This chapter provides an overview of the different Artificial Intelligence (AI) systems that are being used in contemporary digital tools for Mathematics Education (ME). It is aimed at researchers in AI and Machine Learning (ML), for whom we shed some light on the specific technologies that are being used in educational applications; and at researchers in ME, for whom we clarify: i) what the possibilities of the current AI technologies are, ii) what is still out of reach and iii) what is to be expected in the near future. We start our analysis by establishing a high-level taxonomy of AI tools that are found as components in digital ME applications. Then, we describe in detail how these AI tools, and in particular ML, are being used in two key applications, specifically AI-based calculators and intelligent tutoring systems. We finish the chapter with a discussion about student modeling systems and their relationship to artificial general intelligence.

As the complexity of machine learning (ML) models increases, resulting in a lack of prediction explainability, several methods have been developed to explain a model's behavior in terms of the training data points that most influence the model. However, these methods tend to mark outliers as highly influential points, limiting the insights that practitioners can draw from points that are not representative of the training data. In this work, we take a step towards finding influential training points that also represent the training data well. We first review methods for assigning importance scores to training points. Given importance scores, we propose a method to select a set of DIVerse INfluEntial (DIVINE) training points as a useful explanation of model behavior. As practitioners might not only be interested in finding data points influential with respect to model accuracy, but also with respect to other important metrics, we show how to evaluate training data points on the basis of group fairness. Our method can identify unfairness-inducing training points, which can be removed to improve fairness outcomes. Our quantitative experiments and user studies show that visualizing DIVINE points helps practitioners understand and explain model behavior better than earlier approaches.

Micro-expression recognition (\textbf{MER}) has attracted lots of researchers' attention in a decade. However, occlusion will occur for MER in real-world scenarios. This paper deeply investigates an interesting but unexplored challenging issue in MER, \ie, occlusion MER. First, to research MER under real-world occlusion, synthetic occluded micro-expression databases are created by using various mask for the community. Second, to suppress the influence of occlusion, a \underline{R}egion-inspired \underline{R}elation \underline{R}easoning \underline{N}etwork (\textbf{RRRN}) is proposed to model relations between various facial regions. RRRN consists of a backbone network, the Region-Inspired (\textbf{RI}) module and Relation Reasoning (\textbf{RR}) module. More specifically, the backbone network aims at extracting feature representations from different facial regions, RI module computing an adaptive weight from the region itself based on attention mechanism with respect to the unobstructedness and importance for suppressing the influence of occlusion, and RR module exploiting the progressive interactions among these regions by performing graph convolutions. Experiments are conducted on handout-database evaluation and composite database evaluation tasks of MEGC 2018 protocol. Experimental results show that RRRN can significantly explore the importance of facial regions and capture the cooperative complementary relationship of facial regions for MER. The results also demonstrate RRRN outperforms the state-of-the-art approaches, especially on occlusion, and RRRN acts more robust to occlusion.

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Computer vision is a field of artificial intelligence (AI) that enables computers and systems to derive meaningful information from digital images, videos, and other visual inputs -- and take actions or make recommendations based on that information. If AI enables computers to think, computer vision enables them to see, observe and understand. Computer vision works much the same as human vision, except humans have a head start. Human sight has the advantage of lifetimes of context to train how to tell objects apart, how far away they are, whether they are moving, and whether there is something wrong in an image. Computer vision trains machines to perform these functions, but it has to do it in much less time with cameras, data, and algorithms rather than retinas, optic nerves, and the visual cortex.

Artificial Intelligence (AI) has been redefining society in ways we have never anticipated. Technology is clinging to us in every walk of our lives, right from unlocking our smartphones to our day-to-day activities, online shopping, intelligent car dashboards, autonomous robots and so on. Though the concept of AI was first talked about in the early 1950s, forming a basis for many computer learning and complex decision-making processes, it is only of late, where processing huge amounts of data is required, that this field of technology is picking up pace. What is in the AI basket? AI is not a technology, rather it is a science or field of study.

With the advent of DevOps and Continuous Delivery, businesses are now looking for real-time risk assessment throughout the various stages of the software delivery cycle. Although Artificial Intelligence (AI) is not really new as a concept, applying AI techniques to software testing has started to become a reality just the past couple years. Some development teams are turning to online and e-learning resources like Udemy. Down the line, AI is bound to become part of our day-to-day quality engineering process, however, prior to that, let us take a look at how AI can help us achieve our quality objectives. Day after day, QA Engineers face a plethora of difficulties and waste a lot of time to find a proper solution.

In all, a few lines of R or Python code will suffice for a piece of machine intelligence and there's a plethora of resources and tutorials online to train your quasi-neural networks, like all sorts of deepfake networks, manipulating image-video-audio-text, with zero knowledge of the world, as Generative Adversarial Networks, BigGAN, CycleGAN, StyleGAN, GauGAN, Artbreeder, DeOldify, etc. They create and modify faces, landscapes, universal images, etc., with zero understanding what it is all about.

With respect to artificial learning agents in particular, humans must provide some specification of what the agent should learn to perform. One method by which humans typically provide this specification is by designing a stationary reward function. This function provides a reward to the agent when it correctly performs the desired task and, perhaps, punishment when the agent does not. Artificial learning agents may then approach the task-learning process using reinforcement learning (RL) techniques (Sutton and Barto, 2018) that seek to find a policy (i.e., an explicit function that the agent uses to make decisions) that allows the agent to gather as much reward as possible. Another popular way in which humans specify tasks for artificial agents to learn is by demonstrating the task themselves. Typically, this is accomplished by having the human perform the task while the learning agent observes the actions that the human takes (e.g., the human physically moving a robot arm). In these cases, artificial agents may use approaches from imitation learning (IL) (Schaal, 1999; Argall et al., 2009; Osa et al., 2018) in order to find policies that allow them to perform the demonstrated task.

Attention is a key mechanism for information selection in both biological brains and many state-of-the-art deep neural networks (DNNs). Here, we investigate whether humans and DNNs allocate attention in comparable ways when reading a text passage to subsequently answer a specific question. We analyze 3 transformer-based DNNs that reach human-level performance when trained to perform the reading comprehension task. We find that the DNN attention distribution quantitatively resembles human attention distribution measured by fixation times. Human readers fixate longer on words that are more relevant to the question-answering task, demonstrating that attention is modulated by top-down reading goals, on top of lower-level visual and text features of the stimulus. Further analyses reveal that the attention weights in DNNs are also influenced by both top-down reading goals and lower-level stimulus features, with the shallow layers more strongly influenced by lower-level text features and the deep layers attending more to task-relevant words. Additionally, deep layers' attention to task-relevant words gradually emerges when pre-trained DNN models are fine-tuned to perform the reading comprehension task, which coincides with the improvement in task performance. These results demonstrate that DNNs can evolve human-like attention distribution through task optimization, which suggests that human attention during goal-directed reading comprehension is a consequence of task optimization.