Building open-ended agents that can autonomously discover a diversity of behaviours is one of the long-standing goals of artificial intelligence. This challenge can be studied in the framework of autotelic RL agents, i.e. agents that learn by selecting and pursuing their own goals, self-organizing a learning curriculum. Recent work identified language as a key dimension of autotelic learning, in particular because it enables abstract goal sampling and guidance from social peers for hindsight relabelling. Within this perspective, we study the following open scientific questions: What is the impact of hindsight feedback from a social peer (e.g. selective vs. exhaustive)? How can the agent learn from very rare language goal examples in its experience replay? How can multiple forms of exploration be combined, and take advantage of easier goals as stepping stones to reach harder ones? To address these questions, we use ScienceWorld, a textual environment with rich abstract and combinatorial physics. We show the importance of selectivity from the social peer's feedback; that experience replay needs to over-sample examples of rare goals; and that following self-generated goal sequences where the agent's competence is intermediate leads to significant improvements in final performance.

Programming skills are rapidly becoming essential for many educational paths and career opportunities. Yet, for many international students, the traditional approach to teaching introductory programming courses can be a significant challenge due to the complexities of the language, the lack of prior programming knowledge, and the language and cultural barriers. This study explores how large language models and gamification can scaffold coding learning and increase Chinese students sense of belonging in introductory programming courses. In this project, a gamification intelligent tutoring system was developed to adapt to Chinese international students learning needs and provides scaffolding to support their success in introductory computer programming courses.

Physics-Informed Neural Network (PINN) has become a commonly used machine learning approach to solve partial differential equations (PDE). But, facing high-dimensional secondorder PDE problems, PINN will suffer from severe scalability issues since its loss includes second-order derivatives, the computational cost of which will grow along with the dimension during stacked back-propagation. In this work, we develop a novel approach that can significantly accelerate the training of Physics-Informed Neural Networks. In particular, we parameterize the PDE solution by the Gaussian smoothed model and show that, derived from Stein's Identity, the second-order derivatives can be efficiently calculated without back-propagation. We further discuss the model capacity and provide variance reduction methods to address key limitations in the derivative estimation. Experimental results show that our proposed method can achieve competitive error compared to standard PINN training but is significantly faster. Our code is released at https://github.com/LithiumDA/PINN-without-Stacked-BP.

Graphs can model complex relationships between objects, enabling a myriad of Web applications such as online page/article classification and social recommendation. While graph neural networks(GNNs) have emerged as a powerful tool for graph representation learning, in an end-to-end supervised setting, their performance heavily rely on a large amount of task-specific supervision. To reduce labeling requirement, the "pre-train, fine-tune" and "pre-train, prompt" paradigms have become increasingly common. In particular, prompting is a popular alternative to fine-tuning in natural language processing, which is designed to narrow the gap between pre-training and downstream objectives in a task-specific manner. However, existing study of prompting on graphs is still limited, lacking a universal treatment to appeal to different downstream tasks. In this paper, we propose GraphPrompt, a novel pre-training and prompting framework on graphs. GraphPrompt not only unifies pre-training and downstream tasks into a common task template, but also employs a learnable prompt to assist a downstream task in locating the most relevant knowledge from the pre-train model in a task-specific manner. Finally, we conduct extensive experiments on five public datasets to evaluate and analyze GraphPrompt.

In this paper, we propose Tutoring bot, a generative chatbot trained on a large scale of tutor-student conversations for English-language learning. To mimic a human tutor's behavior in language education, the tutor bot leverages diverse educational instructions and grounds to each instruction as additional input context for the tutor response generation. As a single instruction generally involves multiple dialogue turns to give the student sufficient speaking practice, the tutor bot is required to monitor and capture when the current instruction should be kept or switched to the next instruction. For that, the tutor bot is learned to not only generate responses but also infer its teaching action and progress on the current conversation simultaneously by a multi-task learning scheme. Our Tutoring bot is deployed under a non-commercial use license at https://tutoringai.com.

A Multilingual Keyword Spotting (KWS) system detects spokenkeywords over multiple locales. Conventional monolingual KWSapproaches do not scale well to multilingual scenarios because ofhigh development/maintenance costs and lack of resource sharing.To overcome this limit, we propose two locale-conditioned universalmodels with locale feature concatenation and feature-wise linearmodulation (FiLM). We compare these models with two baselinemethods: locale-specific monolingual KWS, and a single universalmodel trained over all data. Experiments over 10 localized languagedatasets show that locale-conditioned models substantially improveaccuracy over baseline methods across all locales in different noiseconditions.FiLMperformed the best, improving on average FRRby 61% (relative) compared to monolingual KWS models of similarsizes.

Reproducibility is one of the core dimensions that concur to deliver Trustworthy Artificial Intelligence. Broadly speaking, reproducibility can be defined as the possibility to reproduce the same or a similar experiment or method, thereby obtaining the same or similar results as the original scientists. It is an essential ingredient of the scientific method and crucial for gaining trust in relevant claims. A reproducibility crisis has been recently acknowledged by scientists and this seems to affect even more Artificial Intelligence and Machine Learning, due to the complexity of the models at the core of their recent successes. Notwithstanding the recent debate on Artificial Intelligence reproducibility, its practical implementation is still insufficient, also because many technical issues are overlooked. In this survey, we critically review the current literature on the topic and highlight the open issues. Our contribution is three-fold. We propose a concise terminological review of the terms coming into play. We collect and systematize existing recommendations for achieving reproducibility, putting forth the means to comply with them. We identify key elements often overlooked in modern Machine Learning and provide novel recommendations for them. We further specialize these for two critical application domains, namely the biomedical and physical artificial intelligence fields.

Recent years have seen impressive progress in AI-assisted writing, yet the developments in AI-assisted reading are lacking. We propose inline commentary as a natural vehicle for AI-based reading assistance, and present CARE: the first open integrated platform for the study of inline commentary and reading. CARE facilitates data collection for inline commentaries in a commonplace collaborative reading environment, and provides a framework for enhancing reading with NLP-based assistance, such as text classification, generation or question answering. The extensible behavioral logging allows unique insights into the reading and commenting behavior, and flexible configuration makes the platform easy to deploy in new scenarios. To evaluate CARE in action, we apply the platform in a user study dedicated to scholarly peer review. CARE facilitates the data collection and study of inline commentary in NLP, extrinsic evaluation of NLP assistance, and application prototyping. We invite the community to explore and build upon the open source implementation of CARE.

Geometric Deep Learning is a term for approaches considering ML problems from the perspectives of symmetry and invariance. It provides a common blueprint for CNNs, GNNs, and Transformers. Here, we study the history of GDL from ancient Greek geometry to Graph Neural Networks.

ChatGPT, an AI program capable of writing in a human-like format, brings uncertainty in higher level education, specifically with its ability to replicate educated responses. The AI has been used in recent months by students attending universities to write academic papers without so much as typing a paragraph. Schools have been made aware of this and are taking action based on each school's plagiarism policies and honor codes. Although having an AI to write papers for you may seem convenient, there are multiple issues that have been brought to light that insinuate the software does not come without drawbacks. ChatGPT was created by the start-up company OpenAI, a San Francisco based company with a close relation with Microsoft, on Nov. 30 2022. Schools across the country are combating the use of AI by blocking the software from school networks, such as the institutions' WiFi networks and school issued computers.