Consider the task of learning an unknown concept from a given concept class; to what extent does interacting with a domain expert accelerate the learning process? It is common to measure the effectiveness of learning algorithms by plotting the learning curve, that is, the decay of the error rate as a function of the algorithm's resources (examples, queries, etc). Thus, the overarching question in this work is whether (and which kind of) interaction accelerates the learning curve. Previous work in interactive learning focused on uniform bounds on the learning rates which only capture the upper envelope of the learning curves over families of data distributions. We thus formalize our overarching question within the distribution dependent framework of universal learning, which aims to understand the performance of learning algorithms on every data distribution, but without requiring a single upper bound which applies uniformly to all distributions. Our main result reveals a fundamental trichotomy of interactive learning rates, thus providing a complete characterization of universal interactive learning. As a corollary we deduce a strong affirmative answer to our overarching question, showing that interaction is beneficial. Remarkably, we show that in important cases such benefits are realized with label queries, that is, by active learning algorithms. On the other hand, our lower bounds apply to arbitrary binary queries and, hence, they hold in any interactive learning setting.

Children efficiently acquire language not just by listening, but by interacting with others in their social environment. Conversely, large language models are typically trained with next-word prediction on massive amounts of text. Motivated by this contrast, we investigate whether language models can be trained with less data by learning not only from next-word prediction but also from high-level, cognitively inspired feedback. We train a student model to generate stories, which a teacher model rates on readability, narrative coherence, and creativity. By varying the amount of pretraining before the feedback loop, we assess the impact of this interactive learning on formal and functional linguistic competence. We find that the high-level feedback is highly data efficient: With just 1 M words of input in interactive learning, storytelling skills can improve as much as with 410 M words of next-word prediction.

Large-language models (LLMs) and chatbot agents are known to provide wrong outputs at times, and it was recently found that this can never be fully prevented. Hence, uncertainty quantification plays a crucial role, aiming to quantify the level of ambiguity in either one overall number or two numbers for aleatoric and epistemic uncertainty. This position paper argues that this traditional dichotomy of uncertainties is too limited for the open and interactive setup that LLM agents operate in when communicating with a user, and that we need to research avenues that enrich uncertainties in this novel scenario. We review the literature and find that popular definitions of aleatoric and epistemic uncertainties directly contradict each other and lose their meaning in interactive LLM agent settings. Hence, we propose three novel research directions that focus on uncertainties in such human-computer interactions: Underspecification uncertainties, for when users do not provide all information or define the exact task at the first go, interactive learning, to ask follow-up questions and reduce the uncertainty about the current context, and output uncertainties, to utilize the rich language and speech space to express uncertainties as more than mere numbers. We expect that these new ways of dealing with and communicating uncertainties will lead to LLM agent interactions that are more transparent, trustworthy, and intuitive.

Consider the task of learning an unknown concept from a given concept class; to what extent does interacting with a domain expert accelerate the learning process? It is common to measure the effectiveness of learning algorithms by plotting the "learning curve", that is, the decay of the error rate as a function of the algorithm's resources (examples, queries, etc). Thus, the overarching question in this work is whether (and which kind of) interaction accelerates the learning curve. Previous work in interactive learning focused on uniform bounds on the learning rates which only capture the upper envelope of the learning curves over families of data distributions. We thus formalize our overarching question within the distribution dependent framework of universal learning, which aims to understand the performance of learning algorithms on every data distribution, but without requiring a single upper bound which applies uniformly to all distributions.

Learning from demonstration is a promising way of teaching robots new skills. However, a central problem when executing acquired skills is to recognize risks and failures. This is essential since the demonstrations usually cover only a few mostly successful cases. Inevitable errors during execution require specific reactions that were not apparent in the demonstrations. In this paper, we focus on teaching the robot situational awareness from an initial skill demonstration via kinesthetic teaching and sparse labeling of autonomous skill executions as safe or risky. At runtime, our system, called ILeSiA, detects risks based on the perceived camera images by encoding the images into a low-dimensional latent space representation and training a classifier based on the encoding and the provided labels. In this way, ILeSiA boosts the confidence and safety with which robotic skills can be executed. Our experiments demonstrate that classifiers, trained with only a small amount of user-provided data, can successfully detect numerous risks. The system is flexible because the risk cases are defined by labeling data. This also means that labels can be added as soon as risks are identified by a human supervisor. We provide all code and data required to reproduce our experiments at imitrob.ciirc.cvut.cz/publications/ilesia.

Transformers have revolutionized machine learning, yet their inner workings remain opaque to many. We present Transformer Explainer, an interactive visualization tool designed for non-experts to learn about Transformers through the GPT-2 model. Our tool helps users understand complex Transformer concepts by integrating a model overview and enabling smooth transitions across abstraction levels of mathematical operations and model structures. It runs a live GPT-2 instance locally in the user's browser, empowering users to experiment with their own input and observe in real-time how the internal components and parameters of the Transformer work together to predict the next tokens. Our tool requires no installation or special hardware, broadening the public's education access to modern generative AI techniques. Our open-sourced tool is available at https://poloclub.github.io/transformer-explainer/. A video demo is available at https://youtu.be/ECR4oAwocjs.

Enhancing interaction and feedback collection in a first-semester computer science course poses a significant challenge due to students' diverse needs and engagement levels. To address this issue, we created and integrated a command-based chatbot on the course communication server on Discord. The DiscordBot enables students to provide feedback on course activities through short surveys, such as exercises, quizzes, and lectures, facilitating stress-free communication with instructors. It also supports attendance tracking and introduces lectures before they start. The research demonstrates the effectiveness of the DiscordBot as a communication tool. The ongoing feedback allowed course instructors to dynamically adjust and improve the difficulty level of upcoming activities and promote discussion in subsequent tutor sessions. The data collected reveal that students can accurately perceive the activities' difficulty and expected results, providing insights not possible through traditional end-of-semester surveys. Students reported that interaction with the DiscordBot was easy and expressed a desire to continue using it in future semesters. This responsive approach ensures the course meets the evolving needs of students, thereby enhancing their overall learning experience.

We study interactive learning in a setting where the agent has to generate a response (e.g., an action or trajectory) given a context and an instruction. In contrast, to typical approaches that train the system using reward or expert supervision on response, we study learning with hindsight instruction where a teacher provides an instruction that is most suitable for the agent's generated response. This hindsight labeling of instruction is often easier to provide than providing expert supervision of the optimal response which may require expert knowledge or can be impractical to elicit. We initiate the theoretical analysis of interactive learning with hindsight labeling. We first provide a lower bound showing that in general, the regret of any algorithm must scale with the size of the agent's response space. We then study a specialized setting where the underlying instruction-response distribution can be decomposed as a low-rank matrix. We introduce an algorithm called LORIL for this setting and show that its regret scales as $\sqrt{T}$ where $T$ is the number of rounds and depends on the intrinsic rank but does not depend on the size of the agent's response space. We provide experiments in two domains showing that LORIL outperforms baselines even when the low-rank assumption is violated.

We present a system for interpretable, symbolic, interactive task learning from dialog using a GPT model as a conversational front-end. The learned tasks are represented as hierarchical decompositions of predicate-argument structures with scoped variable arguments. By using a GPT model to convert interactive dialog into a semantic representation, and then recursively asking for definitions of unknown steps, we show that hierarchical task knowledge can be acquired and re-used in a natural and unrestrained conversational environment. We compare our system to a similar architecture using a more conventional parser and show that our system tolerates a much wider variety of linguistic variance.