While prior work on group recommender systems (GRSs) has primarily focused on improving recommendation accuracy, most approaches assume static or predefined groups, making them unsuitable for dynamic, real-world scenarios. We reframe group formation as a core challenge in GRSs and propose DeepForm (Stochastic Deep Graph Clustering for Practical Group Formation), a framework designed to meet three key operational requirements: (1) the incorporation of high-order user information, (2) real-time group formation, and (3) dynamic adjustment of the number of groups. DeepForm employs a lightweight GCN architecture that effectively captures high-order structural signals. Stochastic cluster learning enables adaptive group reconfiguration without retraining, while contrastive learning refines groups under dynamic conditions. Experiments on multiple datasets demonstrate that DeepForm achieves superior group formation quality, efficiency, and recommendation accuracy compared with various baselines.

This study addresses the challenge of forming effective groups in collaborative problem-solving environments. Recognizing the complexity of human interactions and the necessity for efficient collaboration, we propose a novel approach leveraging graph theory and reinforcement learning. Our methodology involves constructing a graph from a dataset where nodes represent participants, and edges signify the interactions between them. We conceptualize each participant as an agent within a reinforcement learning framework, aiming to learn an optimal graph structure that reflects effective group dynamics. Clustering techniques are employed to delineate clear group structures based on the learned graph. Our approach provides theoretical solutions based on evaluation metrics and graph measurements, offering insights into potential improvements in group effectiveness and reductions in conflict incidences. This research contributes to the fields of collaborative work and educational psychology by presenting a data-driven, analytical approach to group formation. It has practical implications for organizational team building, classroom settings, and any collaborative scenario where group dynamics are crucial. The study opens new avenues for exploring the application of graph theory and reinforcement learning in social and behavioral sciences, highlighting the potential for empirical validation in future work.

We present a simple argument using Promise Theory and dimensional analysis for the Dunbar scaling hierarchy, supported by recent data from group formation in Wikipedia editing. We show how the assumption of a common priority seeds group alignment until the costs associated with attending to the group outweigh the benefits in a detailed balance scenario. Subject to partial efficiency of implementing promised intentions, we can reproduce a series of compatible rates that balance growth with entropy.

Forming the right combination of students in a group promises to enable a powerful and effective environment for learning and collaboration. However, defining a group of students is a complex task which has to satisfy multiple constraints. This work introduces an unsupervised algorithm for fair and skill-diverse student group formation. This is achieved by taking account of student course marks and sensitive attributes provided by the education office. The skill sets of students are determined using unsupervised dimensionality reduction of course mark data via the Laplacian eigenmap. The problem is formulated as a constrained graph partitioning problem, whereby the diversity of skill sets in each group are maximised, group sizes are upper and lower bounded according to available resources, and `balance' of a sensitive attribute is lower bounded to enforce fairness in group formation. This optimisation problem is solved using integer programming and its effectiveness is demonstrated on a dataset of student course marks from Imperial College London.

The spontaneous formation and subsequent growth, dissolution, merger and competition of social groups bears similarities to physical phase transitions in metastable finite systems. We examine three different scenarios, percolation, spinodal decomposition and nucleation, to describe the formation of social groups of varying size and density. In our agent-based model, we use a feedback between the opinions of agents and their ability to establish links. Groups can restrict further link formation, but agents can also leave if costs exceed the group benefits. We identify the critical parameters for costs/benefits and social influence to obtain either one large group or the stable coexistence of several groups with different opinions. Analytic investigations allow to derive different critical densities that control the formation and coexistence of groups. Our novel approach sheds new light on the early stage of network growth and the emergence of large connected components.

Say you've got a dataset where there exist relationships between individual samples, and your goal is to identify groups of related samples within the dataset. Clustering, which is part of the class of unsupervised machine learning algorithms, is then the way to go. But what clustering algorithm to apply when you do not really know the number of clusters? Enter Affinity Propagation, a gossip-style algorithm which derives the number of clusters by mimicing social group formation by passing messages about the popularity of individual samples as to whether they're part of a certain group, or even if they are the leader of one. This algorithm, which can estimate the number of clusters/groups in your dataset itself, is the topic of today's blog post.

Peer Assessment is a task of analysis and commenting on student's writing by peers, is core of all educational components both in campus and in MOOC's. However, with the sheer scale of MOOC's & its inherent personalised open ended learning, automatic grading and tools assisting grading at scale is highly important. Previously we presented survey on tasks of post classification, knowledge tracing and ended with brief review on Peer Assessment (PA), with some initial problems. In this review we shall continue review on PA from perspective of improving the review process itself. As such rest of this review focus on three facets of PA namely Auto grading and Peer Assessment Tools (we shall look only on how peer reviews/auto-grading is carried), strategies to handle Rogue Reviews, Peer Review Improvement using Natural Language Processing. The consolidated set of papers and resources so used are released in https://github.com/manikandan-ravikiran/cs6460-Survey-2.

Remembering our day-to-day social interactions is challenging even if you aren't a blue memory challenged fish. The ability to automatically detect and remember these types of interactions is not only beneficial for individuals interested in their behavior in crowded situations, but also of interest to those who analyze crowd behavior. Currently, detecting social interactions is often performed using a variety of methods including ethnographic studies, computer vision techniques and manual annotation-based data analysis. However, mobile phones offer easier means for data collection that is easy to analyze and can preserve the user's privacy. In this work, we present a system for detecting stationary social interactions inside crowds, leveraging multi-modal mobile sensing data such as Bluetooth Smart (BLE), accelerometer and gyroscope. To inform the development of such system, we conducted a study with 24 participants, where we asked them to socialize with each other for 45 minutes. We built a machine learning system based on gradient-boosted trees that predicts both 1:1 and group interactions with 77.8% precision and 86.5% recall, a 30.2% performance increase compared to a proximity-based approach. By utilizing a community detection based method, we further detected the various group formation that exist within the crowd. Using mobile phone sensors already carried by the majority of people in a crowd makes our approach particularly well suited to real-life analysis of crowd behaviour and influence strategies.

Wikis are being increasingly used as a tool for conducting colla-borative writing assignments in today’s classrooms. However, Wikis in general (1) do not provide group formation methods to more specifically facilitate collaborative learning of the students and (2) suffer from typical problems of collaborative learning like detection of free-riding (earning credit without contribution). To improve the state of the art of the use of Wikis as a collaborative writing tool, we have designed and implemented ClassroomWiki - a Web-based collaborative Wiki that utilizes a set of learner pedagogy theories to provide multiagent-based tracking, modeling, and group formation functionalities. For the students, ClassroomWiki provides a Web interface for writing and revising their group’s Wiki and a topic-based forum for discussing their ideas during collaboration. When the students collaborate, ClassroomWiki’s agents track all student activities to learn a model of the students and use a Bayesian Network to learn a probabilistic mapping that describes the ability of a group of students with a specific set of models to work together. For the teacher, Clas-sroomWiki provides a framework that uses the learned student models and the mapping to form student groups to improve the collaborative learning of students. ClassroomWiki was deployed in three university-level courses and the results suggest that ClassroomWiki can (1) form better student groups that improve stu-dent learning and collaboration and (2) alleviate free-riding and allow the instructor to provide scaffolding by its multiagent-based tracking and modeling.