The adoption of machine learning in applications where it is crucial to ensure fairness and accountability has led to a large number of model proposals in the literature, largely formulated as optimisation problems with constraints reducing or eliminating the effect of sensitive attributes on the response. While this approach is very flexible from a theoretical perspective, the resulting models are somewhat black-box in nature: very little can be said about their statistical properties, what are the best practices in their applied use, and how they can be extended to problems other than those they were originally designed for. Furthermore, the estimation of each model requires a bespoke implementation involving an appropriate solver which is less than desirable from a software engineering perspective. In this paper, we describe the fairml R package which implements our previous work (Scutari, Panero, and Proissl 2022) and related models in the literature. fairml is designed around classical statistical models (generalised linear models) and penalised regression results (ridge regression) to produce fair models that are interpretable and whose properties are well-known. The constraint used to enforce fairness is orthogonal to model estimation, making it possible to mix-and-match the desired model family and fairness definition for each application. Furthermore, fairml provides facilities for model estimation, model selection and validation including diagnostic plots.

The recent introduction of ChatGPT has drawn significant attention from both industry and academia due to its impressive capabilities in solving a diverse range of tasks, including language translation, text summarization, and computer programming. Its capability for writing, modifying, and even correcting code together with its ease of use and access is already dramatically impacting computer science education. This paper aims to explore how well ChatGPT can perform in an introductory-level functional language programming course. In our systematic evaluation, we treated ChatGPT as one of our students and demonstrated that it can achieve a grade B- and its rank in the class is 155 out of 314 students overall. Our comprehensive evaluation provides valuable insights into ChatGPT's impact from both student and instructor perspectives. Additionally, we identify several potential benefits that ChatGPT can offer to both groups. Overall, we believe that this study significantly clarifies and advances our understanding of ChatGPT's capabilities and potential impact on computer science education.

In the following we detail the dataset creation (section 3), where we describe the passage selection In this paper, we present NorQuAD: and question-answer generation, present the first Norwegian question answering relevant statistics for the dataset and provide an dataset for machine reading comprehension.

Recent advances in generative artificial intelligence (AI) have captured worldwide attention. Tools such as Dalle-2 and ChatGPT suggest that tasks previously thought to be beyond the capabilities of AI may now augment the productivity of creative media in various new ways, including through the generation of synthetic video. This research paper explores the utility of using AI-generated synthetic video to create viable educational content for online educational settings. To date, there is limited research investigating the real-world educational value of AI-generated synthetic media. To address this gap, we examined the impact of using AI-generated synthetic video in an online learning platform on both learners content acquisition and learning experience. We took a mixed-method approach, randomly assigning adult learners (n=83) into one of two micro-learning conditions, collecting pre- and post-learning assessments, and surveying participants on their learning experience. The control condition included a traditionally produced instructor video, while the experimental condition included a synthetic video with a realistic AI-generated character. The results show that learners in both conditions demonstrated significant improvement from pre- to post-learning (p<.001), with no significant differences in gains between the two conditions (p=.80). In addition, no differences were observed in how learners perceived the traditional and synthetic videos. These findings suggest that AI-generated synthetic learning videos have the potential to be a viable substitute for videos produced via traditional methods in online educational settings, making high quality educational content more accessible across the globe.

Human evaluation is indispensable and inevitable for assessing the quality of texts generated by machine learning models or written by humans. However, human evaluation is very difficult to reproduce and its quality is notoriously unstable, hindering fair comparisons among different natural language processing (NLP) models and algorithms. Recently, large language models (LLMs) have demonstrated exceptional performance on unseen tasks when only the task instructions are provided. In this paper, we explore if such an ability of the LLMs can be used as an alternative to human evaluation. We present the LLMs with the exact same instructions, samples to be evaluated, and questions used to conduct human evaluation, and then ask the LLMs to generate responses to those questions; we dub this LLM evaluation. We use human evaluation and LLM evaluation to evaluate the texts in two NLP tasks: open-ended story generation and adversarial attacks. We show that the result of LLM evaluation is consistent with the results obtained by expert human evaluation: the texts rated higher by human experts are also rated higher by the LLMs. We also find that the results of LLM evaluation are stable over different formatting of the task instructions and the sampling algorithm used to generate the answer. We are the first to show the potential of using LLMs to assess the quality of texts and discuss the limitations and ethical considerations of LLM evaluation.

Detecting plagiarism involves finding similar items in two different sources. In this article, we propose a novel method for detecting plagiarism that is based on attention mechanism-based long short-term memory (LSTM) and bidirectional encoder representations from transformers (BERT) word embedding, enhanced with optimized differential evolution (DE) method for pre-training and a focal loss function for training. BERT could be included in a downstream task and fine-tuned as a task-specific BERT can be included in a downstream task and fine-tuned as a task-specific structure, while the trained BERT model is capable of detecting various linguistic characteristics. Unbalanced classification is one of the primary issues with plagiarism detection. We suggest a focal loss-based training technique that carefully learns minority class instances to solve this. Another issue that we tackle is the training phase itself, which typically employs gradient-based methods like back-propagation for the learning process and thus suffers from some drawbacks, including sensitivity to initialization. To initiate the BP process, we suggest a novel DE algorithm that makes use of a clustering-based mutation operator. Here, a winning cluster is identified for the current DE population, and a fresh updating method is used to produce potential answers. We evaluate our proposed approach on three benchmark datasets ( MSRP, SNLI, and SemEval2014) and demonstrate that it performs well when compared to both conventional and population-based methods.

New objects are continuously emerging in the dynamically changing world and a real-world artificial intelligence system should be capable of continual and effectual adaptation to new emerging classes without forgetting old ones. In view of this, in this paper we tackle a challenging and practical continual learning scenario named few-shot class-incremental learning (FSCIL), in which labeled data are given for classes in a base session but very limited labeled instances are available for new incremental classes. To address this problem, we propose a novel and succinct approach by introducing deep dictionary learning which is a hybrid learning architecture that combines dictionary learning and visual representation learning to provide a better space for characterizing different classes. We simultaneously optimize the dictionary and the feature extraction backbone in the base session, while only finetune the dictionary in the incremental session for adaptation to novel classes, which can alleviate the forgetting on base classes compared to finetuning the entire model. To further facilitate future adaptation, we also incorporate multiple pseudo classes into the base session training so that certain space projected by dictionary can be reserved for future new concepts. The extensive experimental results on CIFAR100, miniImageNet and CUB200 validate the effectiveness of our approach compared to other SOTA methods.

Parent-child interaction is critical for child development, yet parents may need guidance in some aspects of their engagement with their children. Current research on educational math robots focuses on child-robot interactions but falls short of including the parents and integrating the critical role they play in children's learning. We explore how educational robots can be designed to facilitate parent-child conversations, focusing on math talk, a predictor of later math ability in children. We prototyped capabilities for a social robot to support math talk via reading and play activities and conducted an exploratory Wizard-of-Oz in-home study for parent-child interactions facilitated by a robot. Our findings yield insights into how parents were inspired by the robot's prompts, their desired interaction styles and methods for the robot, and how they wanted to include the robot in the activities, leading to guidelines for the design of parent-child-robot interaction in educational contexts.

Over the past half century, there have been several false dawns during which the "arrival" of world-changing artificial intelligence (AI) has been heralded. Tempting fate, the authors believe the age of AI has, indeed, finally arrived. Powerful image generators, such as DALL-E2 and Midjourney have suddenly allowed anyone with access the ability easily to create rich and complex art. In a similar vein, text generators, such as GPT3.5 (including ChatGPT) and BLOOM, allow users to compose detailed written descriptions of many topics of interest. And, it is even possible now for a person without extensive expertise in writing software to use AI to generate code capable of myriad applications. While AI will continue to evolve and improve, probably at a rapid rate, the current state of AI is already ushering in profound changes to many different sectors of society. Every new technology challenges the ability of humanity to govern it wisely. However, governance is usually viewed as both possible and necessary due to the disruption new technology often poses to social structures, industries, the environment, and other important human concerns. In this article, we offer an analysis of a range of interactions between AI and governance, with the hope that wise decisions may be made that maximize benefits and minimize costs. The article addresses two main aspects of this relationship: the governance of AI by humanity, and the governance of humanity by AI. The approach we have taken is itself informed by AI, as this article was written collaboratively by the authors and ChatGPT.

Random graphs are increasingly becoming objects of interest for modeling networks in a wide range of applications. Latent position random graph models posit that each node is associated with a latent position vector, and that these vectors follow some geometric structure in the latent space. In this paper, we consider random dot product graphs, in which an edge is formed between two nodes with probability given by the inner product of their respective latent positions. We assume that the latent position vectors lie on an unknown one-dimensional curve and are coupled with a response covariate via a regression model. Using the geometry of the underlying latent position vectors, we propose a manifold learning and graph embedding technique to predict the response variable on out-of-sample nodes, and we establish convergence guarantees for these responses. Our theoretical results are supported by simulations and an application to Drosophila brain data.