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.

We consider estimation of a linear functional of the treatment effect from adaptively collected data. This problem finds a variety of applications including off-policy evaluation in contextual bandits, and estimation of the average treatment effect in causal inference. While a certain class of augmented inverse propensity weighting (AIPW) estimators enjoys desirable asymptotic properties including the semi-parametric efficiency, much less is known about their non-asymptotic theory with adaptively collected data. To fill in the gap, we first present generic upper bounds on the mean-squared error of the class of AIPW estimators that crucially depends on a sequentially weighted error between the treatment effect and its estimates. Motivated by this, we propose a general reduction scheme that allows one to produce a sequence of estimates for the treatment effect via online learning to minimize the sequentially weighted estimation error.

First-order methods (FOMs) are arguably the most scalable algorithms for equilibrium computation in large extensive-form games. To operationalize these methods, a distance-generating function, acting as a regularizer for the strategy space, must be chosen. The ratio between the strong convexity modulus and the diameter of the regularizer is a key parameter in the analysis of FOMs.A natural question is then: what is the optimal distance-generating function for extensive-form decision spaces? In this paper, we make a number of contributions, ultimately establishing that the weight-one dilated entropy (DilEnt) distance-generating function is optimal up to logarithmic factors. The DilEnt regularizer is notable due to its iterate-equivalence with Kernelized OMWU (KOMWU)---the algorithm with state-of-the-art dependence on the game tree size in extensive-form games---when used in conjunction with the online mirror descent (OMD) algorithm.

Differential privacy (DP) is a formal notion that restricts the privacy leakage of an algorithm when running on sensitive data, in which privacy-utility trade-off is one of the central problems in private data analysis. In this work, we investigate the fundamental limits of differential privacy in online learning algorithms and present evidence that separates three types of constraints: no DP, pure DP, and approximate DP. We first describe a hypothesis class that is online learnable under approximate DP but not online learnable under pure DP under the adaptive adversarial setting. This indicates that approximate DP must be adopted when dealing with adaptive adversaries. We then prove that any private online learner must make an infinite number of mistakes for almost all hypothesis classes.

We consider the problem of multiclass transductive online learning when the number of labels can be unbounded. Previous works by Ben-David et al. [1997] and Hanneke et al. [2024] only consider the case of binary and finite label spaces respectively. The latter work determined that their techniques fail to extend to the case of unbounded label spaces, and they pose the question of characterizing the optimal mistake bound for unbounded label spaces. We answer this question, by showing that a new dimension, termed the Level-constrained Littlestone dimension, characterizes online learnability in this setting. Along the way, we show that the trichotomy of possible minimax rates established by Hanneke et al. [2024] for finite label spaces in the realizable setting continues to hold even when the label space is unbounded.

In online learning, a decision maker repeatedly selects one of a set of actions, with the goal of minimizing the overall loss incurred. Following the recent line of research on algorithms endowed with additional predictive features, we revisit this problem by allowing the decision maker to acquire additional information on the actions to be selected. In particular, we study the power of \emph{best-action queries}, which reveal beforehand the identity of the best action at a given time step. In practice, predictive features may be expensive, so we allow the decision maker to issue at most k such queries.We establish tight bounds on the performance any algorithm can achieve when given access to k best-action queries for different types of feedback models. In particular, we prove that in the full feedback model, k queries are enough to achieve an optimal regret of \Theta(\min\{\sqrt T, \frac{T}{k}\}) .