Although Switzerland is a small country, it is home to many internationally renowned universities and scientific institutions. The research landscape in Switzerland is rich, and AI-related themes are investigated by many teams under diverse umbrellas. This column sheds some light on selected developments and trends on AI in Switzerland as perceived by members of the Special Interest group on Artificial Intelligence and Cognitive Science (SGAICO) organizational team, which has brought together researchers from Switzerland interested in AI and cognitive science for over 30 years.

AAAI's 2015 Workshop Program was held Sunday and Monday, January 25–26, 2015 at the Hyatt Regency Austin Hotel in Austion, Texas, USA. The AAAI-15 workshop program included 15 workshops covering a wide range of topics in artificial intelligence. Most workshops were held on a single day. The titles of the workshops included AI and Ethics, AI for Cities, AI for Transportation: Advice, Interactivity and Actor Modeling, Algorithm Configuration, Artificial Intelligence Applied to Assistive Technologies and Smart Environments, Beyond the Turing Test, Computational Sustainability, Computer Poker and Imperfect Information, Incentive and Trust in E-Communities, Multiagent Interaction without Prior Coordination, Planning, Search, and Optimization, Scholarly Big Data: AI Perspectives, Challenges, and Ideas, Trajectory-Based Behaviour Analytics, World Wide Web and Public Health Intelligence, Knowledge, Skill, and Behavior Transfer in Autonomous Robots, and Learning for General Competency in Video Games.

This article presents new algorithms for inferring users’ activities in a class of flexible and open-ended educational software called exploratory learning environments (ELE). Such settings provide a rich educational environment for students, but challenge teachers to keep track of students’ progress and to assess their performance. This article presents techniques for recognizing students activities in ELEs and visualizing these activities to students. It describes a new plan recognition algorithm that takes into account repetition and interleaving of activities. This algorithm was evaluated empirically using two ELEs for teaching chemistry and statistics used by thousands of students in several countries. It was able to outperform the state-of-the-art plan recognition algorithms when compared to a gold-standard that was obtained by a domain-expert. We also show that visualizing students’ plans improves their performance on new problems when compared to an alternative visualization that consists of a step-by-step list of actions.

Stable matchings can be computed by deferred acceptance (DA) algorithms. However such algorithms become incomplete when complementarities exist among the agent preferences: they can fail to find a stable matching even when one exists. In this paper we examine stable matching problems arising from labour market with couples (SMP-C). The classical problem of matching residents into hospital programs is an example. Couples introduce complementarities under which DA algorithms become incomplete. In fact, SMP-C is NP-complete. Inspired by advances in SAT and integer programming (IP) solvers we investigate encoding SMP-C into SAT and IP and then using state-of-the-art SAT and IP solvers to solve it. We also implemented two previous DA algorithms. After comparing the performance of these different solution methods we find that encoding to SAT can be surprisingly effective, but that our encoding to IP does not scale as well. Using our SAT encoding we are able to determine that the DA algorithms fail on a non-trivial number of cases where a stable matching exists. The SAT and IP encodings also have the property that they can verify that no stable matching exists, something that the DA algorithms cannot do.

For example, one game we have experimented on is a puzzle game called Refraction, Reinforcement Learning is beginning to be applied which teaches kids how to multiply fractions by splitting laser outside traditional domains such as robotics, and beams. In this case, we need to choose right sequence of puzzles into human-centric domains such as healthcare and to give to students such that they complete the most concepts education. In these domains, two problems are critical successfully. Making this decision is difficult because to address: We must be able to evaluate algorithms of the large amount of information we can collect about each with a collection of prior data if one is available, student, most of which is not very useful for the task at hand. and we must devise algorithms that carefully Refraction and our other educational games, such as Treefrog trade off exploration and exploitation in such a way Treasure, have each been played by hundreds of thousands that they are guaranteed to converge to optimal behavior of players, providing ample opportunity for learning how to quickly, while retaining very good performance improve these games using data.

Research shows that for novices learning from worked examples is superior to unsupported problem solving. Additionally, several studies have shown that learning from examples results in faster learning in comparison to supported problem solving in Intelligent Tutoring Systems. In a previous study, we have shown that alternating worked examples and problem solving was superior to using just one type of learning tasks. In this paper we present a study that compares learning from a fixed sequence of alternating worked examples and tutored problem solving to a strategy that adaptively decides how much assistance to provide to the student. The adaptive strategy determines the type of task (a worked example, a faded example or a problem to solve) based on how much assistance the student needed in the previous problem. In faded examples, the student needed to complete one or two steps. The results show that students in the adaptive condition learned significantly more than their peers who were presented with a fixed sequence of worked examples and problems.

Recommender systems have become essential tools in many application areas as they help alleviate information overload by tailoring their recommendations to users' personal preferences. Users' interests in items, however, may change over time depending on their current situation. Without considering the current circumstances of a user, recommendations may match the general preferences of the user, but they may have small utility for the user in his/her current situation.We focus on designing systems that interact with the user over a number of iterations and at each step receive feedback from the user in the form of a reward or utility value for the recommended items. The goal of the system is to maximize the sum of obtained utilities over each interaction session. We use a multi-armed bandit strategy to model this online learning problem and we propose techniques for detecting changes in user preferences. The recommendations are then generated based on the most recent preferences of a user. Our evaluation results indicate that our method can improve the existing bandit algorithms by considering the sudden variations in the user's feedback behavior.

We introduce kLog, a novel language for kernel-based learning on expressive logical and relational representations. kLog allows users to specify logical and relational learning problems declaratively. It builds on simple but powerful concepts: learning from interpretations, entity/relationship data modeling, and logic programming. Access by the kernel to the rich representation is mediated by a technique we call graphicalization: the relational representation is first transformed into a graph — in particular, a grounded entity/relationship diagram. Subsequently, a choice of graph kernel defines the feature space. The kLog framework can be applied to tackle the same range of tasks that has made statistical relational learning so popular, including classification, regression, multitask learning, and collective classification. An empirical evaluation shows that kLog can be either more accurate, or much faster at the same level of accuracy, than Tilde and Alchemy.

In this extended abstract we introduce the Arcade Learning Environment (ALE): both a challenge problem and a platform and methodology for evaluating the development of general, domain-independent AI technology. ALE provides an interface to hundreds of Atari 2600 game environments, each one different, interesting, and designed to be a challenge for human players. ALE presents significant research challenges for reinforcement learning, model learning, model-based planning, imitation learning, transfer learning, and intrinsic motivation. Most importantly, it provides a rigorous testbed for evaluating and comparing approaches to these problems. We illustrate the promise of ALE by presenting a benchmark set of domain-independent agents designed using well-established AI techniques for both reinforcement learning and planning. In doing so, we also propose an evaluation methodology made possible by ALE, reporting empirical results on over 55 different games. We conclude with a brief update on the latest ALE developments. All of the software, including the benchmark agents, is publicly available.

But growing up, in conflict with her father We present a graphic novel project aiming at illustrating current research results and issues regarding the creative process and its relation with artificial intelligence. The main character, Max Order, is an artist who symbolizes the difficulty of coming up with new, creative ideas, giving up imitation of others and finding one's own style.