AI-powered education technologies can support students and teachers in computer science education. However, with the recent developments in generative AI, and especially the increasingly emerging popularity of ChatGPT, the effectiveness of using large language models for solving programming tasks has been underexplored. The present study examines ChatGPT's ability to generate code solutions at different difficulty levels for introductory programming courses. We conducted an experiment where ChatGPT was tested on 127 randomly selected programming problems provided by Kattis, an automatic software grading tool for computer science programs, often used in higher education. The results showed that ChatGPT independently could solve 19 out of 127 programming tasks generated and assessed by Kattis. Further, ChatGPT was found to be able to generate accurate code solutions for simple problems but encountered difficulties with more complex programming tasks. The results contribute to the ongoing debate on the utility of AI-powered tools in programming education.

The Credit Assignment Problem (CAP) refers to the longstanding challenge of Reinforcement Learning (RL) agents to associate actions with their long-term consequences. Solving the CAP is a crucial step towards the successful deployment of RL in the real world since most decision problems provide feedback that is noisy, delayed, and with little or no information about the causes. These conditions make it hard to distinguish serendipitous outcomes from those caused by informed decision-making. However, the mathematical nature of credit and the CAP remains poorly understood and defined. In this survey, we review the state of the art of Temporal Credit Assignment (CA) in deep RL. We propose a unifying formalism for credit that enables equitable comparisons of state of the art algorithms and improves our understanding of the trade-offs between the various methods. We cast the CAP as the problem of learning the influence of an action over an outcome from a finite amount of experience. We discuss the challenges posed by delayed effects, transpositions, and a lack of action influence, and analyse how existing methods aim to address them. Finally, we survey the protocols to evaluate a credit assignment method, and suggest ways to diagnoses the sources of struggle for different credit assignment methods. Overall, this survey provides an overview of the field for new-entry practitioners and researchers, it offers a coherent perspective for scholars looking to expedite the starting stages of a new study on the CAP, and it suggests potential directions for future research

Multi-agent Reinforcement Learning (MARL) has gained wide attention in recent years and has made progress in various fields. Specifically, cooperative MARL focuses on training a team of agents to cooperatively achieve tasks that are difficult for a single agent to handle. It has shown great potential in applications such as path planning, autonomous driving, active voltage control, and dynamic algorithm configuration. One of the research focuses in the field of cooperative MARL is how to improve the coordination efficiency of the system, while research work has mainly been conducted in simple, static, and closed environment settings. To promote the application of artificial intelligence in real-world, some research has begun to explore multi-agent coordination in open environments. These works have made progress in exploring and researching the environments where important factors might change. However, the mainstream work still lacks a comprehensive review of the research direction. In this paper, starting from the concept of reinforcement learning, we subsequently introduce multi-agent systems (MAS), cooperative MARL, typical methods, and test environments. Then, we summarize the research work of cooperative MARL from closed to open environments, extract multiple research directions, and introduce typical works. Finally, we summarize the strengths and weaknesses of the current research, and look forward to the future development direction and research problems in cooperative MARL in open environments.

Speech-to-text translation pertains to the task of converting speech signals in a language to text in another language. It finds its application in various domains, such as hands-free communication, dictation, video lecture transcription, and translation, to name a few. Automatic Speech Recognition (ASR), as well as Machine Translation(MT) models, play crucial roles in traditional ST translation, enabling the conversion of spoken language in its original form to written text and facilitating seamless cross-lingual communication. ASR recognizes spoken words, while MT translates the transcribed text into the target language. Such disintegrated models suffer from cascaded error propagation and high resource and training costs. As a result, researchers have been exploring end-to-end (E2E) models for ST translation. However, to our knowledge, there is no comprehensive review of existing works on E2E ST. The present survey, therefore, discusses the work in this direction. Our attempt has been to provide a comprehensive review of models employed, metrics, and datasets used for ST tasks, providing challenges and future research direction with new insights. We believe this review will be helpful to researchers working on various applications of ST models.

Designing high-quality educational questions is a challenging and time-consuming task. In this work, we propose a novel approach that utilizes prompt-based techniques to generate descriptive and reasoning-based questions. However, current question-answering (QA) datasets are inadequate for conducting our experiments on prompt-based question generation (QG) in an educational setting. Therefore, we curate a new QG dataset called EduProbe for school-level subjects, by leveraging the rich content of NCERT textbooks. We carefully annotate this dataset as quadruples of 1) Context: a segment upon which the question is formed; 2) Long Prompt: a long textual cue for the question (i.e., a longer sequence of words or phrases, covering the main theme of the context); 3) Short Prompt: a short textual cue for the question (i.e., a condensed representation of the key information or focus of the context); 4) Question: a deep question that aligns with the context and is coherent with the prompts. We investigate several prompt-based QG methods by fine-tuning pre-trained transformer-based large language models (LLMs), namely PEGASUS, T5, MBART, and BART. Moreover, we explore the performance of two general-purpose pre-trained LLMs such as Text-Davinci-003 and GPT-3.5-Turbo without any further training. By performing automatic evaluation, we show that T5 (with long prompt) outperforms all other models, but still falls short of the human baseline. Under human evaluation criteria, TextDavinci-003 usually shows better results than other models under various prompt settings. Even in the case of human evaluation criteria, QG models mostly fall short of the human baseline. Our code and dataset are available at: https://github.com/my625/PromptQG

Recent AI-assistant agents, such as ChatGPT, predominantly rely on supervised fine-tuning (SFT) with human annotations and reinforcement learning from human feedback (RLHF) to align the output of large language models (LLMs) with human intentions, ensuring they are helpful, ethical, and reliable. However, this dependence can significantly constrain the true potential of AI-assistant agents due to the high cost of obtaining human supervision and the related issues on quality, reliability, diversity, self-consistency, and undesirable biases. To address these challenges, we propose a novel approach called SELF-ALIGN, which combines principle-driven reasoning and the generative power of LLMs for the self-alignment of AI agents with minimal human supervision. Our approach encompasses four stages: first, we use an LLM to generate synthetic prompts, and a topic-guided method to augment the prompt diversity; second, we use a small set of human-written principles for AI models to follow, and guide the LLM through in-context learning from demonstrations (of principles application) to produce helpful, ethical, and reliable responses to user's queries; third, we fine-tune the original LLM with the high-quality self-aligned responses so that the resulting model can generate desirable responses for each query directly without the principle set and the demonstrations anymore; and finally, we offer a refinement step to address the issues of overly-brief or indirect responses. Applying SELF-ALIGN to the LLaMA-65b base language model, we develop an AI assistant named Dromedary. With fewer than 300 lines of human annotations (including < 200 seed prompts, 16 generic principles, and 5 exemplars for in-context learning). Dromedary significantly surpasses the performance of several state-of-the-art AI systems, including Text-Davinci-003 and Alpaca, on benchmark datasets with various settings.

The use of multi-camera views simultaneously has been shown to improve the generalization capabilities and performance of visual policies. However, the hardware cost and design constraints in real-world scenarios can potentially make it challenging to use multiple cameras. In this study, we present a novel approach to enhance the generalization performance of vision-based Reinforcement Learning (RL) algorithms for robotic manipulation tasks. Our proposed method involves utilizing a technique known as knowledge distillation, in which a pre-trained ``teacher'' policy trained with multiple camera viewpoints guides a ``student'' policy in learning from a single camera viewpoint. To enhance the student policy's robustness against camera location perturbations, it is trained using data augmentation and extreme viewpoint changes. As a result, the student policy learns robust visual features that allow it to locate the object of interest accurately and consistently, regardless of the camera viewpoint. The efficacy and efficiency of the proposed method were evaluated both in simulation and real-world environments. The results demonstrate that the single-view visual student policy can successfully learn to grasp and lift a challenging object, which was not possible with a single-view policy alone. Furthermore, the student policy demonstrates zero-shot transfer capability, where it can successfully grasp and lift objects in real-world scenarios for unseen visual configurations.

When visualizing a high-dimensional dataset, dimension reduction techniques are commonly employed which provide a single 2 dimensional view of the data. We describe ENS-t-SNE: an algorithm for Embedding Neighborhoods Simultaneously that generalizes the t-Stochastic Neighborhood Embedding approach. By using different viewpoints in ENS-t-SNE's 3D embedding, one can visualize different types of clusters within the same high-dimensional dataset. This enables the viewer to see and keep track of the different types of clusters, which is harder to do when providing multiple 2D embeddings, where corresponding points cannot be easily identified. We illustrate the utility of ENS-t-SNE with real-world applications and provide an extensive quantitative evaluation with datasets of different types and sizes.

This paper proposes a simple but highly efficient expansion-based model for continual learning. The recent feature transformation, masking and factorization-based methods are efficient, but they grow the model only over the global or shared parameter. Therefore, these approaches do not fully utilize the previously learned information because the same task-specific parameter forgets the earlier knowledge. Thus, these approaches show limited transfer learning ability. Moreover, most of these models have constant parameter growth for all tasks, irrespective of the task complexity. Our work proposes a simple filter and channel expansion based method that grows the model over the previous task parameters and not just over the global parameter. Therefore, it fully utilizes all the previously learned information without forgetting, which results in better knowledge transfer. The growth rate in our proposed model is a function of task complexity; therefore for a simple task, the model has a smaller parameter growth while for complex tasks, the model requires more parameters to adapt to the current task. Recent expansion based models show promising results for task incremental learning (TIL). However, for class incremental learning (CIL), prediction of task id is a crucial challenge; hence, their results degrade rapidly as the number of tasks increase. In this work, we propose a robust task prediction method that leverages entropy weighted data augmentations and the models gradient using pseudo labels. We evaluate our model on various datasets and architectures in the TIL, CIL and generative continual learning settings. The proposed approach shows state-of-the-art results in all these settings. Our extensive ablation studies show the efficacy of the proposed components.

The software for clustering students according to their educational achievements using fuzzy logic was developed in Python using the Google Colab cloud service. In the process of analyzing educational data, the problems of Data Mining are solved, since only some characteristics of the educational process are obtained from a large sample of data. Data clustering was performed using the classic K-Means method, which is characterized by simplicity and high speed. Cluster analysis was performed in the space of two features using the machine learning library scikit-learn (Python). The obtained clusters are described by fuzzy triangular membership functions, which allowed to correctly determine the membership of each student to a certain cluster. Creation of fuzzy membership functions is done using the scikit-fuzzy library. The development of fuzzy functions of objects belonging to clusters is also useful for educational purposes, as it allows a better understanding of the principles of using fuzzy logic. As a result of processing test educational data using the developed software, correct results were obtained. It is shown that the use of fuzzy membership functions makes it possible to correctly determine the belonging of students to certain clusters, even if such clusters are not clearly separated. Due to this, it is possible to more accurately determine the recommended level of difficulty of tasks for each student, depending on his previous evaluations.