The vast pre-existing slides serve as rich and important materials to carry lecture knowledge. However, effectively leveraging lecture slides to serve students is difficult due to the multi-modal nature of slide content and the heterogeneous teaching actions. We study the problem of discovering effective designs that convert a slide into an interactive lecture. We develop Slide2Lecture, a tuning-free and knowledge-regulated intelligent tutoring system that can (1) effectively convert an input lecture slide into a structured teaching agenda consisting of a set of heterogeneous teaching actions; (2) create and manage an interactive lecture that generates responsive interactions catering to student learning demands while regulating the interactions to follow teaching actions. Slide2Lecture contains a complete pipeline for learners to obtain an interactive classroom experience to learn the slide. For teachers and developers, Slide2Lecture enables customization to cater to personalized demands. The evaluation rated by annotators and students shows that Slide2Lecture is effective in outperforming the remaining implementation. Slide2Lecture's online deployment has made more than 200K interaction with students in the 3K lecture sessions. We open source Slide2Lecture's implementation in https://anonymous.4open.science/r/slide2lecture-4210/.

The problem of efficient quantum state learning, also called shadow tomography, aims to comprehend an unknown $d$-dimensional quantum state through POVMs. Yet, these states are rarely static; they evolve due to factors such as measurements, environmental noise, or inherent Hamiltonian state transitions. This paper leverages techniques from adaptive online learning to keep pace with such state changes. The key metrics considered for learning in these mutable environments are enhanced notions of regret, specifically adaptive and dynamic regret. We present adaptive and dynamic regret bounds for online shadow tomography, which are polynomial in the number of qubits and sublinear in the number of measurements. To support our theoretical findings, we include numerical experiments that validate our proposed models.

Since the first instances of online education, where courses were uploaded to accessible and shared online platforms, this form of scaling the dissemination of human knowledge to reach a broader audience has sparked extensive discussion and widespread adoption. Recognizing that personalized learning still holds significant potential for improvement, new AI technologies have been continuously integrated into this learning format, resulting in a variety of educational AI applications such as educational recommendation and intelligent tutoring. The emergence of intelligence in large language models (LLMs) has allowed for these educational enhancements to be built upon a unified foundational model, enabling deeper integration. In this context, we propose MAIC (Massive AI-empowered Course), a new form of online education that leverages LLM-driven multi-agent systems to construct an AI-augmented classroom, balancing scalability with adaptivity. Beyond exploring the conceptual framework and technical innovations, we conduct preliminary experiments at Tsinghua University, one of China's leading universities. Drawing from over 100,000 learning records of more than 500 students, we obtain a series of valuable observations and initial analyses. This project will continue to evolve, ultimately aiming to establish a comprehensive open platform that supports and unifies research, technology, and applications in exploring the possibilities of online education in the era of large model AI. We envision this platform as a collaborative hub, bringing together educators, researchers, and innovators to collectively explore the future of AI-driven online education.

With the rapid advancement of internet technology, the adaptability of adolescents to online learning has emerged as a focal point of interest within the educational sphere. However, the academic community's efforts to develop predictive models for adolescent online learning adaptability require further refinement and expansion. Utilizing data from the "Chinese Adolescent Online Education Survey" spanning the years 2014 to 2016, this study implements five machine learning algorithms - logistic regression, K-nearest neighbors, random forest, XGBoost, and CatBoost - to analyze the factors influencing adolescent online learning adaptability and to determine the model best suited for prediction. The research reveals that the duration of courses, the financial status of the family, and age are the primary factors affecting students' adaptability in online learning environments. Additionally, age significantly impacts students' adaptive capacities. Among the predictive models, the random forest, XGBoost, and CatBoost algorithms demonstrate superior forecasting capabilities, with the random forest model being particularly adept at capturing the characteristics of students' adaptability.

Automated Short Answer Scoring (SAS) is the task of automatically scoring a given input to a prompt based on rubrics and reference answers. Although SAS is useful in real-world applications, both rubrics and reference answers differ between prompts, thus requiring a need to acquire new data and train a model for each new prompt. Such requirements are costly, especially for schools and online courses where resources are limited and only a few prompts are used. In this work, we attempt to reduce this cost through a two-phase approach: train a model on existing rubrics and answers with gold score signals and finetune it on a new prompt. Specifically, given that scoring rubrics and reference answers differ for each prompt, we utilize key phrases, or representative expressions that the answer should contain to increase scores, and train a SAS model to learn the relationship between key phrases and answers using already annotated prompts (i.e., cross-prompts). Our experimental results show that finetuning on existing cross-prompt data with key phrases significantly improves scoring accuracy, especially when the training data is limited. Finally, our extensive analysis shows that it is crucial to design the model so that it can learn the task's general property.

Recent technological advancements have enhanced our ability to collect and analyze rich multimodal data (e.g., speech, video, and eye gaze) to better inform learning and training experiences. While previous reviews have focused on parts of the multimodal pipeline (e.g., conceptual models and data fusion), a comprehensive literature review on the methods informing multimodal learning and training environments has not been conducted. This literature review provides an in-depth analysis of research methods in these environments, proposing a taxonomy and framework that encapsulates recent methodological advances in this field and characterizes the multimodal domain in terms of five modality groups: Natural Language, Video, Sensors, Human-Centered, and Environment Logs. We introduce a novel data fusion category -- mid fusion -- and a graph-based technique for refining literature reviews, termed citation graph pruning. Our analysis reveals that leveraging multiple modalities offers a more holistic understanding of the behaviors and outcomes of learners and trainees. Even when multimodality does not enhance predictive accuracy, it often uncovers patterns that contextualize and elucidate unimodal data, revealing subtleties that a single modality may miss. However, there remains a need for further research to bridge the divide between multimodal learning and training studies and foundational AI research.

In causal inference, encouragement designs (EDs) are widely used to analyze causal effects, when randomized controlled trials (RCTs) are impractical or compliance to treatment cannot be perfectly enforced. Unlike RCTs, which directly allocate treatments, EDs randomly assign encouragement policies that positively motivate individuals to engage in a specific treatment. These random encouragements act as instrumental variables (IVs), facilitating the identification of causal effects through leveraging exogenous perturbations in discrete treatment scenarios. However, real-world applications of encouragement designs often face challenges such as incomplete randomization, limited experimental data, and significantly fewer encouragements compared to treatments, hindering precise causal effect estimation. To address this, this paper introduces novel theories and algorithms for identifying the Conditional Average Treatment Effect (CATE) using variations in encouragement. Further, by leveraging both observational and encouragement data, we propose a generalized IV estimator, named Encouragement-based Counterfactual Regression (EnCounteR), to effectively estimate the causal effects. Extensive experiments on both synthetic and real-world datasets demonstrate the superiority of EnCounteR over existing methods.

Digital agents are considered a general-purpose technology. They spread quickly in private and organizational contexts, including education. Yet, research lacks a conceptual framing to describe interaction with such agents in a holistic manner. While focusing on the interaction with a pedagogical agent, i.e., a digital agent capable of natural-language interaction with a learner, we propose a model of learning activity based on activity theory. We use this model and a review of prior research on digital agents in education to analyze how various characteristics of the activity, including features of a pedagogical agent or learner, influence learning outcomes. The analysis leads to identification of IS research directions and guidance for developers of pedagogical agents and digital agents in general. We conclude by extending the activity theory-based model beyond the context of education and show how it helps designers and researchers ask the right questions when creating a digital agent.

In urban traffic management, the primary challenge of dynamically and efficiently monitoring traffic conditions is compounded by the insufficient utilization of thousands of surveillance cameras along the intelligent transportation system. This paper introduces the multi-level Traffic-responsive Tilt Camera surveillance system (TTC-X), a novel framework designed for dynamic and efficient monitoring and management of traffic in urban networks. By leveraging widely deployed pan-tilt-cameras (PTCs), TTC-X overcomes the limitations of a fixed field of view in traditional surveillance systems by providing mobilized and 360-degree coverage. The innovation of TTC-X lies in the integration of advanced machine learning modules, including a detector-predictor-controller structure, with a novel Predictive Correlated Online Learning (PiCOL) methodology and the Spatial-Temporal Graph Predictor (STGP) for real-time traffic estimation and PTC control. The TTC-X is tested and evaluated under three experimental scenarios (e.g., maximum traffic flow capture, dynamic route planning, traffic state estimation) based on a simulation environment calibrated using real-world traffic data in Brooklyn, New York. The experimental results showed that TTC-X captured over 60\% total number of vehicles at the network level, dynamically adjusted its route recommendation in reaction to unexpected full-lane closure events, and reconstructed link-level traffic states with best MAE less than 1.25 vehicle/hour. Demonstrating scalability, cost-efficiency, and adaptability, TTC-X emerges as a powerful solution for urban traffic management in both cyber-physical and real-world environments.

In online learning, the ability to provide quick and accurate feedback to learners is crucial. In skill-based learning, learners need to understand the underlying concepts and mechanisms of a skill to be able to apply it effectively. While videos are a common tool in online learning, they cannot comprehend or assess the skills being taught. Additionally, while Generative AI methods are effective in searching and retrieving answers from a text corpus, it remains unclear whether these methods exhibit any true understanding. This limits their ability to provide explanations of skills or help with problem-solving. This paper proposes a novel approach that merges Cognitive AI and Generative AI to address these challenges. We employ a structured knowledge representation, the TMK (Task-Method-Knowledge) model, to encode skills taught in an online Knowledge-based AI course. Leveraging techniques such as Large Language Models, Chain-of-Thought, and Iterative Refinement, we outline a framework for generating reasoned explanations in response to learners' questions about skills.