Patients who effectively manage their symptoms often demonstrate higher levels of engagement in conversations and interventions with healthcare practitioners. This engagement is multifaceted, encompassing cognitive and socio-affective dimensions. Consequently, it is crucial for AI systems to understand the engagement in natural conversations between patients and practitioners to better contribute toward patient care. In this paper, we present a novel dataset (MedNgage), which consists of patient-nurse conversations about cancer symptom management. We manually annotate the dataset with a novel framework of categories of patient engagement from two different angles, namely: i) socio-affective (3.1K spans), and ii) cognitive use of language (1.8K Figure 1: Our dataset contains patient-nurse conversations spans). Through statistical analysis of the annotated with engagement derived from socioaffective data that is annotated using our framework, and cognitive use of language. We hypothesize we show a positive correlation between patient that patients who have high engagement tend to symptom management outcomes and their engagement have better symptom control. in conversations.

This article describes and evaluates a new online AI-creativity course. The course is based around three near-state-of-the-art AI models combined into a pop song generating system. A fine-tuned GPT-2 model writes lyrics, Music-VAE composes musical scores and instrumentation and Diffsinger synthesises a singing voice. We explain the decisions made in designing the course which is based on Piagetian, constructivist 'learning-by-doing'. We present details of the five-week course design with learning objectives, technical concepts, and creative and technical activities. We explain how we overcame technical challenges to build a complete pop song generator system, consisting of Python scripts, pre-trained models, and Javascript code that runs in a dockerised Linux container via a web-based IDE. A quantitative analysis of student activity provides evidence on engagement and a benchmark for future improvements. A qualitative analysis of a workshop with experts validated the overall course design, it suggested the need for a stronger creative brief and ethical and legal content.

In this paper, we study the role of feedback in online learning with switching costs. It has been shown that the minimax regret is $\widetilde{\Theta}(T^{2/3})$ under bandit feedback and improves to $\widetilde{\Theta}(\sqrt{T})$ under full-information feedback, where $T$ is the length of the time horizon. However, it remains largely unknown how the amount and type of feedback generally impact regret. To this end, we first consider the setting of bandit learning with extra observations; that is, in addition to the typical bandit feedback, the learner can freely make a total of $B_{\mathrm{ex}}$ extra observations. We fully characterize the minimax regret in this setting, which exhibits an interesting phase-transition phenomenon: when $B_{\mathrm{ex}} = O(T^{2/3})$, the regret remains $\widetilde{\Theta}(T^{2/3})$, but when $B_{\mathrm{ex}} = \Omega(T^{2/3})$, it becomes $\widetilde{\Theta}(T/\sqrt{B_{\mathrm{ex}}})$, which improves as the budget $B_{\mathrm{ex}}$ increases. To design algorithms that can achieve the minimax regret, it is instructive to consider a more general setting where the learner has a budget of $B$ total observations. We fully characterize the minimax regret in this setting as well and show that it is $\widetilde{\Theta}(T/\sqrt{B})$, which scales smoothly with the total budget $B$. Furthermore, we propose a generic algorithmic framework, which enables us to design different learning algorithms that can achieve matching upper bounds for both settings based on the amount and type of feedback. One interesting finding is that while bandit feedback can still guarantee optimal regret when the budget is relatively limited, it no longer suffices to achieve optimal regret when the budget is relatively large.

The success of SGD in deep learning has been ascribed by prior works to the implicit bias induced by high learning rate or small batch size ("SGD noise"). While prior works that focused on offline learning (i.e., multiple-epoch training), we study the impact of SGD noise on online (i.e., single epoch) learning. Through an extensive empirical analysis of image and language data, we demonstrate that large learning rate and small batch size do not confer any implicit bias advantages in online learning. In contrast to offline learning, the benefits of SGD noise in online learning are strictly computational, facilitating larger or more cost-effective gradient steps. Our work suggests that SGD in the online regime can be construed as taking noisy steps along the "golden path" of the noiseless gradient flow algorithm. We provide evidence to support this hypothesis by conducting experiments that reduce SGD noise during training and by measuring the pointwise functional distance between models trained with varying SGD noise levels, but at equivalent loss values. Our findings challenge the prevailing understanding of SGD and offer novel insights into its role in online learning.

Although the prevention of AI vulnerabilities is critical to preserve the safety and privacy of users and businesses, educational tools for robust AI are still underdeveloped worldwide. We present the design, implementation, and assessment of Maestro. Maestro is an effective open-source game-based platform that contributes to the advancement of robust AI education. Maestro provides goal-based scenarios where college students are exposed to challenging life-inspired assignments in a competitive programming environment. We assessed Maestro's influence on students' engagement, motivation, and learning success in robust AI. This work also provides insights into the design features of online learning tools that promote active learning opportunities in the robust AI domain. We analyzed the reflection responses (measured with Likert scales) of 147 undergraduate students using Maestro in two quarterly college courses in AI. According to the results, students who felt the acquisition of new skills in robust AI tended to appreciate highly Maestro and scored highly on material consolidation, curiosity, and mastery in robust AI. Moreover, the leaderboard, our key gamification element in Maestro, has effectively contributed to students' engagement and learning. Results also indicate that Maestro can be effectively adapted to any course length and depth without losing its educational quality.

Since adaptive learning comes in many shapes and sizes, it is crucial to find out which adaptations can be meaningful for which areas of learning. Our work presents the result of an experiment conducted on an online platform for the acquisition of German spelling skills. We compared the traditional online learning platform to three different adaptive versions of the platform that implement machine learning-based student-facing interventions that show the personalized solution probability. We evaluate the different interventions with regard to the error rate, the number of early dropouts, and the users competency. Our results show that the number of mistakes decreased in comparison to the control group. Additionally, an increasing number of dropouts was found. We did not find any significant effects on the users competency. We conclude that student-facing adaptive learning environments are effective in improving a persons error rate and should be chosen wisely to have a motivating impact.

Randomized A/B tests within online learning platforms represent an exciting direction in learning sciences. With minimal assumptions, they allow causal effect estimation without confounding bias and exact statistical inference even in small samples. However, often experimental samples and/or treatment effects are small, A/B tests are underpowered, and effect estimates are overly imprecise. Recent methodological advances have shown that power and statistical precision can be substantially boosted by coupling design-based causal estimation to machine-learning models of rich log data from historical users who were not in the experiment. Estimates using these techniques remain unbiased and inference remains exact without any additional assumptions. This paper reviews those methods and applies them to a new dataset including over 250 randomized A/B comparisons conducted within ASSISTments, an online learning platform. We compare results across experiments using four novel deep-learning models of auxiliary data and show that incorporating auxiliary data into causal estimates is roughly equivalent to increasing the sample size by 20% on average, or as much as 50-80% in some cases, relative to t-tests, and by about 10% on average, or as much as 30-50%, compared to cutting-edge machine learning unbiased estimates that use only data from the experiments. We show that the gains can be even larger for estimating subgroup effects, hold even when the remnant is unrepresentative of the A/B test sample, and extend to post-stratification population effects estimators. In randomized A/B tests on an online learning platform, students are randomized between different educational conditions or strategies, and their subsequent educational outcomes of interest are compared between different conditions. For instance, Harrison et al. (2020) studied Data and code used in this work can be found at https://osf.io/k8ph9/. Prior to the students' work, the authors designed four different educational conditions, which differed in how the numbers and symbols in arithmetic expressions were spaced. As students logged on to the platform, during their usual schoolwork, they were each individually randomized to one of the four conditions, and completed their work under that condition.

We consider two variants of private stochastic online learning. The first variant is differentially private stochastic bandits. Previously, Sajed and Sheffet (2019) devised the DP Successive Elimination (DP-SE) algorithm that achieves the optimal $ O \biggl(\sum\limits_{1\le j \le K: \Delta_j >0} \frac{ \log T}{ \Delta_j} + \frac{ K\log T}{\epsilon} \biggr)$ problem-dependent regret bound, where $K$ is the number of arms, $\Delta_j$ is the mean reward gap of arm $j$, $T$ is the time horizon, and $\epsilon$ is the required privacy parameter. However, like other elimination style algorithms, it is not an anytime algorithm. Until now, it was not known whether UCB-based algorithms could achieve this optimal regret bound. We present an anytime, UCB-based algorithm that achieves optimality. Our experiments show that the UCB-based algorithm is competitive with DP-SE. The second variant is the full information version of private stochastic online learning. Specifically, for the problem of decision-theoretic online learning with stochastic rewards, we present the first algorithm that achieves an $ O \left( \frac{ \log K}{ \Delta_{\min}} + \frac{\log(K) \min\{\log (\frac{1}{\Delta_{\min}}), \log(T)\}}{\epsilon} \right)$ regret bound, where $\Delta_{\min}$ is the minimum mean reward gap. In addition, we also show an $\Omega \left( \max\left\{ \frac{\log K}{\Delta_{\min}}, \frac{\log K}{\epsilon} \right\} \right)$ problem-dependent lower bound. The key idea behind our good theoretical guarantees in both settings is forgetfulness, i.e., decisions are made based on a certain amount of newly obtained observations instead of all the observations obtained from the very beginning.

Decision support systems for classification tasks are predominantly designed to predict the value of the ground truth labels. However, since their predictions are not perfect, these systems also need to make human experts understand when and how to use these predictions to update their own predictions. Unfortunately, this has been proven challenging. In this context, it has been recently argued that an alternative type of decision support systems may circumvent this challenge. Rather than providing a single label prediction, these systems provide a set of label prediction values constructed using a conformal predictor, namely a prediction set, and forcefully ask experts to predict a label value from the prediction set. However, the design and evaluation of these systems have so far relied on stylized expert models, questioning their promise. In this paper, we revisit the design of this type of systems from the perspective of online learning and develop a methodology that does not require, nor assumes, an expert model. Our methodology leverages the nested structure of the prediction sets provided by any conformal predictor and a natural counterfactual monotonicity assumption on the experts' predictions over the prediction sets to achieve an exponential improvement in regret in comparison with vanilla bandit algorithms. We conduct a large-scale human subject study ($n = 2{,}751$) to verify our counterfactual monotonicity assumption and compare our methodology to several competitive baselines. The results suggest that decision support systems that limit experts' level of agency may be practical and may offer greater performance than those allowing experts to always exercise their own agency.

Despite Federated Learning (FL)'s trend for learning machine learning models in a distributed manner, it is susceptible to performance drops when training on heterogeneous data. In addition, FL inevitability faces the challenges of synchronization, efficiency, and privacy. Recently, dataset distillation has been explored in order to improve the efficiency and scalability of FL by creating a smaller, synthetic dataset that retains the performance of a model trained on the local private datasets. We discover that using distilled local datasets can amplify the heterogeneity issue in FL. To address this, we propose a new method, called Federated Virtual Learning on Heterogeneous Data with Local-Global Distillation (FedLGD), which trains FL using a smaller synthetic dataset (referred as virtual data) created through a combination of local and global dataset distillation. Specifically, to handle synchronization and class imbalance, we propose iterative distribution matching to allow clients to have the same amount of balanced local virtual data; to harmonize the domain shifts, we use federated gradient matching to distill global virtual data that are shared with clients without hindering data privacy to rectify heterogeneous local training via enforcing local-global feature similarity. We experiment on both benchmark and real-world datasets that contain heterogeneous data from different sources, and further scale up to an FL scenario that contains large number of clients with heterogeneous and class imbalance data. Our method outperforms state-of-the-art heterogeneous FL algorithms under various settings with a very limited amount of distilled virtual data.