We devise an online learning algorithm -- titled Switching via Monotone Adapted Regret Traces (SMART) -- that adapts to the data and achieves regret that is instance optimal, i.e., simultaneously competitive on every input sequence compared to the performance of the follow-the-leader (FTL) policy and the worst case guarantee of any other input policy. We show that the regret of the SMART policy on any input sequence is within a multiplicative factor $e/(e-1) \approx 1.58$ of the smaller of: 1) the regret obtained by FTL on the sequence, and 2) the upper bound on regret guaranteed by the given worst-case policy. This implies a strictly stronger guarantee than typical `best-of-both-worlds' bounds as the guarantee holds for every input sequence regardless of how it is generated. SMART is simple to implement as it begins by playing FTL and switches at most once during the time horizon to the worst-case algorithm. Our approach and results follow from an operational reduction of instance optimal online learning to competitive analysis for the ski-rental problem. We complement our competitive ratio upper bounds with a fundamental lower bound showing that over all input sequences, no algorithm can get better than a $1.43$-fraction of the minimum regret achieved by FTL and the minimax-optimal policy. We also present a modification of SMART that combines FTL with a ``small-loss" algorithm to achieve instance optimality between the regret of FTL and the small loss regret bound.

The mainstream of educational robotics platforms orbits the various versions of versatile robotics sets and kits, while interesting outliers add new opportunities and extend the possible learning situations. Examples of such are reconfigurable robots, rolling sphere robots, humanoids, swimming, or underwater robots. Another kind within this category are flying drones. While remotely controlled drones were a very attractive target for hobby model makers for quite a long time already, they were seldom used in educational scenarios as robots that are programmed by children to perform various simple tasks. A milestone was reached with the introduction of the educational drone Tello, which can be programmed even in Scratch, or some general-purpose languages such as Node.js or Python. The programs can even have access to the robot sensors that are used by the underlying layers of the controller. In addition, they have the option to acquire images from the drone camera and perform actions based on processing the frames applying computer vision algorithms. We have been using this drone in an educational robotics competition for three years without camera, and after our students have developed several successful projects that utilized a camera, we prepared a new competition challenge that requires the use of the camera. In the article, we summarize related efforts and our experiences with educational drones, and their use in the student projects and competition.

Cyberbullying harms teenagers' mental health, and teaching them upstanding intervention is crucial. Wizard-of-Oz studies show chatbots can scale up personalized and interactive cyberbullying education, but implementing such chatbots is a challenging and delicate task. We created a no-code chatbot design tool for K-12 teachers. Using large language models and prompt chaining, our tool allows teachers to prototype bespoke dialogue flows and chatbot utterances. In offering this tool, we explore teachers' distinctive needs when designing chatbots to assist their teaching, and how chatbot design tools might better support them. Our findings reveal that teachers welcome the tool enthusiastically. Moreover, they see themselves as playwrights guiding both the students' and the chatbot's behaviors, while allowing for some improvisation. Their goal is to enable students to rehearse both desirable and undesirable reactions to cyberbullying in a safe environment. We discuss the design opportunities LLM-Chains offer for empowering teachers and the research opportunities this work opens up.

As Natural Language Processing (NLP) systems become increasingly integrated into human social life, these technologies will need to increasingly rely on social intelligence. Although there are many valuable datasets that benchmark isolated dimensions of social intelligence, there does not yet exist any body of work to join these threads into a cohesive subfield in which researchers can quickly identify research gaps and future directions. Towards this goal, we build a Social AI Data Infrastructure, which consists of a comprehensive social AI taxonomy and a data library of 480 NLP datasets. Our infrastructure allows us to analyze existing dataset efforts, and also evaluate language models' performance in different social intelligence aspects. Our analyses demonstrate its Figure 1: Our Social Intelligence Data Infrastructure utility in enabling a thorough understanding of gives a comprehensive overview and synthesis of social current data landscape and providing a holistic intelligence in NLP, with a theoretically grounded taxonomy perspective on potential directions for future and an NLP data library. Researchers can use dataset development. We show there is a need our infrastructure to build and organize tasks, evaluate for multifaceted datasets, increased diversity in language models and derive future insights.

We address causal reasoning in multivariate time series data generated by stochastic processes. Existing approaches are largely restricted to static settings, ignoring the continuity and emission of variations across time. In contrast, we propose a learning paradigm that directly establishes causation between events in the course of time. We present two key lemmas to compute causal contributions and frame them as reinforcement learning problems. Our approach offers formal and computational tools for uncovering and quantifying causal relationships in diffusion processes, subsuming various important settings such as discrete-time Markov decision processes. Finally, in fairly intricate experiments and through sheer learning, our framework reveals and quantifies causal links, which otherwise seem inexplicable.

Negative sampling has swiftly risen to prominence as a focal point of research, with wide-ranging applications spanning machine learning, computer vision, natural language processing, data mining, and recommender systems. This growing interest raises several critical questions: Does negative sampling really matter? Is there a general framework that can incorporate all existing negative sampling methods? In what fields is it applied? Addressing these questions, we propose a general framework that leverages negative sampling. Delving into the history of negative sampling, we trace the development of negative sampling through five evolutionary paths. We dissect and categorize the strategies used to select negative sample candidates, detailing global, local, mini-batch, hop, and memory-based approaches. Our review categorizes current negative sampling methods into five types: static, hard, GAN-based, Auxiliary-based, and In-batch methods, providing a clear structure for understanding negative sampling. Beyond detailed categorization, we highlight the application of negative sampling in various areas, offering insights into its practical benefits. Finally, we briefly discuss open problems and future directions for negative sampling.

Decision-making is a fundamental capability in everyday life. Large Language Models (LLMs) provide multifaceted support in enhancing human decision-making processes. However, understanding the influencing factors of LLM-assisted decision-making is crucial for enabling individuals to utilize LLM-provided advantages and minimize associated risks in order to make more informed and better decisions. This study presents the results of a comprehensive literature analysis, providing a structural overview and detailed analysis of determinants impacting decision-making with LLM support. In particular, we explore the effects of technological aspects of LLMs, including transparency and prompt engineering, psychological factors such as emotions and decision-making styles, as well as decision-specific determinants such as task difficulty and accountability. In addition, the impact of the determinants on the decision-making process is illustrated via multiple application scenarios. Drawing from our analysis, we develop a dependency framework that systematizes possible interactions in terms of reciprocal interdependencies between these determinants. Our research reveals that, due to the multifaceted interactions with various determinants, factors such as trust in or reliance on LLMs, the user's mental model, and the characteristics of information processing are identified as significant aspects influencing LLM-assisted decision-making processes. Our findings can be seen as crucial for improving decision quality in human-AI collaboration, empowering both users and organizations, and designing more effective LLM interfaces. Additionally, our work provides a foundation for future empirical investigations on the determinants of decision-making assisted by LLMs.

This paper studies the evolving domain of Continual Learning (CL) in large language models (LLMs), with a focus on developing strategies for efficient and sustainable training. Our primary emphasis is on continual domain-adaptive pretraining, a process designed to equip LLMs with the ability to integrate new information from various domains while retaining previously learned knowledge and enhancing cross-domain knowledge transfer without relying on domain-specific identification. Unlike previous studies, which mostly concentrate on a limited selection of tasks or domains and primarily aim to address the issue of forgetting, our research evaluates the adaptability and capabilities of LLMs to changing data landscapes in practical scenarios. To this end, we introduce a new benchmark designed to measure the adaptability of LLMs to these evolving data environments, offering a comprehensive framework for evaluation. We examine the impact of model size on learning efficacy and forgetting, as well as how the progression and similarity of emerging domains affect the knowledge transfer within these models. Our findings uncover several key insights: (i) when the sequence of domains shows semantic similarity, continual pretraining enables LLMs to better specialize in the current domain compared to stand-alone fine-tuning, (ii) training across a diverse range of domains enhances both backward and forward knowledge transfer, and (iii) smaller models are particularly sensitive to continual pretraining, showing the most significant rates of both forgetting and learning. We posit that our research marks a shift towards establishing a more realistic benchmark for investigating CL in LLMs, and has the potential to play a key role in guiding the direction of future research in the field.

This survey provides a comprehensive review of research on multi-turn dialogue systems, with a particular focus on multi-turn dialogue systems based on large language models (LLMs). This paper aims to (a) give a summary of existing LLMs and approaches for adapting LLMs to downstream tasks; (b) elaborate recent advances in multi-turn dialogue systems, covering both LLM-based open-domain dialogue (ODD) and task-oriented dialogue (TOD) systems, along with datasets and evaluation metrics; (c) discuss some future emphasis and recent research problems arising from the development of LLMs and the increasing demands on multi-turn dialogue systems.

Personalized education, tailored to individual student needs, leverages educational technology and artificial intelligence (AI) in the digital age to enhance learning effectiveness. The integration of AI in educational platforms provides insights into academic performance, learning preferences, and behaviors, optimizing the personal learning process. Driven by data mining techniques, it not only benefits students but also provides educators and institutions with tools to craft customized learning experiences. To offer a comprehensive review of recent advancements in personalized educational data mining, this paper focuses on four primary scenarios: educational recommendation, cognitive diagnosis, knowledge tracing, and learning analysis. This paper presents a structured taxonomy for each area, compiles commonly used datasets, and identifies future research directions, emphasizing the role of data mining in enhancing personalized education and paving the way for future exploration and innovation.