We consider optimal resource allocation for restless multi-armed bandits (RMABs) in unknown, non-stationary settings. RMABs are PSPACE-hard to solve optimally, even when all parameters are known. The Whittle index policy is known to achieve asymptotic optimality for a large class of such problems, while remaining computationally efficient. In many practical settings, however, the transition kernels required to compute the Whittle index are unknown and non-stationary. In this work, we propose an online learning algorithm for Whittle indices in this setting. Our algorithm first predicts current transition kernels by solving a linear optimization problem based on upper confidence bounds and empirical transition probabilities calculated from data over a sliding window. Then, it computes the Whittle index associated with the predicted transition kernels. We design these sliding windows and upper confidence bounds to guarantee sub-linear dynamic regret on the number of episodes $T$, under the condition that transition kernels change slowly over time (rate upper bounded by $ε=1/T^k$ with $k>0$). Furthermore, our proposed algorithm and regret analysis are designed to exploit prior domain knowledge and structural information of the RMABs to accelerate the learning process. Numerical results validate that our algorithm achieves superior performance in terms of lowest cumulative regret relative to baselines in non-stationary environments.

Adaptive Curriculum Sequencing (ACS) is essential for personalized online learning, yet current approaches struggle to balance complex educational constraints and maintain optimization stability. This paper proposes a Memetic Walrus Optimizer (MWO) that enhances optimization performance through three key innovations: (1) an expert-guided strategy with aging mechanism that improves escape from local optima; (2) an adaptive control signal framework that dynamically balances exploration and exploitation; and (3) a three-tier priority mechanism for generating educationally meaningful sequences. We formulate ACS as a multi-objective optimization problem considering concept coverage, time constraints, and learning style compatibility. Experiments on the OULAD dataset demonstrate MWO's superior performance, achieving 95.3% difficulty progression rate (compared to 87.2% in baseline methods) and significantly better convergence stability (standard deviation of 18.02 versus 28.29-696.97 in competing algorithms). Additional validation on benchmark functions confirms MWO's robust optimization capability across diverse scenarios. The results demonstrate MWO's effectiveness in generating personalized learning sequences while maintaining computational efficiency and solution quality.

Non-stationary online learning has drawn much attention in recent years. Despite considerable progress, dynamic regret minimization has primarily focused on convex functions, leaving the functions with stronger curvature (e.g., squared or logistic loss) underexplored. In this work, we address this gap by showing that the regret can be substantially improved by leveraging the concept of mixability, a property that generalizes exp-concavity to effectively capture loss curvature. Let $d$ denote the dimensionality and $P_T$ the path length of comparators that reflects the environmental non-stationarity. We demonstrate that an exponential-weight method with fixed-share updates achieves an $\mathcal{O}(d T^{1/3} P_T^{2/3} \log T)$ dynamic regret for mixable losses, improving upon the best-known $\mathcal{O}(d^{10/3} T^{1/3} P_T^{2/3} \log T)$ result (Baby and Wang, 2021) in $d$. More importantly, this improvement arises from a simple yet powerful analytical framework that exploits the mixability, which avoids the Karush-Kuhn-Tucker-based analysis required by existing work.

The performance of an optimizer on large-scale deep learning models depends critically on fine-tuning the learning rate, often requiring an extensive grid search over base learning rates, schedules, and other hyperparameters. In this paper, we propose a principled framework called GALA (Gradient Alignment-based Learning rate Adaptation), which dynamically adjusts the learning rate by tracking the alignment between consecutive gradients and using a local curvature estimate. Guided by the convergence analysis, we formulate the problem of selecting the learning rate as a one-dimensional online learning problem. When paired with an online learning algorithm such as Follow-the-Regularized-Leader, our method produces a flexible, adaptive learning rate schedule that tends to increase when consecutive gradients are aligned and decrease otherwise. We establish a data-adaptive convergence rate for normalized SGD equipped with GALA in the smooth, nonconvex setting. Empirically, common optimizers such as SGD and Adam, when augmented with GALA, demonstrate robust performance across a wide range of initial learning rates and perform competitively without the need for tuning.

In this article, we present a novel multimodal feedback framework called MOSAIC-F, an acronym for a data-driven Framework that integrates Multimodal Learning Analytics (MMLA), Observations, Sensors, Artificial Intelligence (AI), and Collaborative assessments for generating personalized feedback on student learning activities. This framework consists of four key steps. First, peers and professors' assessments are conducted through standardized rubrics (that include both quantitative and qualitative evaluations). Second, multimodal data are collected during learning activities, including video recordings, audio capture, gaze tracking, physiological signals (heart rate, motion data), and behavioral interactions. Third, personalized feedback is generated using AI, synthesizing human-based evaluations and data-based multimodal insights such as posture, speech patterns, stress levels, and cognitive load, among others. Finally, students review their own performance through video recordings and engage in self-assessment and feedback visualization, comparing their own evaluations with peers and professors' assessments, class averages, and AI-generated recommendations. By combining human-based and data-based evaluation techniques, this framework enables more accurate, personalized and actionable feedback. We tested MOSAIC-F in the context of improving oral presentation skills.

With the widespread adoption of online education platforms, an increasing number of students are gaining new knowledge through Massive Open Online Courses (MOOCs). Exercise recommendation have made strides toward improving student learning outcomes. However, existing methods not only struggle with high dropout rates but also fail to match the diverse learning pace of students. They frequently face difficulties in adjusting to inactive students' learning patterns and in accommodating individualized learning paces, resulting in limited accuracy and diversity in recommendations. To tackle these challenges, we propose Neural Re-ranking for Diversified Exercise Recommendation (in short, NR4DER). NR4DER first leverages the mLSTM model to improve the effectiveness of the exercise filter module. It then employs a sequence enhancement method to enhance the representation of inactive students, accurately matches students with exercises of appropriate difficulty. Finally, it utilizes neural re-ranking to generate diverse recommendation lists based on individual students' learning histories. Extensive experimental results indicate that NR4DER significantly outperforms existing methods across multiple real-world datasets and effectively caters to the diverse learning pace of students.

This work studies and develop projection-free algorithms for online learning with linear optimization oracles (a.k.a. Frank-Wolfe) for handling the constraint set. More precisely, this work (i) provides an improved (optimized) variant of an online Frank-Wolfe algorithm along with its conceptually simple potential-based proof, and (ii) shows how to leverage semidefinite programming to jointly design and analyze online Frank-Wolfe-type algorithms numerically in a variety of settings-that include the design of the variant (i). Based on the semidefinite technique, we conclude with strong numerical evidence suggesting that no pure online Frank-Wolfe algorithm within our model class can have a regret guarantee better than O(T^3/4) (T is the time horizon) without additional assumptions, that the current algorithms do not have optimal constants, that the algorithm benefits from similar anytime properties O(t^3/4) not requiring to know T in advance, and that multiple linear optimization rounds do not generally help to obtain better regret bounds.

During the wake of the Covid-19 pandemic, the educational paradigm has experienced a major change from in person learning traditional to online platforms. The change of learning convention has impacted the teacher-student especially in non-verbal communication. The absent of non-verbal communication has led to a reliance on verbal feedback which diminished the efficacy of the educational experience. This paper explores the integration of sentiment analysis into learning management systems (LMS) to bridge the student-teacher's gap by offering an alternative approach to interpreting student feedback beyond its verbal context. The research involves data preparation, feature selection, and the development of a deep neural network model encompassing word embedding, LSTM, and attention mechanisms. This model is compared against a logistic regression baseline to evaluate its efficacy in understanding student feedback. The study aims to bridge the communication gap between instructors and students in online learning environments, offering insights into the emotional context of student feedback and ultimately improving the quality of online education.

We study online and transductive online learning when the learner interacts with the concept class only via Empirical Risk Minimization (ERM) or weak consistency oracles on arbitrary instance subsets. This contrasts with standard online models, where the learner knows the entire class. The ERM oracle returns a hypothesis minimizing loss on a given subset, while the weak consistency oracle returns a binary signal indicating whether the subset is realizable by some concept. The learner is evaluated by the number of mistakes and oracle calls. In the standard online setting with ERM access, we prove tight lower bounds in both realizable and agnostic cases: $Ω(2^{d_{VC}})$ mistakes and $Ω(\sqrt{T 2^{d_{LD}}})$ regret, where $T$ is the number of timesteps and $d_{LD}$ is the Littlestone dimension. We further show that existing online learning results with ERM access carry over to the weak consistency setting, incurring an additional $O(T)$ in oracle calls. We then consider the transductive online model, where the instance sequence is known but labels are revealed sequentially. For general Littlestone classes, we show that optimal realizable and agnostic mistake bounds can be achieved using $O(T^{d_{VC}+1})$ weak consistency oracle calls. On the negative side, we show that limiting the learner to $Ω(T)$ weak consistency queries is necessary for transductive online learnability, and that restricting the learner to $Ω(T)$ ERM queries is necessary to avoid exponential dependence on the Littlestone dimension. Finally, for certain concept classes, we reduce oracle calls via randomized algorithms while maintaining similar mistake bounds. In particular, for Thresholds on an unknown ordering, $O(\log T)$ ERM queries suffice; for $k$-Intervals, $O(T^3 2^{2k})$ weak consistency queries suffice.

Deep neural networks form the backbone of artificial intelligence research, with potential to transform the human experience in areas ranging from autonomous driving to personal assistants, healthcare to education. However, their integration into the daily routines of real-world classrooms remains limited. It is not yet common for a teacher to assign students individualized homework targeting their specific weaknesses, provide students with instant feedback, or simulate student responses to a new exam question. While these models excel in predictive performance, this lack of adoption can be attributed to a significant weakness: the lack of explainability of model decisions, leading to a lack of trust from students, parents, and teachers. This thesis aims to bring human needs to the forefront of eXplainable AI (XAI) research, grounded in the concrete use case of personalized learning and teaching. We frame the contributions along two verticals: technical advances in XAI and their aligned human studies. We investigate explainability in AI for education, revealing systematic disagreements between post-hoc explainers and identifying a need for inherently interpretable model architectures. We propose four novel technical contributions in interpretability with a multimodal modular architecture (MultiModN), an interpretable mixture-of-experts model (InterpretCC), adversarial training for explainer stability, and a theory-driven LLM-XAI framework to present explanations to students (iLLuMinaTE), which we evaluate in diverse settings with professors, teachers, learning scientists, and university students. By combining empirical evaluations of existing explainers with novel architectural designs and human studies, our work lays a foundation for human-centric AI systems that balance state-of-the-art performance with built-in transparency and trust.