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This study centers on overcoming the challenge of selecting the best annotators for each query in Active Learning (AL), with the objective of minimizing misclassifications. AL recognizes the challenges related to cost and time when acquiring labeled data, and decreases the number of labeled data needed. Nevertheless, there is still the necessity to reduce annotation errors, aiming to be as efficient as possible, to achieve the expected accuracy faster. Most strategies for query-annotator pairs do not consider internal factors that affect productivity, such as mood, attention, motivation, and fatigue levels. This work addresses this gap in the existing literature, by not only considering how the internal factors influence annotators (mood and fatigue levels) but also presenting a new query-annotator pair strategy, using a Knowledge-Based Recommendation System (RS). The RS ranks the available annotators, allowing to choose one or more to label the queried instance using their past accuracy values, and their mood and fatigue levels, as well as information about the instance queried. This work bases itself on existing literature on mood and fatigue influence on human performance, simulating annotators in a realistic manner, and predicting their performance with the RS. The results show that considering past accuracy values, as well as mood and fatigue levels reduces the number of annotation errors made by the annotators, and the uncertainty of the model through its training, when compared to not using internal factors. Accuracy and F1-score values were also better in the proposed approach, despite not being as substantial as the aforementioned. The methodologies and findings presented in this study begin to explore the open challenge of human cognitive factors affecting AL.

The lighting requirements are subjective and one light setting cannot work for all. However, there is little work on developing smart lighting algorithms that can adapt to user preferences. To address this gap, this paper uses fuzzy logic and reinforcement learning to develop an adaptive lighting algorithm. In particular, we develop a baseline fuzzy inference system (FIS) using the domain knowledge. We use the existing literature to create a FIS that generates lighting setting recommendations based on environmental conditions i.e. daily glare index, and user information including age, activity, and chronotype. Through a feedback mechanism, the user interacts with the algorithm, correcting the algorithm output to their preferences. We interpret these corrections as rewards to a Q-learning agent, which tunes the FIS parameters online to match the user preferences. We implement the algorithm in an aircraft cabin mockup and conduct an extensive user study to evaluate the effectiveness of the algorithm and understand its learning behavior. Our implementation results demonstrate that the developed algorithm possesses the capability to learn user preferences while successfully adapting to a wide range of environmental conditions and user characteristics. and can deal with a diverse spectrum of environmental conditions and user characteristics. This underscores its viability as a potent solution for intelligent light management, featuring advanced learning capabilities.

In recent years, there is a lot of interest in modeling students' digital traces in Learning Management System (LMS) to understand students' learning behavior patterns including aspects of meta-cognition and self-regulation, with the ultimate goal to turn those insights into actionable information to support students to improve their learning outcomes. In achieving this goal, however, there are two main issues that need to be addressed given the existing literature. Firstly, most of the current work is course-centered (i.e. models are built from data for a specific course) rather than student-centered; secondly, a vast majority of the models are correlational rather than causal. Those issues make it challenging to identify the most promising actionable factors for intervention at the student level where most of the campus-wide academic support is designed for. In this paper, we explored a student-centric analytical framework for LMS activity data that can provide not only correlational but causal insights mined from observational data. We demonstrated this approach using a dataset of 1651 computing major students at a public university in the US during one semester in the Fall of 2019. This dataset includes students' fine-grained LMS interaction logs and administrative data, e.g. demographics and academic performance. In addition, we expand the repository of LMS behavior indicators to include those that can characterize the time-of-the-day of login (e.g. chronotype). Our analysis showed that student login volume, compared with other login behavior indicators, is both strongly correlated and causally linked to student academic performance, especially among students with low academic performance. We envision that those insights will provide convincing evidence for college student support groups to launch student-centered and targeted interventions that are effective and scalable.