Artificial Intelligence And Big Data Technologies To Close The Achievement Gap.

We observe achievement gaps even in rich western countries, such as the UK, which in principle have the resources as well as the social and technical infrastructure to provide a better deal for all learners. The reasons for such gaps are complex and include the social and material poverty of some learners with their resulting other deficits, as well as failure by government to allocate sufficient resources to remedy the situation. On the supply side of the equation, a single teacher or university lecturer, even helped by a classroom assistant or tutorial assistant, cannot give each learner the kind of one-to-one attention that would really help to boost both their motivation and their attainment in ways that might mitigate the achievement gap. In this chapter Benedict du Boulay, Alexandra Poulovassilis, Wayne Holmes, and Manolis Mavrikis argue that we now have the technologies to assist both educators and learners, most commonly in science, technology, engineering and mathematics subjects (STEM), at least some of the time. We present case studies from the fields of Artificial Intelligence in Education (AIED) and Big Data. We look at how they can be used to provide personalised support for students and demonstrate that they are not designed to replace the teacher. In addition, we also describe tools for teachers to increase their awareness and, ultimately, free up time for them to provide nuanced, individualised support even in large cohorts

Towards an Intelligent Tutor for Mathematical Proofs

Computer-supported learning is an increasingly important form of study since it allows for independent learning and individualized instruction. In this paper, we discuss a novel approach to developing an intelligent tutoring system for teaching textbook-style mathematical proofs. We characterize the particularities of the domain and discuss common ITS design models. Our approach is motivated by phenomena found in a corpus of tutorial dialogs that were collected in a Wizard-of-Oz experiment. We show how an intelligent tutor for textbook-style mathematical proofs can be built on top of an adapted assertion-level proof assistant by reusing representations and proof search strategies originally developed for automated and interactive theorem proving. The resulting prototype was successfully evaluated on a corpus of tutorial dialogs and yields good results.Comment: In Proceedings THedu'11, arXiv:1202.453

Local and Global Explanations of Agent Behavior: Integrating Strategy Summaries with Saliency Maps

With advances in reinforcement learning (RL), agents are now being developed in high-stakes application domains such as healthcare and transportation. Explaining the behavior of these agents is challenging, as the environments in which they act have large state spaces, and their decision-making can be affected by delayed rewards, making it difficult to analyze their behavior. To address this problem, several approaches have been developed. Some approaches attempt to convey the $\textit{global}$ behavior of the agent, describing the actions it takes in different states. Other approaches devised $\textit{local}$ explanations which provide information regarding the agent's decision-making in a particular state. In this paper, we combine global and local explanation methods, and evaluate their joint and separate contributions, providing (to the best of our knowledge) the first user study of combined local and global explanations for RL agents. Specifically, we augment strategy summaries that extract important trajectories of states from simulations of the agent with saliency maps which show what information the agent attends to. Our results show that the choice of what states to include in the summary (global information) strongly affects people's understanding of agents: participants shown summaries that included important states significantly outperformed participants who were presented with agent behavior in a randomly set of chosen world-states. We find mixed results with respect to augmenting demonstrations with saliency maps (local information), as the addition of saliency maps did not significantly improve performance in most cases. However, we do find some evidence that saliency maps can help users better understand what information the agent relies on in its decision making, suggesting avenues for future work that can further improve explanations of RL agents

Proceedings of QG2010: The Third Workshop on Question Generation

These are the peer-reviewed proceedings of "QG2010, The Third Workshop on Question Generation". The workshop included a special track for "QGSTEC2010: The First Question Generation Shared Task and Evaluation Challenge". QG2010 was held as part of The Tenth International Conference on Intelligent Tutoring Systems (ITS2010)