Grade prediction for future courses not yet taken by students is important as it can help them and their advisers during the process of course selection as well as for designing personalized degree plans and modifying them based on their performance. One of the successful approaches for accurately predicting a student's grades in future courses is Cumulative Knowledge-based Regression Models (CKRM). CKRM learns shallow linear models that predict a student's grades as the similarity between his/her knowledge state and the target course. However, prior courses taken by a student can have \black{different contributions when estimating a student's knowledge state and towards each target course, which} cannot be captured by linear models. Moreover, CKRM and other grade prediction methods ignore the effect of concurrently-taken courses on a student's performance in a target course. In this paper, we propose context-aware non-linear and neural attentive models that can potentially better estimate a student's knowledge state from his/her prior course information, as well as model the interactions between a target course and concurrent courses. Compared to the competing methods, our experiments on a large real-world dataset consisting of more than $1.5$M grades show the effectiveness of the proposed models in accurately predicting students' grades. Moreover, the attention weights learned by the neural attentive model can be helpful in better designing their degree plans.

Computational context understanding refers to an agent's ability to fuse disparate sources of information for decision-making and is, therefore, generally regarded as a prerequisite for sophisticated machine reasoning capabilities, such as in artificial intelligence (AI). Data-driven and knowledge-driven methods are two classical techniques in the pursuit of such machine sense-making capability. However, while data-driven methods seek to model the statistical regularities of events by making observations in the real-world, they remain difficult to interpret and they lack mechanisms for naturally incorporating external knowledge. Conversely, knowledge-driven methods, combine structured knowledge bases, perform symbolic reasoning based on axiomatic principles, and are more interpretable in their inferential processing; however, they often lack the ability to estimate the statistical salience of an inference. To combat these issues, we propose the use of hybrid AI methodology as a general framework for combining the strengths of both approaches. Specifically, we inherit the concept of neuro-symbolism as a way of using knowledge-bases to guide the learning progress of deep neural networks. We further ground our discussion in two applications of neuro-symbolism and, in both cases, show that our systems maintain interpretability while achieving comparable performance, relative to the state-of-the-art.

Querying knowledge bases is one of the most important and fundamental tasks in knowledge representation. Although much of the work on querying knowledge bases is focused on conjunctive queries, there is often the need to use a simple form of recursion, such as the one provided by regular path queries (RPQ), which ask for paths defined by a given regular language. Conjunctive RPQs (CRPQs) can then be understood as the generalization of conjunctive queries with this form of recursion. CRPQs are part of SPARQL, the W3C standard for querying RDF data, including well known knowledge bases such as DBpedia and Wikidata. In particular, RPQs are quite popular for querying Wikidata. They are used in over 24% of the queries (and over 38% of the unique queries), according to recent studies (Malyshev et al., 2018; Bonifati et al., 2019). More generally, CRPQs are basic building blocks for querying graph-structured databases (Barceló, 2013). As knowledge bases become larger, reasoning about queries (e.g. for optimization) becomes increasingly important.

One of the challenging aspects of applying machine learning is the need to identify the algorithms that will perform best for a given dataset. This process can be difficult, time consuming and often requires a great deal of domain knowledge. We present Sommelier, an expert system for recommending the machine learning algorithms that should be applied on a previously unseen dataset. Sommelier is based on word embedding representations of the domain knowledge extracted from a large corpus of academic publications. When presented with a new dataset and its problem description, Sommelier leverages a recommendation model trained on the word embedding representation to provide a ranked list of the most relevant algorithms to be used on the dataset. We demonstrate Sommelier's effectiveness by conducting an extensive evaluation on 121 publicly available datasets and 53 classification algorithms. The top algorithms recommended for each dataset by Sommelier were able to achieve on average 97.7% of the optimal accuracy of all surveyed algorithms.

Question answering (QA) in natural language (NL) has been an important aspect of AI from its early days. Winograd's ``councilmen'' example in his 1972 paper and McCarthy's Mr. Hug example of 1976 highlights the role of external knowledge in NL understanding. While Machine Learning has been the go-to approach in NL processing as well as NL question answering (NLQA) for the last 30 years, recently there has been an increasingly emphasized thread on NLQA where external knowledge plays an important role. The challenges inspired by Winograd's councilmen example, and recent developments such as the Rebooting AI book, various NLQA datasets, research on knowledge acquisition in the NLQA context, and their use in various NLQA models have brought the issue of NLQA using ``reasoning'' with external knowledge to the forefront. In this paper, we present a survey of the recent work on them. We believe our survey will help establish a bridge between multiple fields of AI, especially between (a) the traditional fields of knowledge representation and reasoning and (b) the field of NL understanding and NLQA.

In many complex, real-world situations, problem solving and decision making require effective reasoning about causation and uncertainty. However, human reasoning in these cases is prone to confusion and error. Bayesian networks (BNs) are an artificial intelligence technology that models uncertain situations, supporting probabilistic and causal reasoning and decision making. However, to date, BN methodologies and software require significant upfront training, do not provide much guidance on the model building process, and do not support collaboratively building BNs. BARD (Bayesian ARgumentation via Delphi) is both a methodology and an expert system that utilises (1) BNs as the underlying structured representations for better argument analysis, (2) a multi-user web-based software platform and Delphi-style social processes to assist with collaboration, and (3) short, high-quality e-courses on demand, a highly structured process to guide BN construction, and a variety of helpful tools to assist in building and reasoning with BNs, including an automated explanation tool to assist effective report writing. The result is an end-to-end online platform, with associated online training, for groups without prior BN expertise to understand and analyse a problem, build a model of its underlying probabilistic causal structure, validate and reason with the causal model, and use it to produce a written analytic report. Initial experimental results demonstrate that BARD aids in problem solving, reasoning and collaboration.

Explainability and interpretability of AI models is an essential factor affecting the safety of AI. While various explainable AI (XAI) approaches aim at mitigating the lack of transparency in deep networks, the evidence of the effectiveness of these approaches in improving usability, trust, and understanding of AI systems are still missing. We evaluate multimodal explanations in the setting of a Visual Question Answering (VQA) task, by asking users to predict the response accuracy of a VQA agent with and without explanations. We use between-subjects and within-subjects experiments to probe explanation effectiveness in terms of improving user prediction accuracy, confidence, and reliance, among other factors. The results indicate that the explanations help improve human prediction accuracy, especially in trials when the VQA system's answer is inaccurate. Furthermore, we introduce active attention, a novel method for evaluating causal attentional effects through intervention by editing attention maps. User explanation ratings are strongly correlated with human prediction accuracy and suggest the efficacy of these explanations in human-machine AI collaboration tasks.

Quantum computing (QC) and deep learning techniques have attracted widespread attention in the recent years. This paper proposes QC-based deep learning methods for fault diagnosis that exploit their unique capabilities to overcome the computational challenges faced by conventional data-driven approaches performed on classical computers. Deep belief networks are integrated into the proposed fault diagnosis model and are used to extract features at different levels for normal and faulty process operations. The QC-based fault diagnosis model uses a quantum computing assisted generative training process followed by discriminative training to address the shortcomings of classical algorithms. To demonstrate its applicability and efficiency, the proposed fault diagnosis method is applied to process monitoring of continuous stirred tank reactor (CSTR) and Tennessee Eastman (TE) process. The proposed QC-based deep learning approach enjoys superior fault detection and diagnosis performance with obtained average fault detection rates of 79.2% and 99.39% for CSTR and TE process, respectively.

Knowledge Graphs (KGs) are graph-structured knowledge bases storing factual information about real-world entities. Understanding the uniqueness of each entity is crucial to the analyzing, sharing, and reusing of KGs. Traditional profiling technologies encompass a vast array of methods to find distinctive features in various applications, which can help to differentiate entities in the process of human understanding of KGs. In this work, we present a novel profiling approach to identify distinctive entity features. The distinctiveness of features is carefully measured by a HAS model, which is a scalable representation learning model to produce a multi-pattern entity embedding. We fully evaluate the quality of entity profiles generated from real KGs. The results show that our approach facilitates human understanding of entities in KGs.

When working on intelligent tutor systems designed for mathematics education and its specificities, an interesting objective is to provide relevant help to the students by anticipating their next steps. This can only be done by knowing, beforehand, the possible ways to solve a problem. Hence the need for an automated theorem prover that provide proofs as they would be written by a student. To achieve this objective, logic programming is a natural tool due to the similarity of its reasoning with a mathematical proof by inference. In this paper, we present the core ideas we used to implement such a prover, from its encoding in Prolog to the generation of the complete set of proofs. However, when dealing with educational aspects, there are many challenges to overcome. We also present the main issues we encountered, as well as the chosen solutions. The QED-Tutrix software [15, 19] provides an environment where a highschool student can solve geometry proof problems. One of its key features is that it allows the student to provide proof elements in any order, not limiting them to forward-or backward-chaining. For instance, when solving the simple problem "prove that a quadrilateral with three right angles is a rectangle", the student can provide any element of any possible proof, such as a direct consequence of the hypotheses ("if two lines are perpendicular to a third, they are parallel"), a necessary premise for the conclusion ("a rectangle is a quadrilateral that has four right angles"), or anything in between ("the quadrilateral ABCD is a parallelogram"). A second key feature is the tutoring aspect. When the student is stuck is the resolution, the software is able to provide them with relevant messages. In the previous example, if the student entered "the quadrilateral ABCD is a parallelogram" and is stuck afterwards, the software identifies that they are working on a proof using parallelogram properties, and will provide them messages such as "what is the definition of a parallelogram?" or "is there a relation between parallelogram and rectangle?" These features, the flexibility in exploration and the tutoring, are very interesting from a mathematics education perspective, but come with a cost.