This study examines the impact of Socratic Mind, a Generative Artificial Intelligence (GenAI) powered formative assessment tool that employs Socratic questioning to support student learning in a large, fully online undergraduate-level computing course. Employing a quasi-experimental, mixed-methods design, we investigated participants' engagement patterns, the influence of user experience on engagement, and impacts on both perceived and actual learning outcomes. Data were collected from the system logs, surveys on user experience and perceived engagement and learning gains, student reflections, and course performance data. Results indicated that participants consistently reported high levels of affective, behavioral, and cognitive engagement, and these were strongly linked to positive user experiences and perceived learning outcomes. Quantitative analysis further revealed that students who engaged with the GenAI tool experienced significant gains in their quiz scores compared to those who did not, particularly benefiting students with lower baseline achievement. Additionally, thematic analysis of qualitative feedback revealed substantial perceived improvements in higher-order thinking skills, including problem solving, critical thinking, and self-reflection. Our findings highlight the promise of AI-mediated dialogue in fostering deeper engagement and higher-order cognitive skills. As higher education institutions expand GenAI integration in curriculum, this dialogic, GenAI powered assessment tool can offer a scalable strategy to promote students' meaningful learning outcomes.

Coaches are vital for effective collaboration, but cost and resource constraints often limit their availability during real-world tasks. This limitation poses serious challenges in life-critical domains that rely on effective teamwork, such as healthcare and disaster response. To address this gap, we propose and realize an innovative application of AI: task-time team coaching. Specifically, we introduce Socratic, a novel AI system that complements human coaches by providing real-time guidance during task execution. Socratic monitors team behavior, detects misalignments in team members' shared understanding, and delivers automated interventions to improve team performance. We validated Socratic through two human subject experiments involving dyadic collaboration. The results demonstrate that the system significantly enhances team performance with minimal interventions. Participants also perceived Socratic as helpful and trustworthy, supporting its potential for adoption. Our findings also suggest promising directions both for AI research and its practical applications to enhance human teamwork.

The rapid development of Generative AI (GAI) has sparked revolutionary changes across various aspects of education. Personalized learning, a focal point and challenge in educational research, has also been influenced by the development of GAI. To explore GAI's extensive impact on personalized learning, this study investigates its potential to enhance various facets of personalized learning through a thorough analysis of existing research. The research comprehensively examines GAI's influence on personalized learning by analyzing its application across different methodologies and contexts, including learning strategies, paths, materials, environments, and specific analyses within the teaching and learning processes. Through this in-depth investigation, we find that GAI demonstrates exceptional capabilities in providing adaptive learning experiences tailored to individual preferences and needs. Utilizing different forms of GAI across various subjects yields superior learning outcomes. The article concludes by summarizing scenarios where GAI is applicable in educational processes and discussing strategies for leveraging GAI to enhance personalized learning, aiming to guide educators and learners in effectively utilizing GAI to achieve superior learning objectives.

An agent trained within a closed system can master any desired capability, as long as the following three conditions hold: (a) it receives sufficiently informative and aligned feedback, (b) its coverage of experience/data is broad enough, and (c) it has sufficient capacity and resource. In this position paper, we justify these conditions, and consider what limitations arise from (a) and (b) in closed systems, when assuming that (c) is not a bottleneck. Considering the special case of agents with matching input and output spaces (namely, language), we argue that such pure recursive self-improvement, dubbed "Socratic learning", can boost performance vastly beyond what is present in its initial data or knowledge, and is only limited by time, as well as gradual misalignment concerns. Furthermore, we propose a constructive framework to implement it, based on the notion of language games.

The unparalleled performance of closed-sourced ChatGPT has sparked efforts towards its democratization, with notable strides made by leveraging real user and ChatGPT conversations, as evidenced by Vicuna. However, due to challenges in gathering conversations involving human participation, current endeavors like Baize and UltraChat aim to automatically generate conversational data. They primarily rely on ChatGPT conducting roleplay to simulate human behaviors based on instructions rather than genuine learning from humans, resulting in limited scope, diminished diversity, and an absence of genuine multi-round conversational dynamics. To address the above issues, we target human questions extracted from genuine human-machine conversations as a learning goal and train a user simulator called `Socratic' to produce a high-quality human-centric synthetic conversation dataset. Subsequently, this dataset was used to train our assistant model, named `PlatoLM'. Experimentally, PlatoLM outpaces baseline models in both Vicuna-Bench and MT-Bench by pairwise comparison when considering equivalent training set sizes, and manual evaluation also shows that our model is highly competitive. Impressively, when fine-tuned with the latest LLaMA 2 model, PlatoLM achieves the SOTA performance among 7B models (including LLaMA-2-7B-chat and Vicuna-7B) in MT-Bench benchmark and in Alpaca-Eval benchmark, it ranks second among 7B models, even beating some larger scale models (including LLaMA-2-13B-chat and GPT-3.5). Further in-depth analysis demonstrates the scalability and transferability of our approach. The code is available at https://github.com/FreedomIntelligence/PlatoLM.

ChatGPT has proven it can help students with their homework, but now it is helping teachers create those very courses, a computer science professor told Fox News. I'm still amazed at how ChatGPT can help write a toast to put people in stitches at a wedding, construct a legal argument to bolster a case and even help with a college admissions essay despite the number of errors the human eye can catch. Even with the glitches, using a chatbot still astounds most people who manage to put in perfect prompts to get wildly in-depth instant answers. And while OpenAI's ChatGPT is impressive, it's not the only option you should be confined to using. In fact, some of the biggest tech companies in the world are competing to create their own latest and greatest chatbots that can rival or surpass the AI amazement of ChatGPT.

Socratic questioning is an educational method that allows students to discover answers to complex problems by asking them a series of thoughtful questions. Generation of didactically sound questions is challenging, requiring understanding of the reasoning process involved in the problem. We hypothesize that such questioning strategy can not only enhance the human performance, but also assist the math word problem (MWP) solvers. In this work, we explore the ability of large language models (LMs) in generating sequential questions for guiding math word problem-solving. We propose various guided question generation schemes based on input conditioning and reinforcement learning. On both automatic and human quality evaluations, we find that LMs constrained with desirable question properties generate superior questions and improve the overall performance of a math word problem solver. We conduct a preliminary user study to examine the potential value of such question generation models in the education domain. Results suggest that the difficulty level of problems plays an important role in determining whether questioning improves or hinders human performance. We discuss the future of using such questioning strategies in education.

When it comes to the mobile app industry, businesses of all sizes and specialisations confront strong competition. This position compels them to keep up with all developing digital developments in order to maintain their worth. Recognizing the huge influence of artificial intelligence on business, top firms such as Amazon, eBay, and Tinder make extensive use of AI in their applications to generate tailored mobile user experiences and improve profitability. Start-ups also raise more investment for AI integrations, propelling them to high marketability and competitiveness. Annually, more AI apps go viral, bringing greater exposure and revenues to their owners.

Google has announced a new technology, powered by an acquisition called Socratic, that will let students take photos of their math homework in order to get the solutions. Google says it wants the Lens-powered technology to help parents and caretakers who are homeschooling, likely for the first time, as a result of the global COVID-19 pandemic. Google's search engine is already crammed with autosuggestions that you can tell are seeking homework answers. When you search for a classic novel, the related searches are always things like "Darcy house name" or "Meaning of dance scene." Math is harder to Google because of the array of symbols the average person doesn't know how to type, and people's math anxiety to begin with makes it more difficult to measuredly seek out what they need.

The AI talent grab is real. This year alone, Pinterest CTO Vanja Josifovski jumped ship to Airbnb, while Pinterest hired Walmart CTO Jeremy King to head up its engineering team. Moreover, all the big tech companies, including Google and Apple, have for some time been vacuuming up AI talent through acquisitions -- a recent CB Insights report noted 635 AI acquisitions since 2010, topped by Apple with 20 acquisitions. Elsewhere, Microsoft turned to online education platforms to help train a new generation of AI students. But while the AI talent pool may be growing, a significant shortage remains.