognitive abilities. First, we integrate the students' personalized capabilities into both the learning and forgetting processes to explicitly distinguish students' individual learning gains and forgetting rates according to their cognitive abilities. Second, we take into account the hierarchical relationships between knowledge points and design a precursor-successor knowledge concept matrix to simulate the causal relationship in the forgetting process, while also integrating the potential impact of forgetting prior knowledge points on subsequent ones. The proposed personalized forgetting mechanism can not only be applied to the learning of specifc knowledge concepts but also the life-long learning process. Extensive experimental results on three public datasets show that our CPF outperforms current forgetting curve theory based methods in predicting student performance, demonstrating CPF can better simulate changes in students' knowledge status through the personalized forgetting mechanism.

The unique artistic style is crucial to artists' occupational competitiveness, yet prevailing Art Commission Platforms rarely support style-based retrieval. Meanwhile, the fast-growing generative AI techniques aggravate artists' concerns about releasing personal artworks to public platforms. To achieve artistic style-based retrieval without exposing personal artworks, we propose FedStyle, a style-based federated learning crowdsourcing framework. It allows artists to train local style models and share model parameters rather than artworks for collaboration. However, most artists possess a unique artistic style, resulting in severe model drift among them. FedStyle addresses such extreme data heterogeneity by having artists learn their abstract style representations and align with the server, rather than merely aggregating model parameters lacking semantics. Besides, we introduce contrastive learning to meticulously construct the style representation space, pulling artworks with similar styles closer and keeping different ones apart in the embedding space. Extensive experiments on the proposed datasets demonstrate the superiority of FedStyle.

Humans learn social skills through both imitation and social interaction. This social learning process is largely understudied by existing research on building language agents. Motivated by this gap, we propose an interactive learning method, SOTOPIA-$\pi$, improving the social intelligence of language agents. This method leverages behavior cloning and self-reinforcement training on filtered social interaction data according to large language model (LLM) ratings. We show that our training method allows a 7B LLM to reach the social goal completion ability of an expert model (GPT-4-based agent), while improving the safety of language agents and maintaining general QA ability on the MMLU benchmark. We also find that this training paradigm uncovers some difficulties in LLM-based evaluation of social intelligence: LLM-based evaluators overestimate the abilities of the language agents trained specifically for social interaction.

Model Weight Averaging (MWA) is a technique that seeks to enhance model's performance by averaging the weights of multiple trained models. This paper first empirically finds that 1) the vanilla MWA can benefit the class-imbalanced learning, and 2) performing model averaging in the early epochs of training yields a greater performance improvement than doing that in later epochs. Inspired by these two observations, in this paper we propose a novel MWA technique for class-imbalanced learning tasks named Iterative Model Weight Averaging (IMWA). Specifically, IMWA divides the entire training stage into multiple episodes. Within each episode, multiple models are concurrently trained from the same initialized model weight, and subsequently averaged into a singular model. Then, the weight of this average model serves as a fresh initialization for the ensuing episode, thus establishing an iterative learning paradigm. Compared to vanilla MWA, IMWA achieves higher performance improvements with the same computational cost. Moreover, IMWA can further enhance the performance of those methods employing EMA strategy, demonstrating that IMWA and EMA can complement each other. Extensive experiments on various class-imbalanced learning tasks, i.e., class-imbalanced image classification, semi-supervised class-imbalanced image classification and semi-supervised object detection tasks showcase the effectiveness of our IMWA.

Model-free reinforcement learning methods lack an inherent mechanism to impose behavioural constraints on the trained policies. While certain extensions exist, they remain limited to specific types of constraints, such as value constraints with additional reward signals or visitation density constraints. In this work we try to unify these existing techniques and bridge the gap with classical optimization and control theory, using a generic primal-dual framework for value-based and actor-critic reinforcement learning methods. The obtained dual formulations turn out to be especially useful for imposing additional constraints on the learned policy, as an intrinsic relationship between such dual constraints (or regularization terms) and reward modifications in the primal is reveiled. Furthermore, using this framework, we are able to introduce some novel types of constraints, allowing to impose bounds on the policy's action density or on costs associated with transitions between consecutive states and actions. From the adjusted primal-dual optimization problems, a practical algorithm is derived that supports various combinations of policy constraints that are automatically handled throughout training using trainable reward modifications. The resulting $\texttt{DualCRL}$ method is examined in more detail and evaluated under different (combinations of) constraints on two interpretable environments. The results highlight the efficacy of the method, which ultimately provides the designer of such systems with a versatile toolbox of possible policy constraints.

Large Language Models (LLMs) have found several use cases in education, ranging from automatic question generation to essay evaluation. In this paper, we explore the potential of using Large Language Models (LLMs) to author Intelligent Tutoring Systems. A common pitfall of LLMs is their straying from desired pedagogical strategies such as leaking the answer to the student, and in general, providing no guarantees. We posit that while LLMs with certain guardrails can take the place of subject experts, the overall pedagogical design still needs to be handcrafted for the best learning results. Based on this principle, we create a sample end-to-end tutoring system named MWPTutor, which uses LLMs to fill in the state space of a pre-defined finite state transducer. This approach retains the structure and the pedagogy of traditional tutoring systems that has been developed over the years by learning scientists but brings in additional flexibility of LLM-based approaches. Through a human evaluation study on two datasets based on math word problems, we show that our hybrid approach achieves a better overall tutoring score than an instructed, but otherwise free-form, GPT-4. MWPTutor is completely modular and opens up the scope for the community to improve its performance by improving individual modules or using different teaching strategies that it can follow.

While small businesses are increasingly turning to online crowdfunding platforms for essential funding, over 40% of these campaigns may fail to raise any money, especially those from low socio-economic areas. We utilize the latest advancements in AI technology to identify crucial factors that influence the success of crowdfunding campaigns and to improve their fundraising outcomes by strategically optimizing these factors. Our best-performing machine learning model accurately predicts the fundraising outcomes of 81.0% of campaigns, primarily based on their textual descriptions. Interpreting the machine learning model allows us to provide actionable suggestions on improving the textual description before launching a campaign. We demonstrate that by augmenting just three aspects of the narrative using a large language model, a campaign becomes more preferable to 83% human evaluators, and its likelihood of securing financial support increases by 11.9%. Our research uncovers the effective strategies for crafting descriptions for small business fundraising campaigns and opens up a new realm in integrating large language models into crowdfunding methodologies.

The awareness of multi-cultural human values is critical to the ability of language models (LMs) to generate safe and personalized responses. However, this awareness of LMs has been insufficiently studied, since the computer science community lacks access to the large-scale real-world data about multi-cultural values. In this paper, we present WorldValuesBench, a globally diverse, large-scale benchmark dataset for the multi-cultural value prediction task, which requires a model to generate a rating response to a value question based on demographic contexts. Our dataset is derived from an influential social science project, World Values Survey (WVS), that has collected answers to hundreds of value questions (e.g., social, economic, ethical) from 94,728 participants worldwide. We have constructed more than 20 million examples of the type "(demographic attributes, value question) $\rightarrow$ answer" from the WVS responses. We perform a case study using our dataset and show that the task is challenging for strong open and closed-source models. On merely $11.1\%$, $25.0\%$, $72.2\%$, and $75.0\%$ of the questions, Alpaca-7B, Vicuna-7B-v1.5, Mixtral-8x7B-Instruct-v0.1, and GPT-3.5 Turbo can respectively achieve $<0.2$ Wasserstein 1-distance from the human normalized answer distributions. WorldValuesBench opens up new research avenues in studying limitations and opportunities in multi-cultural value awareness of LMs.

The field of Knowledge Tracing aims to understand how students learn and master knowledge over time by analyzing their historical behaviour data. To achieve this goal, many researchers have proposed Knowledge Tracing models that use data from Intelligent Tutoring Systems to predict students' subsequent actions. However, with the development of Intelligent Tutoring Systems, large-scale datasets containing long-sequence data began to emerge. Recent deep learning based Knowledge Tracing models face obstacles such as low efficiency, low accuracy, and low interpretability when dealing with large-scale datasets containing long-sequence data. To address these issues and promote the sustainable development of Intelligent Tutoring Systems, we propose a LSTM BERT-based Knowledge Tracing model for long sequence data processing, namely LBKT, which uses a BERT-based architecture with a Rasch model-based embeddings block to deal with different difficulty levels information and an LSTM block to process the sequential characteristic in students' actions. LBKT achieves the best performance on most benchmark datasets on the metrics of ACC and AUC. Additionally, an ablation study is conducted to analyse the impact of each component of LBKT's overall performance. Moreover, we used t-SNE as the visualisation tool to demonstrate the model's embedding strategy. The results indicate that LBKT is faster, more interpretable, and has a lower memory cost than the traditional deep learning based Knowledge Tracing methods.