Building robots that can automate labor-intensive tasks has long been the core motivation behind the advancements in computer vision and the robotics community. Recent interest in leveraging 3D algorithms, particularly neural fields, has led to advancements in robot perception and physical understanding in manipulation scenarios. However, the real world's complexity poses significant challenges. To tackle these challenges, we present Robo360, a dataset that features robotic manipulation with a dense view coverage, which enables high-quality 3D neural representation learning, and a diverse set of objects with various physical and optical properties and facilitates research in various object manipulation and physical world modeling tasks. We confirm the effectiveness of our dataset using existing dynamic NeRF and evaluate its potential in learning multi-view policies. We hope that Robo360 can open new research directions yet to be explored at the intersection of understanding the physical world in 3D and robot control.

Teamwork is a necessary competency for students that is often inadequately assessed. Towards providing a formative assessment of student teamwork, an automated natural language processing approach was developed to identify teamwork dimensions of students' online team chat. Developments in the field of natural language processing and artificial intelligence have resulted in advanced deep transfer learning approaches namely the Bidirectional Encoder Representations from Transformers (BERT) model that allow for more in-depth understanding of the context of the text. While traditional machine learning algorithms were used in the previous work for the automatic classification of chat messages into the different teamwork dimensions, our findings have shown that classifiers based on the pre-trained language model BERT provides improved classification performance, as well as much potential for generalizability in the language use of varying team chat contexts and team member demographics. This model will contribute towards an enhanced learning analytics tool for teamwork assessment and feedback.

Large Language Models (LLMs) can achieve strong performance on many tasks by producing step-by-step reasoning before giving a final output, often referred to as chain-of-thought reasoning (CoT). It is tempting to interpret these CoT explanations as the LLM's process for solving a task. This level of transparency into LLMs' predictions would yield significant safety benefits. However, we find that CoT explanations can systematically misrepresent the true reason for a model's prediction. We demonstrate that CoT explanations can be heavily influenced by adding biasing features to model inputs--e.g., by reordering the multiple-choice options in a few-shot prompt to make the answer always "(A)"--which models systematically fail to mention in their explanations. When we bias models toward incorrect answers, they frequently generate CoT explanations rationalizing those answers. This causes accuracy to drop by as much as 36% on a suite of 13 tasks from BIG-Bench Hard, when testing with GPT-3.5 from OpenAI and Claude 1.0 from Anthropic. On a social-bias task, model explanations justify giving answers in line with stereotypes without mentioning the influence of these social biases. Our findings indicate that CoT explanations can be plausible yet misleading, which risks increasing our trust in LLMs without guaranteeing their safety. Building more transparent and explainable systems will require either improving CoT faithfulness through targeted efforts or abandoning CoT in favor of alternative methods.

Heterogeneous graph neural networks have become popular in various domains. However, their generalizability and interpretability are limited due to the discrepancy between their inherent inference flows and human reasoning logic or underlying causal relationships for the learning problem. This study introduces a novel solution, HG-SCM (Heterogeneous Graph as Structural Causal Model). It can mimic the human perception and decision process through two key steps: constructing intelligible variables based on semantics derived from the graph schema and automatically learning task-level causal relationships among these variables by incorporating advanced causal discovery techniques. We compared HG-SCM to seven state-of-the-art baseline models on three real-world datasets, under three distinct and ubiquitous out-of-distribution settings. HG-SCM achieved the highest average performance rank with minimal standard deviation, substantiating its effectiveness and superiority in terms of both predictive power and generalizability. Additionally, the visualization and analysis of the auto-learned causal diagrams for the three tasks aligned well with domain knowledge and human cognition, demonstrating prominent interpretability. HG-SCM's human-like nature and its enhanced generalizability and interpretability make it a promising solution for special scenarios where transparency and trustworthiness are paramount.

The probability of an event is in the range of [0, 1]. In a sample space S, the value of probability determines whether an outcome is true or false. The probability of an event Pr(A) that will never occur = 0. The probability of the event Pr(B) that will certainly occur = 1. This makes both events A and B thus a certainty. Furthermore, the sum of probabilities Pr(E1) + Pr(E2) + ... + Pr(En) of a finite set of events in a given sample space S = 1. Conversely, the difference of the sum of two probabilities that will certainly occur is 0. Firstly, this paper discusses Bayes' theorem, then complement of probability and the difference of probability for occurrences of learning-events, before applying these in the prediction of learning objects in student learning. Given the sum total of 1; to make recommendation for student learning, this paper submits that the difference of argMaxPr(S) and probability of student-performance quantifies the weight of learning objects for students. Using a dataset of skill-set, the computational procedure demonstrates: i) the probability of skill-set events that has occurred that would lead to higher level learning; ii) the probability of the events that has not occurred that requires subject-matter relearning; iii) accuracy of decision tree in the prediction of student performance into class labels; and iv) information entropy about skill-set data and its implication on student cognitive performance and recommendation of learning [1].

Despite recent progress in offline learning, these methods are still trained and tested on the same environment. In this paper, we compare the generalization abilities of widely used online and offline learning methods such as online reinforcement learning (RL), offline RL, sequence modeling, and behavioral cloning. Our experiments show that offline learning algorithms perform worse on new environments than online learning ones. We also introduce the first benchmark for evaluating generalization in offline learning, collecting datasets of varying sizes and skill-levels from Procgen (2D video games) and WebShop (e-commerce websites). The datasets contain trajectories for a limited number of game levels or natural language instructions and at test time, the agent has to generalize to new levels or instructions. Our experiments reveal that existing offline learning algorithms struggle to match the performance of online RL on both train and test environments. Behavioral cloning is a strong baseline, outperforming state-of-the-art offline RL and sequence modeling approaches when trained on data from multiple environments and tested on new ones. Finally, we find that increasing the diversity of the data, rather than its size, improves performance on new environments for all offline learning algorithms. Our study demonstrates the limited generalization of current offline learning algorithms highlighting the need for more research in this area.

In the ever-evolving landscape of software engineering, the emergence of large language models (LLMs) and conversational interfaces, exemplified by ChatGPT, is nothing short of revolutionary. While their potential is undeniable across various domains, this paper sets out on a captivating expedition to investigate their uncharted territory, the exploration of generating safety cases. In this paper, our primary objective is to delve into the existing knowledge base of GPT-4, focusing specifically on its understanding of the Goal Structuring Notation (GSN), a well-established notation allowing to visually represent safety cases. Subsequently, we perform four distinct experiments with GPT-4. These experiments are designed to assess its capacity for generating safety cases within a defined system and application domain. To measure the performance of GPT-4 in this context, we compare the results it generates with ground-truth safety cases created for an X-ray system system and a Machine-Learning (ML)-enabled component for tire noise recognition (TNR) in a vehicle. This allowed us to gain valuable insights into the model's generative capabilities. Our findings indicate that GPT-4 demonstrates the capacity to produce safety arguments that are moderately accurate and reasonable. Furthermore, it exhibits the capability to generate safety cases that closely align with the semantic content of the reference safety cases used as ground-truths in our experiments.

Numerous studies demonstrate the importance of self-regulation during learning by problem-solving. Recent work in learning analytics has largely examined students' use of SRL concerning overall learning gains. Limited research has related SRL to in-the-moment performance differences among learners. The present study investigates SRL behaviors in relationship to learners' moment-by-moment performance while working with intelligent tutoring systems for stoichiometry chemistry. We demonstrate the feasibility of labeling SRL behaviors based on AI-generated think-aloud transcripts, identifying the presence or absence of four SRL categories (processing information, planning, enacting, and realizing errors) in each utterance. Using the SRL codes, we conducted regression analyses to examine how the use of SRL in terms of presence, frequency, cyclical characteristics, and recency relate to student performance on subsequent steps in multi-step problems. A model considering students' SRL cycle characteristics outperformed a model only using in-the-moment SRL assessment. In line with theoretical predictions, students' actions during earlier, process-heavy stages of SRL cycles exhibited lower moment-by-moment correctness during problem-solving than later SRL cycle stages. We discuss system re-design opportunities to add SRL support during stages of processing and paths forward for using machine learning to speed research depending on the assessment of SRL based on transcription of think-aloud data.

The recent evolution of generative artificial intelligence (GAI) leads to the emergence of groundbreaking applications such as ChatGPT, which not only enhances the efficiency of digital content production, such as text, audio, video, or even network traffic data, but also enriches its diversity. Beyond digital content creation, GAI's capability in analyzing complex data distributions offers great potential for wireless communications, particularly amidst a rapid expansion of new physical layer communication technologies. For example, the diffusion model can learn input signal distributions and use them to improve the channel estimation accuracy, while the variational autoencoder can model channel distribution and infer latent variables for blind channel equalization. Therefore, this paper presents a comprehensive investigation of GAI's applications for communications at the physical layer, ranging from traditional issues, including signal classification, channel estimation, and equalization, to emerging topics, such as intelligent reflecting surfaces and joint source channel coding. We also compare GAI-enabled physical layer communications with those supported by traditional AI, highlighting GAI's inherent capabilities and unique contributions in these areas. Finally, the paper discusses open issues and proposes several future research directions, laying a foundation for further exploration and advancement of GAI in physical layer communications.

In the evolving landscape of education, robotics has emerged as a powerful tool for fostering creativity, critical thinking, and problem-solving skills among students of all ages. This innovative approach to learning seamlessly integrates STEM (Science, Technology, Engineering, and Mathematics) concepts, creating an engaging and immersive learning experience. Educational robotics transcends traditional classroom settings, transforming learning into a hands-on, experiential endeavor. Students are actively involved in the design, construction, and programming of robots, allowing them to apply theoretical concepts to practical applications. This hands-on approach fosters deeper understanding and retention of knowledge, making learning more meaningful and enjoyable. In this paper, the potential of simulation robotics is evaluated as a hands on interactive learning experience that goes beyond traditional robotic classroom methods.