Would you rather spend a quiet evening by yourself, reading an awful book with a contrived plot and cringy dialogue . . . Would you rather go for a solo walk and get attacked by hissing Canada geese in heat . . . Would you rather go to a dog park on your own, receive weird looks from dog owners because you have no dog, and get your leg humped by three muddy puppies who smell like pee . . . Would you rather sit at home alone on a Saturday night and binge-watch "The Great British Bake Off" while on a strict no-carb, no-sugar diet . . . Would you rather go to a coffee shop by yourself and sit next to someone who starts loudly conducting a phone interview . . .

The remarkable success of the use of machine learning-based solutions for network security problems has been impeded by the developed ML models' inability to maintain efficacy when used in different network environments exhibiting different network behaviors. This issue is commonly referred to as the generalizability problem of ML models. The community has recognized the critical role that training datasets play in this context and has developed various techniques to improve dataset curation to overcome this problem. Unfortunately, these methods are generally ill-suited or even counterproductive in the network security domain, where they often result in unrealistic or poor-quality datasets. To address this issue, we propose an augmented ML pipeline that leverages explainable ML tools to guide the network data collection in an iterative fashion. To ensure the data's realism and quality, we require that the new datasets should be endogenously collected in this iterative process, thus advocating for a gradual removal of data-related problems to improve model generalizability. To realize this capability, we develop a data-collection platform, netUnicorn, that takes inspiration from the classic "hourglass" model and is implemented as its "thin waist" to simplify data collection for different learning problems from diverse network environments. The proposed system decouples data-collection intents from the deployment mechanisms and disaggregates these high-level intents into smaller reusable, self-contained tasks. We demonstrate how netUnicorn simplifies collecting data for different learning problems from multiple network environments and how the proposed iterative data collection improves a model's generalizability.

Effective learning strategies based on principles like personalization, retrieval practice, and spaced repetition are often challenging to implement due to practical constraints. Here we explore the integration of AI tutors to complement learning programs in accordance with learning sciences. A semester-long study was conducted at UniDistance Suisse, where an AI tutor app was provided to psychology students taking a neuroscience course (N=51). After automatically generating microlearning questions from existing course materials using GPT-3, the AI tutor developed a dynamic neural-network model of each student's grasp of key concepts. This enabled the implementation of distributed retrieval practice, personalized to each student's individual level and abilities. The results indicate that students who actively engaged with the AI tutor achieved significantly higher grades. Moreover, active engagement led to an average improvement of up to 15 percentile points compared to a parallel course without AI tutor. Additionally, the grasp strongly correlated with the exam grade, thus validating the relevance of neural-network predictions. This research demonstrates the ability of personal AI tutors to model human learning processes and effectively enhance academic performance. By integrating AI tutors into their programs, educators can offer students personalized learning experiences grounded in the principles of learning sciences, thereby addressing the challenges associated with implementing effective learning strategies. These findings contribute to the growing body of knowledge on the transformative potential of AI in education.

Teleoperated robotic systems have introduced more intuitive control for minimally invasive surgery, but the optimal method for training remains unknown. Recent motor learning studies have demonstrated that exaggeration of errors helps trainees learn to perform tasks with greater speed and accuracy. We hypothesized that training in a force field that pushes the operator away from a desired path would improve their performance on a virtual reality ring-on-wire task. Forty surgical novices trained under a no-force, guidance, or error-amplifying force field over five days. Completion time, translational and rotational path error, and combined error-time were evaluated under no force field on the final day. The groups significantly differed in combined error-time, with the guidance group performing the worst. Error-amplifying field participants showed the most improvement and did not plateau in their performance during training, suggesting that learning was still ongoing. Guidance field participants had the worst performance on the final day, confirming the guidance hypothesis. Participants with high initial path error benefited more from guidance. Participants with high initial combined error-time benefited more from guidance and error-amplifying force field training. Our results suggest that error-amplifying and error-reducing haptic training for robot-assisted telesurgery benefits trainees of different abilities differently.

We use large language models to aid learners enhance proficiency in a foreign language. This is accomplished by identifying content on topics that the user is interested in, and that closely align with the learner's proficiency level in that foreign language. Our work centers on French content, but our approach is readily transferable to other languages. Our solution offers several distinctive characteristics that differentiate it from existing language-learning solutions, such as, a) the discovery of content across topics that the learner cares about, thus increasing motivation, b) a more precise estimation of the linguistic difficulty of the content than traditional readability measures, and c) the availability of both textual and video-based content. The linguistic complexity of video content is derived from the video captions. It is our aspiration that such technology will enable learners to remain engaged in the language-learning process by continuously adapting the topics and the difficulty of the content to align with the learners' evolving interests and learning objectives. A video showcasing our solution can be found at: https://youtu.be/O6krGN-LTGI

This paper presents a work-in-progress on a learn-ing system that will provide robotics students with a personalized learning environment. This addresses both the scarcity of skilled robotics instructors, particularly in community colleges and the expensive demand for training equipment. The study of robotics at the college level represents a wide range of interests, experiences, and aims. This project works to provide students the flexibility to adapt their learning to their own goals and prior experience. We are developing a system to enable robotics instruction through a web-based interface that is compatible with less expensive hardware. Therefore, the free distribution of teaching materials will empower educators. This project has the potential to increase the number of robotics courses offered at both two- and four-year schools and universities. The course materials are being designed with small units and a hierarchical dependency tree in mind; students will be able to customize their course of study based on the robotics skills they have already mastered. We present an evaluation of a five module mini-course in robotics. Students indicated that they had a positive experience with the online content. They also scored the experience highly on relatedness, mastery, and autonomy perspectives, demonstrating strong motivation potential for this approach.

With the emergence of Large Language Models (LLMs), there has been a significant improvement in the programming capabilities of models, attracting growing attention from researchers. We propose CodeApex, a bilingual benchmark dataset focusing on the programming comprehension and code generation abilities of LLMs. CodeApex comprises three types of multiple-choice questions: conceptual understanding, commonsense reasoning, and multi-hop reasoning, designed to evaluate LLMs on programming comprehension tasks. Additionally, CodeApex utilizes algorithmic questions and corresponding test cases to assess the code quality generated by LLMs. We evaluate 14 state-of-the-art LLMs, including both general-purpose and specialized models. GPT exhibits the best programming capabilities, achieving approximate accuracies of 50% and 56% on the two tasks, respectively. There is still significant room for improvement in programming tasks. We hope that CodeApex can serve as a reference for evaluating the coding capabilities of LLMs, further promoting their development and growth. Datasets are released at https://github.com/APEXLAB/CodeApex.git. CodeApex submission website is https://apex.sjtu.edu.cn/codeapex/.

Grading of exams is an important, labor intensive, subjective, repetitive and frequently challenging task. The feasibility of autograding textual responses has greatly increased thanks to the availability of large language models (LLMs) such as ChatGPT and because of the substantial influx of data brought about by digitalization. However, entrusting AI models with decision-making roles raises ethical considerations, mainly stemming from potential biases and issues related to generating false information. Thus, in this manuscript we provide an evaluation of a large language model for the purpose of autograding, while also highlighting how LLMs can support educators in validating their grading procedures. Our evaluation is targeted towards automatic short textual answers grading (ASAG), spanning various languages and examinations from two distinct courses. Our findings suggest that while "out-of-the-box" LLMs provide a valuable tool to provide a complementary perspective, their readiness for independent automated grading remains a work in progress, necessitating human oversight.

Advancements in conversational systems have revolutionized information access, surpassing the limitations of single queries. However, developing dialogue systems requires a large amount of training data, which is a challenge in low-resource domains and languages. Traditional data collection methods like crowd-sourcing are labor-intensive and time-consuming, making them ineffective in this context. Data augmentation (DA) is an affective approach to alleviate the data scarcity problem in conversational systems. This tutorial provides a comprehensive and up-to-date overview of DA approaches in the context of conversational systems. It highlights recent advances in conversation augmentation, open domain and task-oriented conversation generation, and different paradigms of evaluating these models. We also discuss current challenges and future directions in order to help researchers and practitioners to further advance the field in this area.

Graph clustering, which learns the node representations for effective cluster assignments, is a fundamental yet challenging task in data analysis and has received considerable attention accompanied by graph neural networks in recent years. However, most existing methods overlook the inherent relational information among the non-independent and non-identically distributed nodes in a graph. Due to the lack of exploration of relational attributes, the semantic information of the graph-structured data fails to be fully exploited which leads to poor clustering performance. In this paper, we propose a novel self-supervised deep graph clustering method named Relational Redundancy-Free Graph Clustering (R$^2$FGC) to tackle the problem. It extracts the attribute- and structure-level relational information from both global and local views based on an autoencoder and a graph autoencoder. To obtain effective representations of the semantic information, we preserve the consistent relation among augmented nodes, whereas the redundant relation is further reduced for learning discriminative embeddings. In addition, a simple yet valid strategy is utilized to alleviate the over-smoothing issue. Extensive experiments are performed on widely used benchmark datasets to validate the superiority of our R$^2$FGC over state-of-the-art baselines. Our codes are available at https://github.com/yisiyu95/R2FGC.