The rapid expansion of Learning Analytics (LA) and Artificial Intelligence in Education (AIED) offers new scalable, data-intensive systems but also raises concerns about data privacy and agency. Excluding stakeholders -- like students and teachers -- from the design process can potentially lead to mistrust and inadequately aligned tools. Despite a shift towards human-centred design in recent LA and AIED research, there remain gaps in our understanding of the importance of human control, safety, reliability, and trustworthiness in the design and implementation of these systems. We conducted a systematic literature review to explore these concerns and gaps. We analysed 108 papers to provide insights about i) the current state of human-centred LA/AIED research; ii) the extent to which educational stakeholders have contributed to the design process of human-centred LA/AIED systems; iii) the current balance between human control and computer automation of such systems; and iv) the extent to which safety, reliability and trustworthiness have been considered in the literature. Results indicate some consideration of human control in LA/AIED system design, but limited end-user involvement in actual design. Based on these findings, we recommend: 1) carefully balancing stakeholders' involvement in designing and deploying LA/AIED systems throughout all design phases, 2) actively involving target end-users, especially students, to delineate the balance between human control and automation, and 3) exploring safety, reliability, and trustworthiness as principles in future human-centred LA/AIED systems.

Online learning is a rapidly growing industry due to its convenience. However, a major challenge in online learning is whether students are as engaged as they are in face-to-face classes. An engagement recognition system can significantly improve the learning experience in online classes. Current challenges in engagement detection involve poor label quality in the dataset, intra-class variation, and extreme data imbalance. To address these problems, we present the CMOSE dataset, which contains a large number of data in different engagement levels and high-quality labels generated according to the psychological advice. We demonstrate the advantage of transferability by analyzing the model performance on other engagement datasets. We also developed a training mechanism, MocoRank, to handle the intra-class variation, the ordinal relationship between different classes, and the data imbalance problem. MocoRank outperforms prior engagement detection losses, achieving a 1.32% enhancement in overall accuracy and 5.05% improvement in average accuracy. We further demonstrate the effectiveness of multi-modality by conducting ablation studies on features such as pre-trained video features, high-level facial features, and audio features.

Given a pre-trained classifier and multiple human experts, we investigate the task of online classification where model predictions are provided for free but querying humans incurs a cost. In this practical but under-explored setting, oracle ground truth is not available. Instead, the prediction target is defined as the consensus vote of all experts. Given that querying full consensus can be costly, we propose a general framework for online Bayesian consensus estimation, leveraging properties of the multivariate hypergeometric distribution. Based on this framework, we propose a family of methods that dynamically estimate expert consensus from partial feedback by producing a posterior over expert and model beliefs. Analyzing this posterior induces an interpretable trade-off between querying cost and classification performance. We demonstrate the efficacy of our framework against a variety of baselines on CIFAR-10H and ImageNet-16H, two large-scale crowdsourced datasets.

The increasing availability of Massive Open Online Courses (MOOCs) has created a necessity for personalized course recommendation systems. These systems often combine neural networks with Knowledge Graphs (KGs) to achieve richer representations of learners and courses. While these enriched representations allow more accurate and personalized recommendations, explainability remains a significant challenge which is especially problematic for certain domains with significant impact such as education and online learning. Recently, a novel class of recommender systems that uses reinforcement learning and graph reasoning over KGs has been proposed to generate explainable recommendations in the form of paths over a KG. Despite their accuracy and interpretability on e-commerce datasets, these approaches have scarcely been applied to the educational domain and their use in practice has not been studied. In this work, we propose an explainable recommendation system for MOOCs that uses graph reasoning. To validate the practical implications of our approach, we conducted a user study examining user perceptions of our new explainable recommendations. We demonstrate the generalizability of our approach by conducting experiments on two educational datasets: COCO and Xuetang.

This study addresses the challenge of online learning in contexts where agents accumulate disparate data, face resource constraints, and use different local algorithms. This paper introduces the Switched Online Learning Algorithm (SOLA), designed to solve the heterogeneous online learning problem by amalgamating updates from diverse agents through a dynamic switching mechanism contingent upon their respective performance and available resources. We theoretically analyze the design of the selecting mechanism to ensure that the regret of SOLA is bounded. Our findings show that the number of changes in selection needs to be bounded by a parameter dependent on the performance of the different local algorithms. Additionally, two test cases are presented to emphasize the effectiveness of SOLA, first on an online linear regression problem and then on an online classification problem with the MNIST dataset.

In this paper, we propose an online convex optimization approach with two different levels of adaptivity. On a higher level, our approach is agnostic to the unknown types and curvatures of the online functions, while at a lower level, it can exploit the unknown niceness of the environments and attain problem-dependent guarantees. Specifically, we obtain $\mathcal{O}(\log V_T)$, $\mathcal{O}(d \log V_T)$ and $\widehat{\mathcal{O}}(\sqrt{V_T})$ regret bounds for strongly convex, exp-concave and convex loss functions, respectively, where $d$ is the dimension, $V_T$ denotes problem-dependent gradient variations and the $\widehat{\mathcal{O}}(\cdot)$-notation omits $\log V_T$ factors. Our result not only safeguards the worst-case guarantees but also directly implies the small-loss bounds in analysis. Moreover, when applied to adversarial/stochastic convex optimization and game theory problems, our result enhances the existing universal guarantees. Our approach is based on a multi-layer online ensemble framework incorporating novel ingredients, including a carefully designed optimism for unifying diverse function types and cascaded corrections for algorithmic stability. Notably, despite its multi-layer structure, our algorithm necessitates only one gradient query per round, making it favorable when the gradient evaluation is time-consuming. This is facilitated by a novel regret decomposition with carefully designed surrogate losses.

This paper studies distributed online learning under Byzantine attacks. The performance of an online learning algorithm is often characterized by (adversarial) regret, which evaluates the quality of one-step-ahead decision-making when an environment provides adversarial losses, and a sublinear bound is preferred. But we prove that, even with a class of state-of-the-art robust aggregation rules, in an adversarial environment and in the presence of Byzantine participants, distributed online gradient descent can only achieve a linear adversarial regret bound, which is tight. This is the inevitable consequence of Byzantine attacks, even though we can control the constant of the linear adversarial regret to a reasonable level. Interestingly, when the environment is not fully adversarial so that the losses of the honest participants are i.i.d. (independent and identically distributed), we show that sublinear stochastic regret, in contrast to the aforementioned adversarial regret, is possible. We develop a Byzantine-robust distributed online momentum algorithm to attain such a sublinear stochastic regret bound. Extensive numerical experiments corroborate our theoretical analysis.

Human visual attention is susceptible to social influences. In education, peer effects impact student learning, but their precise role in modulating attention remains unclear. Our experiment (N=311) demonstrates that displaying peer visual attention regions when students watch online course videos enhances their focus and engagement. However, students retain adaptability in following peer attention cues. Overall, guided peer attention improves learning experiences and outcomes. These findings elucidate how peer visual attention shapes students' gaze patterns, deepening understanding of peer influence on learning. They also offer insights into designing adaptive online learning interventions leveraging peer attention modelling to optimize student attentiveness and success.

We tackle the problem of Non-stochastic Control (NSC) with the aim of obtaining algorithms whose policy regret is proportional to the difficulty of the controlled environment. Namely, we tailor the Follow The Regularized Leader (FTRL) framework to dynamical systems by using regularizers that are proportional to the actual witnessed costs. The main challenge arises from using the proposed adaptive regularizers in the presence of a state, or equivalently, a memory, which couples the effect of the online decisions and requires new tools for bounding the regret. Via new analysis techniques for NSC and FTRL integration, we obtain novel disturbance action controllers (DAC) with sublinear data adaptive policy regret bounds that shrink when the trajectory of costs has small gradients, while staying sub-linear even in the worst case. Keywords: Non-stochastic control; Follow the Regularized Leader; Online learning.

A young and rapidly growing field of theoretical computer science is that of robust streaming. The general subject of streaming faces many use cases in practice, coming up in problems like network traffic analysis and routing, reinforcement learning, database monitoring, server query response, distributed computing, etc. A nascent subfield of streaming concerns streaming algorithms that are robust to adversarially prepared streams, which can be found to have substantial practical grounding. For example, an adversary could submit a small amount of carefully chosen traffic to produce a denial-of-service attack in a network routing system; a robust routing algorithm in this setting would have immense practical use. We investigate this new field of robust streaming and in particular the formalization of robust sampling, which concerns sampling from an adversarially prepared stream to recover a representative sample. Throughout this survey, we also highlight, explore, and deepen the connection between the field of robust streaming and that of statistical online learning. On the surface, these fields can appear distinct and are often researched independently; however, there is a deep interrelatedness that can be used to generate new results and intuitons in both places. In this work we present an overview of statistical learning, followed by a survey of robust streaming techniques and challenges, culminating in several rigorous results proving the relationship that we motivate and hint at throughout the journey.