Abstract--The rise of Generative AI (GenAI) tools like Chat-GPT has created new opportunities and challenges for computing education. Existing research has primarily focused on GenAI's ability to complete educational tasks and its impact on student performance, often overlooking its effects on knowledge gains. In this study, we investigate how GenAI assistance compares to conventional online resources in supporting knowledge gains across different proficiency levels. We conducted a controlled user experiment with 24 undergraduate students of two different levels of programming experience (beginner, intermediate) to examine how students interact with ChatGPT while solving programming tasks. We analyzed task performance, conceptual understanding, and interaction behaviors. Our findings reveal that generating complete solutions with GenAI significantly improves task performance, especially for beginners, but does not consistently result in knowledge gains. Importantly, usage strategies differ by experience: beginners tend to rely heavily on GenAI toward task completion often without knowledge gain in the process, while intermediates adopt more selective approaches. We find that both over-reliance and minimal use result in weaker knowledge gains overall. Based on our results, we call on students and educators to adopt GenAI as a learning rather than a problem solving tool. Our study highlights the urgent need for guidance when integrating GenAI into programming education to foster deeper understanding. The rapid development of Generative Artificial Intelligence (GenAI) has led to its widespread adoption across various domains to boost productivity and streamline workflows. Large Language Models (LLMs), such as OpenAI's ChatGPT and Codex, Google Gemini, and GitHub Copilot, have been integrated into domains including software engineering [1], [2], healthcare [3], education [4], creative writing [5], [6], and digital music [7], offering capabilities such as code generation, question answering, and image generation. These authors contributed equally to this work. Some studies evaluated GenAI's performance on programming tasks [8], user interface design education [9], and computer vision coursework [10]. Others focused on assessing the accuracy and usability of GenAIgenerated responses [11], [12].

With the continuous development of technological and educational innovation, learners nowadays can obtain a variety of support from agents such as teachers, peers, education technologies, and recently, generative artificial intelligence such as ChatGPT. The concept of hybrid intelligence is still at a nascent stage, and how learners can benefit from a symbiotic relationship with various agents such as AI, human experts and intelligent learning systems is still unknown. The emerging concept of hybrid intelligence also lacks deep insights and understanding of the mechanisms and consequences of hybrid human-AI learning based on strong empirical research. In order to address this gap, we conducted a randomised experimental study and compared learners' motivations, self-regulated learning processes and learning performances on a writing task among different groups who had support from different agents (ChatGPT, human expert, writing analytics tools, and no extra tool). A total of 117 university students were recruited, and their multi-channel learning, performance and motivation data were collected and analysed. The results revealed that: learners who received different learning support showed no difference in post-task intrinsic motivation; there were significant differences in the frequency and sequences of the self-regulated learning processes among groups; ChatGPT group outperformed in the essay score improvement but their knowledge gain and transfer were not significantly different. Our research found that in the absence of differences in motivation, learners with different supports still exhibited different self-regulated learning processes, ultimately leading to differentiated performance. What is particularly noteworthy is that AI technologies such as ChatGPT may promote learners' dependence on technology and potentially trigger metacognitive laziness.

In online education, innovative tools are crucial for enhancing learning outcomes. SAM (Study with AI Mentor) is an advanced platform that integrates educational videos with a context-aware chat interface powered by large language models. SAM encourages students to ask questions and explore unclear concepts in real-time, offering personalized, context-specific assistance, including explanations of formulas, slides, and images. In a crowdsourced user study involving 140 participants, SAM was evaluated through pre- and post-knowledge tests, comparing a group using SAM with a control group. The results demonstrated that SAM users achieved greater knowledge gains, with a 96.8% answer accuracy. Participants also provided positive feedback on SAM's usability and effectiveness. SAM's proactive approach to learning not only enhances learning outcomes but also empowers students to take full ownership of their educational experience, representing a promising future direction for online learning tools.

Infants learn actively in their environments, shaping their own learning curricula. They learn about their environments' affordances, that is, how local circumstances determine how their behavior can affect the environment. Here we model this type of behavior by means of a deep learning architecture. The architecture mediates between global cognitive map exploration and local affordance learning. Inference processes actively move the simulated agent towards regions where they expect affordance-related knowledge gain. We contrast three measures of uncertainty to guide this exploration: predicted uncertainty of a model, standard deviation between the means of several models (SD), and the Jensen-Shannon Divergence (JSD) between several models. We show that the first measure gets fooled by aleatoric uncertainty inherent in the environment, while the two other measures focus learning on epistemic uncertainty. JSD exhibits the most balanced exploration strategy. From a computational perspective, our model suggests three key ingredients for coordinating the active generation of learning curricula: (1) Navigation behavior needs to be coordinated with local motor behavior for enabling active affordance learning. (2) Affordances need to be encoded locally for acquiring generalized knowledge. (3) Effective active affordance learning mechanisms should use density comparison techniques for estimating expected knowledge gain. Future work may seek collaborations with developmental psychology to model active play in children in more realistic scenarios.

We formulate a unifying framework for unsupervised continual learning (UCL), which disentangles learning objectives that are specific to the present and the past data, encompassing stability, plasticity, and cross-task consolidation. The framework reveals that many existing UCL approaches overlook cross-task consolidation and try to balance plasticity and stability in a shared embedding space. This results in worse performance due to a lack of within-task data diversity and reduced effectiveness in learning the current task. Our method, Osiris, which explicitly optimizes all three objectives on separate embedding spaces, achieves state-of-the-art performance on all benchmarks, including two novel benchmarks proposed in this paper featuring semantically structured task sequences. Compared to standard benchmarks, these two structured benchmarks more closely resemble visual signals received by humans and animals when navigating real-world environments. Finally, we show some preliminary evidence that continual models can benefit from such realistic learning scenarios.

How humans achieve long-term goals in an uncertain environment, via repeated trials and noisy observations, is an important problem in cognitive science. We investigate this behavior in the context of a multi-armed bandit task. We compare human behavior to a variety of models that vary in their representational and computational complexity. Our result shows that subjects' choices, on a trial-totrial basis, are best captured by a "forgetful" Bayesian iterative learning model [21] in combination with a partially myopic decision policy known as Knowledge Gradient [7]. This model accounts for subjects' trial-by-trial choice better than a number of other previously proposed models, including optimal Bayesian learning and risk minimization, ε-greedy and win-stay-lose-shift. It has the added benefit of being closest in performance to the optimal Bayesian model than all the other heuristic models that have the same computational complexity (all are significantly less complex than the optimal model). These results constitute an advancement in the theoretical understanding of how humans negotiate the tension between exploration and exploitation in a noisy, imperfectly known environment.

Autoregressive language models, which use deep learning to produce human-like texts, have become increasingly widespread. Such models are powering popular virtual assistants in areas like smart health, finance, and autonomous driving. While the parameters of these large language models are improving, concerns persist that these models might not work equally for all subgroups in society. Despite growing discussions of AI fairness across disciplines, there lacks systemic metrics to assess what equity means in dialogue systems and how to engage different populations in the assessment loop. Grounded in theories of deliberative democracy and science and technology studies, this paper proposes an analytical framework for unpacking the meaning of equity in human-AI dialogues. Using this framework, we conducted an auditing study to examine how GPT-3 responded to different sub-populations on crucial science and social topics: climate change and the Black Lives Matter (BLM) movement. Our corpus consists of over 20,000 rounds of dialogues between GPT-3 and 3290 individuals who vary in gender, race and ethnicity, education level, English as a first language, and opinions toward the issues. We found a substantively worse user experience with GPT-3 among the opinion and the education minority subpopulations; however, these two groups achieved the largest knowledge gain, changing attitudes toward supporting BLM and climate change efforts after the chat. We traced these user experience divides to conversational differences and found that GPT-3 used more negative expressions when it responded to the education and opinion minority groups, compared to its responses to the majority groups. We discuss the implications of our findings for a deliberative conversational AI system that centralizes diversity, equity, and inclusion.

The choice of step-size used in Stochastic Gradient Descent (SGD) optimization is empirically selected in most training procedures. Moreover, the use of scheduled learning techniques such as Step-Decaying, Cyclical-Learning, and Warmup to tune the step-size requires extensive practical experience--offering limited insight into how the parameters update--and is not consistent across applications. This work attempts to answer a question of interest to both researchers and practitioners, namely \textit{"how much knowledge is gained in iterative training of deep neural networks?"} Answering this question introduces two useful metrics derived from the singular values of the low-rank factorization of convolution layers in deep neural networks. We introduce the notions of \textit{"knowledge gain"} and \textit{"mapping condition"} and propose a new algorithm called Adaptive Scheduling (AdaS) that utilizes these derived metrics to adapt the SGD learning rate proportionally to the rate of change in knowledge gain over successive iterations. Experimentation reveals that, using the derived metrics, AdaS exhibits: (a) faster convergence and superior generalization over existing adaptive learning methods; and (b) lack of dependence on a validation set to determine when to stop training. Code is available at \url{https://github.com/mahdihosseini/AdaS}.

Deep learning has achieved a great success in natural image classification. To overcome data-scarcity in computational pathology, recent studies exploit transfer learning to reuse knowledge gained from natural images in pathology image analysis, aiming to build effective pathology image diagnosis models. Since transferability of knowledge heavily depends on the similarity of the original and target tasks, significant differences in image content and statistics between pathology images and natural images raise the questions: how much knowledge is transferable? Is the transferred information equally contributed by pre-trained layers? To answer these questions, this paper proposes a framework to quantify knowledge gain by a particular layer, conducts an empirical investigation in pathology image centered transfer learning, and reports some interesting observations. Particularly, compared to the performance baseline obtained by random-weight model, though transferability of off-the-shelf representations from deep layers heavily depend on specific pathology image sets, the general representation generated by early layers does convey transferred knowledge in various image classification applications. The observation in this study encourages further investigation of specific metric and tools to quantify effectiveness and feasibility of transfer learning in future.

How humans achieve long-term goals in an uncertain environment, via repeated trials and noisy observations, is an important problem in cognitive science. We investigate this behavior in the context of a multi-armed bandit task. We compare human behavior to a variety of models that vary in their representational and computational complexity. Our result shows that subjects' choices, on a trial-to- trial basis, are best captured by a "forgetful" Bayesian iterative learning model [21] in combination with a partially myopic decision policy known as Knowledge Gradient [7]. This model accounts for subjects' trial-by-trial choice better than a number of other previously proposed models, including optimal Bayesian learning and risk minimization, ε-greedy and win-stay-lose-shift. It has the added benefit of being closest in performance to the optimal Bayesian model than all the other heuristic models that have the same computational complexity (all are significantly less complex than the optimal model). These results constitute an advancement in the theoretical understanding of how humans negotiate the tension between exploration and exploitation in a noisy, imperfectly known environment.