Learning disorders are neurological conditions that affect the brain's ability to interconnect communication areas. Dyslexic students experience problems with reading, memorizing, and exposing concepts; however the magnitude of these can be mitigated through both therapies and the creation of compensatory mechanisms. Several efforts have been made to mitigate these issues, leading to the creation of digital resources for students with specific learning disorders attending primary and secondary education levels. Conversely, a standard approach is still missed in higher education. The VRAIlexia project has been created to tackle this issue by proposing two different tools: a mobile application integrating virtual reality (VR) to collect data quickly and easily, and an artificial intelligencebased software (AI) to analyze the collected data for customizing the supporting methodology for each student. The first one has been created and is being distributed among dyslexic students in Higher Education Institutions, for the conduction of specific psychological and psychometric tests. The second tool applies specific artificial intelligence algorithms to the data gathered via the application and other surveys. These AI techniques have allowed us to identify the most relevant difficulties faced by the students' cohort. Our different models have obtained around 90\% mean accuracy for predicting the support tools and learning strategies.

This study explores how discussing metaphors for AI can help build awareness of the frames that shape our understanding of AI systems, particularly large language models (LLMs) like ChatGPT. Given the pressing need to teach "critical AI literacy", discussion of metaphor provides an opportunity for inquiry and dialogue with space for nuance, playfulness, and critique. Using a collaborative autoethnographic methodology, we analyzed metaphors from a range of sources, and reflected on them individually according to seven questions, then met and discussed our interpretations. We then analyzed how our reflections contributed to the three kinds of literacies delineated in Selber's multiliteracies framework: functional, critical, and rhetorical. These allowed us to analyze questions of ethics, equity, and accessibility in relation to AI. We explored each metaphor along the dimension of whether or not it was promoting anthropomorphizing, and to what extent such metaphors imply that AI is sentient. Our findings highlight the role of metaphor reflection in fostering a nuanced understanding of AI, suggesting that our collaborative autoethnographic approach as well as the heuristic model of plotting AI metaphors on dimensions of anthropomorphism and multiliteracies, might be useful for educators and researchers in the pursuit of advancing critical AI literacy.

Challenges can be seen as a type of game that motivates participants to solve serious tasks. As a result, competition organizers must develop effective game rules. However, these rules have multiple objectives beyond making the game enjoyable for participants. These objectives may include solving real-world problems, advancing scientific or technical areas, making scientific discoveries, and educating the public. In many ways, creating a challenge is similar to launching a product. It requires the same level of excitement and rigorous testing, and the goal is to attract ''customers'' in the form of participants. The process begins with a solid plan, such as a competition proposal that will eventually be submitted to an international conference and subjected to peer review. Although peer review does not guarantee quality, it does force organizers to consider the impact of their challenge, identify potential oversights, and generally improve its quality. This chapter provides guidelines for creating a strong plan for a challenge. The material draws on the preparation guidelines from organizations such as Kaggle 1 , ChaLearn 2 and Tailor 3 , as well as the NeurIPS proposal template, which some of the authors contributed to.

Sentiment Analysis Systems (SASs) are data-driven Artificial Intelligence (AI) systems that output polarity and emotional intensity when given a piece of text as input. Like other AIs, SASs are also known to have unstable behavior when subjected to changes in data which can make it problematic to trust out of concerns like bias when AI works with humans and data has protected attributes like gender, race, and age. Recently, an approach was introduced to assess SASs in a blackbox setting without training data or code, and rating them for bias using synthetic English data. We augment it by introducing two human-generated chatbot datasets and also consider a round-trip setting of translating the data from one language to the same through an intermediate language. We find that these settings show SASs performance in a more realistic light. Specifically, we find that rating SASs on the chatbot data showed more bias compared to the synthetic data, and round-tripping using Spanish and Danish as intermediate languages reduces the bias (up to 68% reduction) in human-generated data while, in synthetic data, it takes a surprising turn by increasing the bias! Our findings will help researchers and practitioners refine their SAS testing strategies and foster trust as SASs are considered part of more mission-critical applications for global use.

This study aimed to analyze brain activity during various STEM activities, exploring the feasibility of classifying between different tasks. EEG brain data from twenty subjects engaged in five cognitive tasks were collected and segmented into 4-second clips. Power spectral densities of brain frequency waves were then analyzed. Testing different k-intervals with XGBoost, Random Forest, and Bagging Classifier revealed that Random Forest performed best, achieving a testing accuracy of 91.07% at an interval size of two. When utilizing all four EEG channels, cognitive flexibility was most recognizable. Task-specific classification accuracy showed the right frontal lobe excelled in mathematical processing and planning, the left frontal lobe in cognitive flexibility and mental flexibility, and the left temporoparietal lobe in connections. Notably, numerous connections between frontal and temporoparietal lobes were observed during STEM activities. This study contributes to a deeper understanding of implementing machine learning in analyzing brain activity and sheds light on the brain's mechanisms.

Structured hand gestures that incorporate visual motions and signs are used in sign language. Sign language is a valuable means of daily communication for individuals who are deaf or have speech impairments, but it is still rare among hearing people, and fewer are capable of understand it. Within the academic context, parents and teachers play a crucial role in supporting deaf students from childhood by facilitating their learning of sign language. In the last years, among all the teaching tools useful for learning sign language, the use of Virtual Reality (VR) has increased, as it has been demonstrated to improve retention, memory and attention during the learning process. The ISENSE project has been created to assist students with deafness during their academic life by proposing different technological tools for teaching sign language to the hearing community in the academic context. As part of the ISENSE project, this work aims to develop an application for Spanish and Italian sign language recognition that exploits the VR environment to quickly and easily create a comprehensive database of signs and an Artificial Intelligence (AI)-based software to accurately classify and recognize static and dynamic signs: from letters to sentences.

This paper presents an innovative exploration of the application potential of large language models (LLM) in addressing the challenging task of automatically generating behavior trees (BTs) for complex tasks. The conventional manual BT generation method is inefficient and heavily reliant on domain expertise. On the other hand, existing automatic BT generation technologies encounter bottlenecks related to task complexity, model adaptability, and reliability. In order to overcome these challenges, we propose a novel methodology that leverages the robust representation and reasoning abilities of LLMs. The core contribution of this paper lies in the design of a BT generation framework based on LLM, which encompasses the entire process, from data synthesis and model training to application developing and data verification. Synthetic data is introduced to train the BT generation model (BTGen model), enhancing its understanding and adaptability to various complex tasks, thereby significantly improving its overall performance. In order to ensure the effectiveness and executability of the generated BTs, we emphasize the importance of data verification and introduce a multilevel verification strategy. Additionally, we explore a range of agent design and development schemes with LLM as the central element. We hope that the work in this paper may provide a reference for the researchers who are interested in BT generation based on LLMs.

In real-world material research, machine learning (ML) models are usually expected to predict and discover novel exceptional materials that deviate from the known materials. It is thus a pressing question to provide an objective evaluation of ML model performances in property prediction of out-of-distribution (OOD) materials that are different from the training set distribution. Traditional performance evaluation of materials property prediction models through random splitting of the dataset frequently results in artificially high performance assessments due to the inherent redundancy of typical material datasets. Here we present a comprehensive benchmark study of structure-based graph neural networks (GNNs) for extrapolative OOD materials property prediction. We formulate five different categories of OOD ML problems for three benchmark datasets from the MatBench study. Our extensive experiments show that current state-of-the-art GNN algorithms significantly underperform for the OOD property prediction tasks on average compared to their baselines in the MatBench study, demonstrating a crucial generalization gap in realistic material prediction tasks. We further examine the latent physical spaces of these GNN models and identify the sources of CGCNN, ALIGNN, and DeeperGATGNN's significantly more robust OOD performance than those of the current best models in the MatBench study (coGN and coNGN), and provide insights to improve their performance.

The potential of Vision-Language Models (\textsc{vlm}s) often remains underutilized in handling complex text-based problems, particularly when these problems could benefit from visual representation. Resonating with humans' ability to solve complex text-based problems by (1) creating a visual diagram from the problem and (2) deducing what steps they need to take to solve it, we propose \textsc{Self-Imagine}. We leverage a single Vision-Language Model (\textsc{vlm}) to generate a structured representation of the question using HTML, then render the HTML as an image, and finally use the same \vlm to answer the question using both the question and the image. Our approach does not require any additional training data or training. We evaluate our approach in three mathematics tasks and nine general-purpose reasoning tasks using state-of-the-art \textsc{vlm}. Our approach boosts the performance of \textsc{vlm} on all math tasks (\gsm: +4.62\%; \asdiv: +4.49\%; \svamp: +9.30\%) and the majority of the general-purpose reasoning tasks by 0.4\% to 13.20\% while achieving comparable performance in other tasks. Code and data at https://github.com/snat1505027/self-imagine .

Machine Reading Comprehension (MRC) has been a long-standing problem in NLP and, with the recent introduction of the BERT family of transformer based language models, it has come a long way to getting solved. Unfortunately, however, when BERT variants trained on general text corpora are applied to domain-specific text, their performance inevitably degrades on account of the domain shift i.e. genre/subject matter discrepancy between the training and downstream application data. Knowledge graphs act as reservoirs for either open or closed domain information and prior studies have shown that they can be used to improve the performance of general-purpose transformers in domain-specific applications. Building on existing work, we introduce a method using Multi-Layer Perceptrons (MLPs) for aligning and integrating embeddings extracted from knowledge graphs with the embeddings spaces of pre-trained language models (LMs). We fuse the aligned embeddings with open-domain LMs BERT and RoBERTa, and fine-tune them for two MRC tasks namely span detection (COVID-QA) and multiple-choice questions (PubMedQA). On the COVID-QA dataset, we see that our approach allows these models to perform similar to their domain-specific counterparts, Bio/Sci-BERT, as evidenced by the Exact Match (EM) metric. With regards to PubMedQA, we observe an overall improvement in accuracy while the F1 stays relatively the same over the domain-specific models. MRC is defined as a class of supervised question answering (QA) problems wherein a system learns a function to answer a question given an associated passage(s), i.e. given a question and context text, select the answer to the question from within the context. Mathematically, MRC: f(C,Q) A where C is the relevant context, Q is the question andAis the answer space to be learned (Liu et al., 2019). Reading comprehension is one of the most challenging areas of NLP since a system needs to manage with multiple facets of language (identifying entities, supporting facts in context, the intent of the question, etc.) to answer correctly. Fortunately, with the introduction of the Transformer (Vaswani et al., 2017) and subsequent BERT (Devlin et al., 2019) family of models (Rogers et al., 2020), the state-of-the-art in MRC has moved forward by leaps and bounds.