The advancement of natural language processing has paved the way for automated scoring systems in various languages, such as German (e.g., German BERT [G-BERT]). Automatically scoring written responses to science questions in German is a complex task and challenging for standard G-BERT as they lack contextual knowledge in the science domain and may be unaligned with student writing styles. This paper developed a contextualized German Science Education BERT (G-SciEdBERT), an innovative large language model tailored for scoring German-written responses to science tasks. Using G-BERT, we pre-trained G-SciEdBERT on a corpus of 50K German written science responses with 5M tokens to the Programme for International Student Assessment (PISA) 2015. We fine-tuned G-SciEdBERT on 59 assessment items and examined the scoring accuracy. We then compared its performance with G-BERT. Our findings reveal a substantial improvement in scoring accuracy with G-SciEdBERT, demonstrating a 10% increase of quadratic weighted kappa compared to G-BERT (mean accuracy difference = 0.096, SD = 0.024). These insights underline the significance of specialized language models like G-SciEdBERT, which is trained to enhance the accuracy of automated scoring, offering a substantial contribution to the field of AI in education.

Large language models (LLMs) exhibit advanced reasoning skills, enabling robots to comprehend natural language instructions and strategically plan high-level actions through proper grounding. However, LLM hallucination may result in robots confidently executing plans that are misaligned with user goals or, in extreme cases, unsafe. Additionally, inherent ambiguity in natural language instructions can induce task uncertainty, particularly in situations where multiple valid options exist. To address this issue, LLMs must identify such uncertainty and proactively seek clarification. This paper explores the concept of introspective planning as a systematic method for guiding LLMs in forming uncertainty--aware plans for robotic task execution without the need for fine-tuning. We investigate uncertainty quantification in task-level robot planning and demonstrate that introspection significantly improves both success rates and safety compared to state-of-the-art LLM-based planning approaches. Furthermore, we assess the effectiveness of introspective planning in conjunction with conformal prediction, revealing that this combination yields tighter confidence bounds, thereby maintaining statistical success guarantees with fewer superfluous user clarification queries.

Storymaking, as an integrative form of expressive arts therapy, is an effective means to foster family communication. Yet, the integration of generative AI as expressive materials in therapeutic storymaking remains underexplored. And there is a lack of HCI implications on how to support families and therapists in this context. Addressing this, our study involved five weeks of storymaking sessions with seven families guided by a professional therapist. In these sessions, the families used both traditional art-making materials and image-based generative AI to create and evolve their family stories. Via the rich empirical data and commentaries from four expert therapists, we contextualize how families creatively melded AI and traditional expressive materials to externalize their ideas and feelings. Through the lens of Expressive Therapies Continuum (ETC), we characterize the therapeutic implications of AI as expressive materials. Desirable interaction qualities to support children, parents, and therapists are distilled for future HCI research.

Common self-improvement approaches for large language models (LLMs), such as STaR (Zelikman et al., 2022), iteratively fine-tune LLMs on self-generated solutions to improve their problem-solving ability. However, these approaches discard the large amounts of incorrect solutions generated during this process, potentially neglecting valuable information in such solutions. To address this shortcoming, we propose V-STaR that utilizes both the correct and incorrect solutions generated during the self-improvement process to train a verifier using DPO that judges correctness of model-generated solutions. This verifier is used at inference time to select one solution among many candidate solutions. Running V-STaR for multiple iterations results in progressively better reasoners and verifiers, delivering a 4% to 17% test accuracy improvement over existing self-improvement and verification approaches on common code generation and math reasoning benchmarks with LLaMA2 models.

The math abilities of large language models can represent their abstract reasoning ability. In this paper, we introduce and open-source our math reasoning LLMs InternLM-Math which is continue pre-trained from InternLM2. We unify chain-of-thought reasoning, reward modeling, formal reasoning, data augmentation, and code interpreter in a unified seq2seq format and supervise our model to be a versatile math reasoner, verifier, prover, and augmenter. These abilities can be used to develop the next math LLMs or self-iteration. InternLM-Math obtains open-sourced state-of-the-art performance under the setting of in-context learning, supervised fine-tuning, and code-assisted reasoning in various informal and formal benchmarks including GSM8K, MATH, Hungary math exam, MathBench-ZH, and MiniF2F. Our pre-trained model achieves 30.3 on the MiniF2F test set without fine-tuning. We further explore how to use LEAN to solve math problems and study its performance under the setting of multi-task learning which shows the possibility of using LEAN as a unified platform for solving and proving in math. Our models, codes, and data are released at \url{https://github.com/InternLM/InternLM-Math}.

Recently, continual graph learning has been increasingly adopted for diverse graph-structured data processing tasks in non-stationary environments. Despite its promising learning capability, current studies on continual graph learning mainly focus on mitigating the catastrophic forgetting problem while ignoring continuous performance improvement. To bridge this gap, this article aims to provide a comprehensive survey of recent efforts on continual graph learning. Specifically, we introduce a new taxonomy of continual graph learning from the perspective of overcoming catastrophic forgetting. Moreover, we systematically analyze the challenges of applying these continual graph learning methods in improving performance continuously and then discuss the possible solutions. Finally, we present open issues and future directions pertaining to the development of continual graph learning and discuss how they impact continuous performance improvement.

Temporal Interaction Graphs (TIGs) are widely utilized to represent real-world systems. To facilitate representation learning on TIGs, researchers have proposed a series of TIG models. However, these models are still facing two tough gaps between the pre-training and downstream predictions in their ``pre-train, predict'' training paradigm. First, the temporal discrepancy between the pre-training and inference data severely undermines the models' applicability in distant future predictions on the dynamically evolving data. Second, the semantic divergence between pretext and downstream tasks hinders their practical applications, as they struggle to align with their learning and prediction capabilities across application scenarios. Recently, the ``pre-train, prompt'' paradigm has emerged as a lightweight mechanism for model generalization. Applying this paradigm is a potential solution to solve the aforementioned challenges. However, the adaptation of this paradigm to TIGs is not straightforward. The application of prompting in static graph contexts falls short in temporal settings due to a lack of consideration for time-sensitive dynamics and a deficiency in expressive power. To address this issue, we introduce Temporal Interaction Graph Prompting (TIGPrompt), a versatile framework that seamlessly integrates with TIG models, bridging both the temporal and semantic gaps. In detail, we propose a temporal prompt generator to offer temporally-aware prompts for different tasks. These prompts stand out for their minimalistic design, relying solely on the tuning of the prompt generator with very little supervision data. To cater to varying computational resource demands, we propose an extended ``pre-train, prompt-based fine-tune'' paradigm, offering greater flexibility. Through extensive experiments, the TIGPrompt demonstrates the SOTA performance and remarkable efficiency advantages.

Everyday we increasingly rely on machine learning models to automate and support high-stake tasks and decisions. This growing presence means that humans are now constantly interacting with machine learning-based systems, training and using models everyday. Several different techniques in computer science literature account for the human interaction with machine learning systems, but their classification is sparse and the goals varied. This survey proposes a taxonomy of Hybrid Decision Making Systems, providing both a conceptual and technical framework for understanding how current computer science literature models interaction between humans and machines.

YAMLE: Yet Another Machine Learning Environment is an open-source framework that facilitates rapid prototyping and experimentation with machine learning (ML) models and methods. The key motivation is to reduce repetitive work when implementing new approaches and improve reproducibility in ML research. YAMLE includes a command-line interface and integrations with popular and well-maintained PyTorch-based libraries to streamline training, hyperparameter optimisation, and logging. The ambition for YAMLE is to grow into a shared ecosystem where researchers and practitioners can quickly build on and compare existing implementations.

Art appreciation is vital in nurturing critical thinking and emotional intelligence among learners. However, traditional art appreciation education has often been hindered by limited access to art resources, especially for disadvantaged students, and an imbalanced emphasis on STEM subjects in mainstream education. In response to these challenges, recent technological advancements have paved the way for innovative solutions. This study explores the application of multi-modal large language models (MLLMs) in art appreciation education, focusing on developing LLaVA-Docent, a model that leverages these advancements. Our approach involved a comprehensive literature review and consultations with experts in the field, leading to developing a robust data framework. Utilizing this framework, we generated a virtual dialogue dataset that was leveraged by GPT-4. This dataset was instrumental in training the MLLM, named LLaVA-Docent. Six researchers conducted quantitative and qualitative evaluations of LLaVA-Docent to assess its effectiveness, benchmarking it against the GPT-4 model in a few-shot setting. The evaluation process revealed distinct strengths and weaknesses of the LLaVA-Docent model. Our findings highlight the efficacy of LLaVA-Docent in enhancing the accessibility and engagement of art appreciation education. By harnessing the potential of MLLMs, this study makes a significant contribution to the field of art education, proposing a novel methodology that reimagines the way art appreciation is taught and experienced.