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.

The integration of Artificial Intelligence (AI) into education has transformative potential, providing tailored learning experiences and creative instructional approaches. However, the inherent biases in AI algorithms hinder this improvement by unintentionally perpetuating prejudice against specific demographics, especially in human-centered applications like education. This survey delves deeply into the developing topic of algorithmic fairness in educational contexts, providing a comprehensive evaluation of the diverse literature on fairness, bias, and ethics in AI-driven educational applications. It identifies the common forms of biases, such as data-related, algorithmic, and user-interaction, that fundamentally undermine the accomplishment of fairness in AI teaching aids. By outlining existing techniques for mitigating these biases, ranging from varied data gathering to algorithmic fairness interventions, the survey emphasizes the critical role of ethical considerations and legal frameworks in shaping a more equitable educational environment. Furthermore, it guides readers through the complexities of fairness measurements, methods, and datasets, shedding light on the way to bias reduction. Despite these gains, this survey highlights long-standing issues, such as achieving a balance between fairness and accuracy, as well as the need for diverse datasets. Overcoming these challenges and ensuring the ethical and fair use of AI's promise in education call for a collaborative, interdisciplinary approach.

The growing complexity of networks and the variety of future scenarios with diverse and often stringent performance requirements call for a higher level of automation. Intent-based management emerges as a solution to attain high level of automation, enabling human operators to solely communicate with the network through high-level intents. The intents consist of the targets in the form of expectations (i.e., latency expectation) from a service and based on the expectations the required network configurations should be done accordingly. It is almost inevitable that when a network action is taken to fulfill one intent, it can cause negative impacts on the performance of another intent, which results in a conflict. In this paper, we aim to address the conflict issue and autonomous management of intent-based networking, and propose an online learning method based on the hierarchical multi-armed bandits approach for an effective management. Thanks to this hierarchical structure, it performs an efficient exploration and exploitation of network configurations with respect to the dynamic network conditions. We show that our algorithm is an effective approach regarding resource allocation and satisfaction of intent expectations.

Online learning is a foundational problem in machine learni ng. In its simplest version, a decision maker repeatedly interacts with a fixed set of n actions over a time horizon T . At each time, the decision maker needs to choose one of a set of actions; sub sequently, it receives an action-dependent loss and observes some feedback. These loss funct ions are generated by an omniscient (but oblivious) adversary and are only revealed on-the-go. The goal of the decision maker is to design a learning algorithm that achieves small regret with respect to the best fixed action in hindsight, i.e., the difference between the decision maker' s loss and that of the fixed action. Several online learning algorithms have been developed, character ized by optimal instance-independent regret bound, depending on the feedback model [ 13, 28 ]. Following the recent literature on algorithms with machine learning-based predictions (see, e.g., the survey by Mitzenmacher and Vassilvitskii [ 24 ]), we study the case where the learner is allowed to issue a limited number of best-action queries to an oracle that reveals the identity of the best action for that step, so that the learner can choose it. This s etting is motivated by scenarios in which obtaining accurate predictions on the optimal choice among numerous actions is possible but comes with significant costs and time constraints. For in stance, consider an online platform that continuously moderates posted content (e.g., Meta [ 22, 23 ] or Google [ 17 ]), and the online learning problem it faces: posts are generated one after the other, and the platform's task consists

Automated Essay Scoring (AES) holds significant promise in the field of education, helping educators to mark larger volumes of essays and provide timely feedback. However, Arabic AES research has been limited by the lack of publicly available essay data. This study introduces AR-AES, an Arabic AES benchmark dataset comprising 2046 undergraduate essays, including gender information, scores, and transparent rubric-based evaluation guidelines, providing comprehensive insights into the scoring process. These essays come from four diverse courses, covering both traditional and online exams. Additionally, we pioneer the use of AraBERT for AES, exploring its performance on different question types. We find encouraging results, particularly for Environmental Chemistry and source-dependent essay questions. For the first time, we examine the scale of errors made by a BERT-based AES system, observing that 96.15 percent of the errors are within one point of the first human marker's prediction, on a scale of one to five, with 79.49 percent of predictions matching exactly. In contrast, additional human markers did not exceed 30 percent exact matches with the first marker, with 62.9 percent within one mark. These findings highlight the subjectivity inherent in essay grading, and underscore the potential for current AES technology to assist human markers to grade consistently across large classes.

Algorithmic bias is a major issue in machine learning models in educational contexts. However, it has not yet been studied thoroughly in Asian learning contexts, and only limited work has considered algorithmic bias based on regional (sub-national) background. As a step towards addressing this gap, this paper examines the population of 5,986 students at a large university in the Philippines, investigating algorithmic bias based on students' regional background. The university used the Canvas learning management system (LMS) in its online courses across a broad range of domains. Over the period of three semesters, we collected 48.7 million log records of the students' activity in Canvas. We used these logs to train binary classification models that predict student grades from the LMS activity. The best-performing model reached AUC of 0.75 and weighted F1-score of 0.79. Subsequently, we examined the data for bias based on students' region. Evaluation using three metrics: AUC, weighted F1-score, and MADD showed consistent results across all demographic groups. Thus, no unfairness was observed against a particular student group in the grade predictions.