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In human-centric tasks such as healthcare and education, the heterogeneity among patients and students necessitates personalized treatments and instructional interventions. While reinforcement learning (RL) has been utilized in those tasks, off-policy selection (OPS) is pivotal to close the loop by offline evaluating and selecting policies without online interactions, yet current OPS methods often overlook the heterogeneity among participants. Our work is centered on resolving a pivotal challenge in human-centric systems (HCSs): how to select a policy to deploy when a new participant joining the cohort, without having access to any prior offline data collected over the participant? We introduce First-Glance Off-Policy Selection (FPS), a novel approach that systematically addresses participant heterogeneity through sub-group segmentation and tailored OPS criteria to each sub-group. By grouping individuals with similar traits, FPS facilitates personalized policy selection aligned with unique characteristics of each participant or group of participants. FPS is evaluated via two important but challenging applications, intelligent tutoring systems and a healthcare application for sepsis treatment and intervention. FPS presents significant advancement in enhancing learning outcomes of students and in-hospital care outcomes.

Student cognitive modeling (SCM) is a fundamental task in intelligent education, with applications ranging from personalized learning to educational resource allocation. By exploiting students' response logs, SCM aims to predict their exercise performance as well as estimate knowledge proficiency in a subject. Data mining approaches such as matrix factorization can obtain high accuracy in predicting student performance on exercises, but the knowledge proficiency is unknown or poorly estimated. The situation is further exacerbated if only sparse interactions exist between exercises and students (or knowledge concepts). To solve this dilemma, we root monotonicity (a fundamental psychometric theory on educational assessments) in a co-factorization framework and present an autoencoder-like nonnegative matrix co-factorization (AE-NMCF), which improves the accuracy of estimating the student's knowledge proficiency via an encoder-decoder learning pipeline. The resulting estimation problem is nonconvex with nonnegative constraints. We introduce a projected gradient method based on block coordinate descent with Lipschitz constants and guarantee the method's theoretical convergence. Experiments on several real-world data sets demonstrate the efficacy of our approach in terms of both performance prediction accuracy and knowledge estimation ability, when compared with existing student cognitive models.

We study online classification with general hypothesis classes where the true labels are determined by some function within the class, but are corrupted by unknown stochastic noise, and the features are generated adversarially. Predictions are made using observed noisy labels and noiseless features, while the performance is measured via minimax risk when comparing against true labels. The noisy mechanism is modeled via a general noisy kernel that specifies, for any individual data point, a set of distributions from which the actual noisy label distribution is chosen. We show that minimax risk is tightly characterized (up to a logarithmic factor of the hypothesis class size) by the Hellinger gap of the noisy label distributions induced by the kernel, independent of other properties such as the means and variances of the noise. Our main technique is based on a novel reduction to an online comparison scheme of two-hypotheses, along with a new conditional version of Le Cam-Birgé testing suitable for online settings. Our work provides the first comprehensive characterization for noisy online classification with guarantees that apply to the ground truth while addressing general noisy observations.

We present RobinHood, an offline contextual bandit algorithm designed to satisfy a broad family of fairness constraints. Our algorithm accepts multiple fairness definitions and allows users to construct their own unique fairness definitions for the problem at hand. We provide a theoretical analysis of RobinHood, which includes a proof that it will not return an unfair solution with probability greater than a user-specified threshold. We validate our algorithm on three applications: a user study with an automated tutoring system, a loan approval setting using the Statlog German credit data set, and a criminal recidivism problem using data released by ProPublica. To demonstrate the versatility of our approach, we use multiple well-known and custom definitions of fairness. In each setting, our algorithm is able to produce fair policies that achieve performance competitive with other offline and online contextual bandit algorithms.

A.2 A few notes for the notation of time for multi-layer networks Please note that the notation of discrete time steps for multi-layer networks may be slightly different from Eq. (2). To simplify the notations, we use 0, 1, T for each layer to represent the corresponding discrete time steps, while the actual time of different layers at time step t should consider some delay across layers. A.3 Proof of Theorem 1 In this subsection, we prove Theorem 1 with Assumption 1. () As described in Sections 4.1 and 4.2, for gradients of OTTT, we have Remark 2. The above conclusion mainly focuses on the gradients for connection weights W Remark 3. Note that the gradients based on spike representation may also include small errors since the calculation of SNN is not exactly the same as the equivalent ANN-like mappings. And a larger time step may lead to more accurate gradients. We connect the gradients of OTTT and gradients based on spike representation to demonstrate the overall descent direction, and it is tolerant to small errors, which can also be viewed as randomness for stochastic optimization.

Spiking neural networks (SNNs) are promising brain-inspired energy-efficient models. Recent progress in training methods has enabled successful deep SNNs on large-scale tasks with low latency. Particularly, backpropagation through time (BPTT) with surrogate gradients (SG) is popularly used to enable models to achieve high performance in a very small number of time steps. However, it is at the cost of large memory consumption for training, lack of theoretical clarity for optimization, and inconsistency with the online property of biological learning rules and rules on neuromorphic hardware. Other works connect the spike representations of SNNs with equivalent artificial neural network formulation and train SNNs by gradients from equivalent mappings to ensure descent directions. But they fail to achieve low latency and are also not online.

Large language models (LLMs) are considered a crucial technology for advancing intelligent education since they exhibit the potential for an in-depth understanding of teaching scenarios and providing students with personalized guidance. Nonetheless, current LLM-based application in personalized teaching predominantly follows a "Question-Answering" paradigm, where students are passively provided with answers and explanations. In this paper, we propose SocraticLM, which achieves a Socratic "Thought-Provoking" teaching paradigm that fulfills the role of a real classroom teacher in actively engaging students in the thought process required for genuine problem-solving mastery. To build SocraticLM, we first propose a novel "Dean-Teacher-Student" multi-agent pipeline to construct a new dataset, SocraTeach, which contains 35K meticulously crafted Socratic-style multi-round (equivalent to 208K single-round) teaching dialogues grounded in fundamental mathematical problems. Our dataset simulates authentic teaching scenarios, interacting with six representative types of simulated students with different cognitive states, and strengthening four crucial teaching abilities. SocraticLM is then fine-tuned on SocraTeach with three strategies balancing its teaching and reasoning abilities. Moreover, we contribute a comprehensive evaluation system encompassing five pedagogical dimensions for assessing the teaching quality of LLMs. Extensive experiments verify that SocraticLM achieves significant improvements in the teaching performance, outperforming GPT4 by more than 12%.

Knowledge tracing (KT) is the task of using students' historical learning interaction data to model their knowledge mastery over time so as to make predictions on their future interaction performance. Recently, remarkable progress has been made of using various deep learning techniques to solve the KT problem. However, the success behind deep learning based knowledge tracing (DLKT) approaches is still left somewhat unknown and proper measurement and analysis of these DLKT approaches remain a challenge. First, data preprocessing procedures in existing works are often private and custom, which limits experimental standardization. Furthermore, existing DLKT studies often differ in terms of the evaluation protocol and are far away real-world educational contexts.