Explainable Artificial Intelligence (XAI): What we know and what is left to attain Trustworthy Artificial Intelligence

This work was supported by the National Research Foundation of Korea (NRF) grant funded by the Korea government (MSIT) (No. 2021R1A2C1011198) , (Institute for Information & communications Technology Planning & Evaluation) (IITP) grant funded by the Korea government (MSIT) under the ICT Creative Consilience Program (IITP-2021-2020-0-01821) , and AI Platform to Fully Adapt and Reflect Privacy-Policy Changes (No. 2022-0-00688).Artificial intelligence (AI) is currently being utilized in a wide range of sophisticated applications, but the outcomes of many AI models are challenging to comprehend and trust due to their black-box nature. Usually, it is essential to understand the reasoning behind an AI mode ľs decision-making. Thus, the need for eXplainable AI (XAI) methods for improving trust in AI models has arisen. XAI has become a popular research subject within the AI field in recent years. Existing survey papers have tackled the concepts of XAI, its general terms, and post-hoc explainability methods but there have not been any reviews that have looked at the assessment methods, available tools, XAI datasets, and other related aspects. Therefore, in this comprehensive study, we provide readers with an overview of the current research and trends in this rapidly emerging area with a case study example. The study starts by explaining the background of XAI, common definitions, and summarizing recently proposed techniques in XAI for supervised machine learning. The review divides XAI techniques into four axes using a hierarchical categorization system: (i) data explainability, (ii) model explainability, (iii) post-hoc explainability, and (iv) assessment of explanations. We also introduce available evaluation metrics as well as open-source packages and datasets with future research directions. Then, the significance of explainability in terms of legal demands, user viewpoints, and application orientation is outlined, termed as XAI concerns. This paper advocates for tailoring explanation content to specific user types. An examination of XAI techniques and evaluation was conducted by looking at 410 critical articles, published between January 2016 and October 2022, in reputed journals and using a wide range of research databases as a source of information. The article is aimed at XAI researchers who are interested in making their AI models more trustworthy, as well as towards researchers from other disciplines who are looking for effective XAI methods to complete tasks with confidence while communicating meaning from data.National Research Foundation of Korea Ministry of Science, ICT & Future Planning, Republic of Korea Ministry of Science & ICT (MSIT), Republic of Korea 2021R1A2C1011198Institute for Information amp; communications Technology Planning amp; Evaluation) (IITP) - Korea government (MSIT) under the ICT Creative Consilience Program IITP-2021-2020-0-01821AI Platform to Fully Adapt and Reflect Privacy-Policy Changes2022-0-0068

Deep Reinforcement Learning Approaches for Technology Enhanced Learning

Artificial Intelligence (AI) has advanced significantly in recent years, transforming various industries and domains. Its ability to extract patterns and insights from large volumes of data has revolutionised areas such as image recognition, natural language processing, and autonomous systems. As AI systems become increasingly integrated into daily human life, there is a growing need for meaningful collaboration and mutual engagement between humans and AI, known as Human-AI Collaboration. This collaboration involves combining AI with human workflows to achieve shared objectives. In the current educational landscape, the integration of AI methods in Technology Enhanced Learning (TEL) has become crucial for providing high-quality education and facilitating lifelong learning. Human-AI Collaboration also plays a vital role in the field of Technology Enhanced Learning (TEL), particularly in Intelligent Tutoring Systems (ITS). The COVID-19 pandemic has further emphasised the need for effective educational technologies to support remote learning and bridge the gap between traditional classrooms and online platforms. To maximise the performance of ITS while minimising the input and interaction required from students, it is essential to design collaborative systems that effectively leverage the capabilities of AI and foster effective collaboration between students and ITS. However, there are several challenges that need to be addressed in this context. One challenge is the lack of clear guidance on designing and building user-friendly systems that facilitate collaboration between humans and AI. This challenge is relevant not only to education researchers but also to Human-Computer Interaction (HCI) researchers and developers. Another challenge is the scarcity of interaction data in the early stages of ITS development, which hampers the accurate modelling of students' knowledge states and learning trajectories, known as the cold start problem. Moreover, the effectiveness of Intelligent Tutoring Systems (ITS) in delivering personalised instruction is hindered by the limitations of existing Knowledge Tracing (KT) models, which often struggle to provide accurate predictions. Therefore, addressing these challenges is crucial for enhancing the collaborative process between humans and AI in the development of ITS. This thesis aims to address these challenges and improve the collaborative process between students and ITS in TEL. It proposes innovative approaches to generate simulated student behavioural data and enhance the performance of KT models. The thesis starts with a comprehensive survey of human-AI collaborative systems, identifying key challenges and opportunities. It then presents a structured framework for the student-ITS collaborative process, providing insights into designing user-friendly and efficient systems. To overcome the challenge of data scarcity in ITS development, the thesis proposes two student modelling approaches: Sim-GAIL and SimStu. SimStu leverages a deep learning method, the Decision Transformer, to simulate student interactions and enhance ITS training. Sim-GAIL utilises a reinforcement learning method, Generative Adversarial Imitation Learning (GAIL), to generate high-fidelity and diverse simulated student behavioural data, addressing the cold start problem in ITS training. Furthermore, the thesis focuses on improving the performance of KT models. It introduces the MLFBKT model, which integrates multiple features and mines latent relations in student interaction data, aiming to improve the accuracy and efficiency of KT models. Additionally, the thesis proposes the LBKT model, which combines the strengths of the BERT model and LSTM to process long sequence data in KT models effectively. Overall, this thesis contributes to the field of Human-AI collaboration in TEL by addressing key challenges and proposing innovative approaches to enhance ITS training and KT model performance. The findings have the potential to improve the learning experiences and outcomes of students in educational settings

Reinforcement Learning for Generative Art

Reinforcement learning (RL) is an efficient class of sequential decision-making algorithms that have achieved remarkable success in a broad range of applications, such as robotic manipulations, strategic games, or autonomous driving. The most well-known example of reinforcement learning is AlphaGo, a computer program that plays the board game Go and outperforms top human Go players. Unlike other two major machine learning categories, supervised learning and unsupervised learning, in which media artists are actively engaged, reinforcement learning has yet to result in many creative applications. Generative art is usually driven, in whole or in part, by autonomous systems that are derived from a set of rules. Interestingly, an RL policy can be seen as an autonomous system where the rules are learned by interacting with its environment. Regardless of its initial purpose, reinforcement learning has the potential to expand the boundary of generative art. However, a formal process of applying reinforcement learning to generative art does not yet exist and the current RL tools require an in-depth understanding of RL concepts. To bridge the gap, the first part of the dissertation introduces a conceptual framework to adapt reinforcement learning for generative art. The framework proposes a term RL-based generative art to denote a novel form of generative art of which the use of RL agents is the key element. The creative process of RL-based generative art and possible emergent behaviors are discussed in the framework. This leads to a discussion of several author's related practices on generative art, deep-learning art, and reinforcement learning. Those practices are critical for understanding the conceptual and technical details of each component in order to construct the framework. The second part introduces RL5, a JavaScript library for rapidly prototyping RL environments and training RL policies in web browsers. The library combines RL algorithms and RL environments into one framework and is fully compatible with p5.js. RL5 is developed with a particular focus on simplicity to favor (re)usability of RL algorithms and development of RL environments. Specifically, the library implemented three RL algorithms, Tabular Q-learning, REINFORCE, and DDPG, to cover all the three families of model-free RL, and nine RL environments that six of them address autonomous agents in steering behaviors, which can be used as building blocks for complex systems. Finally, the author demonstrates four different use cases of how to apply RL5 for pedagogical and creative applications

Artificial Intelligence and Education. Guidance for Policy-makers

Artificial Intelligence (AI) has the potential to address some of the biggest challenges in education today, innovate teaching and learning practices, and ultimately accelerate the progress towards SDG 4. However, these rapid technological developments inevitably bring multiple risks and challenges, which have so far outpaced policy debates and regulatory frameworks. This publication offers guidance for policy-makers on how best to leverage the opportunities and address the risks, presented by the growing connection between AI and education. It starts with the essentials of AI: definitions, techniques and technologies. It continues with a detailed analysis of the emerging trends and implications of AI for teaching and learning, including how we can ensure the ethical, inclusive and equitable use of AI in education, how education can prepare humans to live and work with AI, and how AI can be applied to enhance education. It finally introduces the challenges of harnessing AI to achieve SDG 4 and offers concrete actionable recommendations for policy-makers to plan policies and programmes for local contexts

Challenging Social Media Threats using Collective Well-being Aware Recommendation Algorithms and an Educational Virtual Companion

Social media (SM) have become an integral part of our lives, expanding our inter-linking capabilities to new levels. There is plenty to be said about their positive effects. On the other hand however, some serious negative implications of SM have repeatedly been highlighted in recent years, pointing at various SM threats for society, and its teenagers in particular: from common issues (e.g. digital addiction and polarization) and manipulative influences of algorithms to teenager-specific issues (e.g. body stereotyping). The full impact of current SM platform design -- both at an individual and societal level -- asks for a comprehensive evaluation and conceptual improvement. We extend measures of Collective Well-Being (CWB) to SM communities. As users' relationships and interactions are a central component of CWB, education is crucial to improve CWB. We thus propose a framework based on an adaptive "social media virtual companion" for educating and supporting the entire students' community to interact with SM. The virtual companion will be powered by a Recommender System (CWB-RS) that will optimize a CWB metric instead of engagement or platform profit, which currently largely drives recommender systems thereby disregarding any societal collateral effect. CWB-RS will optimize CWB both in the short term, by balancing the level of SM threat the students are exposed to, as well as in the long term, by adopting an Intelligent Tutor System role and enabling adaptive and personalized sequencing of playful learning activities. This framework offers an initial step on understanding how to design SM systems and embedded educational interventions that favor a more healthy and positive society

The Road to General Intelligence

Humans have always dreamed of automating laborious physical and intellectual tasks, but the latter has proved more elusive than naively suspected. Seven decades of systematic study of Artificial Intelligence have witnessed cycles of hubris and despair. The successful realization of General Intelligence (evidenced by the kind of cross-domain flexibility enjoyed by humans) will spawn an industry worth billions and transform the range of viable automation tasks.The recent notable successes of Machine Learning has lead to conjecture that it might be the appropriate technology for delivering General Intelligence. In this book, we argue that the framework of machine learning is fundamentally at odds with any reasonable notion of intelligence and that essential insights from previous decades of AI research are being forgotten. We claim that a fundamental change in perspective is required, mirroring that which took place in the philosophy of science in the mid 20th century. We propose a framework for General Intelligence, together with a reference architecture that emphasizes the need for anytime bounded rationality and a situated denotational semantics. We given necessary emphasis to compositional reasoning, with the required compositionality being provided via principled symbolic-numeric inference mechanisms based on universal constructions from category theory. • Details the pragmatic requirements for real-world General Intelligence. • Describes how machine learning fails to meet these requirements. • Provides a philosophical basis for the proposed approach. • Provides mathematical detail for a reference architecture. • Describes a research program intended to address issues of concern in contemporary AI. The book includes an extensive bibliography, with ~400 entries covering the history of AI and many related areas of computer science and mathematics.The target audience is the entire gamut of Artificial Intelligence/Machine Learning researchers and industrial practitioners. There are a mixture of descriptive and rigorous sections, according to the nature of the topic. Undergraduate mathematics is in general sufficient. Familiarity with category theory is advantageous for a complete understanding of the more advanced sections, but these may be skipped by the reader who desires an overall picture of the essential concepts This is an open access book