The emergent abilities of Large Language Models (LLMs), which power tools like ChatGPT and Bard, have produced both excitement and worry about how AI will impact academic writing. In response to rising concerns about AI use, authors of academic publications may decide to voluntarily disclose any AI tools they use to revise their manuscripts, and journals and conferences could begin mandating disclosure and/or turn to using detection services, as many teachers have done with student writing in class settings. Given these looming possibilities, we investigate whether academics view it as necessary to report AI use in manuscript preparation and how detectors react to the use of AI in academic writing.

The history of artificial intelligence (AI) has witnessed the significant impact of high-quality data on various deep learning models, such as ImageNet for AlexNet and ResNet. Recently, instead of designing more complex neural architectures as model-centric approaches, the attention of AI community has shifted to data-centric ones, which focuses on better processing data to strengthen the ability of neural models. Graph learning, which operates on ubiquitous topological data, also plays an important role in the era of deep learning. In this survey, we comprehensively review graph learning approaches from the data-centric perspective, and aim to answer three crucial questions: (1) when to modify graph data, (2) what part of the graph data needs modification to unlock the potential of various graph models, and (3) how to safeguard graph models from problematic data influence. Accordingly, we propose a novel taxonomy based on the stages in the graph learning pipeline, and highlight the processing methods for different data structures in the graph data, i.e., topology, feature and label. Furthermore, we analyze some potential problems embedded in graph data and discuss how to solve them in a data-centric manner. Finally, we provide some promising future directions for data-centric graph learning.

The development of large language models (LLMs) capable of following instructions and engaging in conversational interactions sparked increased interest in their utilization across various support tools. We investigate the utility of modern LLMs in assisting professional writers via an empirical user study (n=30). The design of our collaborative writing interface is grounded in the cognitive process model of writing that views writing as a goal-oriented thinking process encompassing non-linear cognitive activities: planning, translating, and reviewing. Participants are asked to submit a post-completion survey to provide feedback on the potential and pitfalls of LLMs as writing collaborators. Upon analyzing the writer-LLM interactions, we find that while writers seek LLM's help across all three types of cognitive activities, they find LLMs more helpful in translation and reviewing. Our findings from analyzing both the interactions and the survey responses highlight future research directions in creative writing assistance using LLMs.

Large Language Models (LLMs) represent a leap in artificial intelligence, excelling in tasks using human language(s). Although the main focus of general-purpose LLMs is not code generation, they have shown promising results in the domain. However, the usefulness of LLMs in an academic software engineering project has not been fully explored yet. In this study, we explore the usefulness of LLMs for 214 students working in teams consisting of up to six members. Notably, in the academic course through which this study is conducted, students were encouraged to integrate LLMs into their development tool-chain, in contrast to most other academic courses that explicitly prohibit the use of LLMs. In this paper, we analyze the AI-generated code, prompts used for code generation, and the human intervention levels to integrate the code into the code base. We also conduct a perception study to gain insights into the perceived usefulness, influencing factors, and future outlook of LLM from a computer science student's perspective. Our findings suggest that LLMs can play a crucial role in the early stages of software development, especially in generating foundational code structures, and helping with syntax and error debugging. These insights provide us with a framework on how to effectively utilize LLMs as a tool to enhance the productivity of software engineering students, and highlight the necessity of shifting the educational focus toward preparing students for successful human-AI collaboration.

Emerging applications, such as robot-assisted eldercare and object recognition, generally employ deep learning neural networks (DNNs) models and naturally require: i) handling streaming-in inference requests and ii) adapting to possible deployment scenario changes. Online model fine-tuning is widely adopted to satisfy these needs. However, fine-tuning involves significant energy consumption, making it challenging to deploy on edge devices. In this paper, we propose EdgeOL, an edge online learning framework that optimizes inference accuracy, fine-tuning execution time, and energy efficiency through both inter-tuning and intra-tuning optimizations. Experimental results show that, on average, EdgeOL reduces overall fine-tuning execution time by 82%, energy consumption by 74%, and improves average inference accuracy by 1.70% over the immediate online learning strategy.

Online Judge (OJ) systems are typically considered within programming-related courses as they yield fast and objective assessments of the code developed by the students. Such an evaluation generally provides a single decision based on a rubric, most commonly whether the submission successfully accomplished the assignment. Nevertheless, since in an educational context such information may be deemed insufficient, it would be beneficial for both the student and the instructor to receive additional feedback about the overall development of the task. This work aims to tackle this limitation by considering the further exploitation of the information gathered by the OJ and automatically inferring feedback for both the student and the instructor. More precisely, we consider the use of learning-based schemes -- particularly, multi-instance learning (MIL) and classical machine learning formulations -- to model student behavior. Besides, explainable artificial intelligence (XAI) is contemplated to provide human-understandable feedback. The proposal has been evaluated considering a case of study comprising 2500 submissions from roughly 90 different students from a programming-related course in a computer science degree. The results obtained validate the proposal: The model is capable of significantly predicting the user outcome (either passing or failing the assignment) solely based on the behavioral pattern inferred by the submissions provided to the OJ. Moreover, the proposal is able to identify prone-to-fail student groups and profiles as well as other relevant information, which eventually serves as feedback to both the student and the instructor.

Learning performance data (e.g., quiz scores and attempts) is significant for understanding learner engagement and knowledge mastery level. However, the learning performance data collected from Intelligent Tutoring Systems (ITSs) often suffers from sparsity, impacting the accuracy of learner modeling and knowledge assessments. To address this, we introduce the 3DG framework (3-Dimensional tensor for Densification and Generation), a novel approach combining tensor factorization with advanced generative models, including Generative Adversarial Network (GAN) and Generative Pre-trained Transformer (GPT), for enhanced data imputation and augmentation. The framework operates by first representing the data as a three-dimensional tensor, capturing dimensions of learners, questions, and attempts. It then densifies the data through tensor factorization and augments it using Generative AI models, tailored to individual learning patterns identified via clustering. Applied to data from an AutoTutor lesson by the Center for the Study of Adult Literacy (CSAL), the 3DG framework effectively generated scalable, personalized simulations of learning performance. Comparative analysis revealed GAN's superior reliability over GPT-4 in this context, underscoring its potential in addressing data sparsity challenges in ITSs and contributing to the advancement of personalized educational technology.

Quantum computing is a growing field that promises many real-world applications such as quantum cryptography or quantum finance. The number of people able to use quantum computing is however still very small. This limitation comes from the difficulty to understand the concepts and to know how to start coding. Therefore, there is a need for tools that can assist non-expert in overcoming this complexity. One possibility would be to use existing conversational agents. Unfortunately ChatGPT and other Large-Language Models produce inaccurate results. This article presents C4Q, a chatbot that answers accurately basic questions and guides users when trying to code quantum programs. Contrary to other approaches C4Q uses a pre-trained large language model only to discover and classify user requests. It then generates an accurate answer using an own engine. Thanks to this architectural design, C4Q's answers are always correct, and thus C4Q can become a support tool that makes quantum computing more available to non-experts.

Personalized federated learning (PFL) has been widely investigated to address the challenge of data heterogeneity, especially when a single generic model is inadequate in satisfying the diverse performance requirements of local clients simultaneously. Existing PFL methods are inherently based on the idea that the relations between the generic global and personalized local models are captured by the similarity of model weights. Such a similarity is primarily based on either partitioning the model architecture into generic versus personalized components, or modeling client relationships via model weights. To better capture similar (yet distinct) generic versus personalized model representations, we propose \textit{spectral distillation}, a novel distillation method based on model spectrum information. Building upon spectral distillation, we also introduce a co-distillation framework that establishes a two-way bridge between generic and personalized model training. Moreover, to utilize the local idle time in conventional PFL, we propose a wait-free local training protocol. Through extensive experiments on multiple datasets over diverse heterogeneous data settings, we demonstrate the outperformance and efficacy of our proposed spectral co-distillation method, as well as our wait-free training protocol.

Algorithmic decisions in critical domains such as hiring, college admissions, and lending are often based on rankings. Because of the impact these decisions have on individuals, organizations, and population groups, there is a need to understand them: to know whether the decisions are abiding by the law, to help individuals improve their rankings, and to design better ranking procedures. In this paper, we present ShaRP (Shapley for Rankings and Preferences), a framework that explains the contributions of features to different aspects of a ranked outcome, and is based on Shapley values. Using ShaRP, we show that even when the scoring function used by an algorithmic ranker is known and linear, the weight of each feature does not correspond to its Shapley value contribution. The contributions instead depend on the feature distributions, and on the subtle local interactions between the scoring features. ShaRP builds on the Quantitative Input Influence framework, and can compute the contributions of features for multiple Quantities of Interest, including score, rank, pair-wise preference, and top-k. Because it relies on black-box access to the ranker, ShaRP can be used to explain both score-based and learned ranking models. We show results of an extensive experimental validation of ShaRP using real and synthetic datasets, showcasing its usefulness for qualitative analysis.