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Currently, generative applications are reshaping different fields, such as art, computer vision, speech processing, and natural language. The computer science personalization area is increasingly relevant since large companies such as Spotify, Netflix, TripAdvisor, Amazon, and Google use recommender systems. Then, it is rational to expect that generative learning will increasingly be used to improve current recommender systems. In this paper, a method is proposed to generate synthetic recommender system datasets that can be used to test the recommendation performance and accuracy of a company on different simulated scenarios, such as large increases in their dataset sizes, number of users, or number of items. Specifically, an improvement in the state-of-the-art method is proposed by applying the Wasserstein concept to the generative adversarial network for recommender systems (GANRS) seminal method to generate synthetic datasets. The results show that our proposed method reduces the mode collapse, increases the sizes of the synthetic datasets, improves their ratings distributions, and maintains the potential to choose the desired number of users, number of items, and starting size of the dataset. Both the baseline GANRS and the proposed Wasserstein-based WGANRS deep learning architectures generate fake profiles from dense, short, and continuous embeddings in the latent space instead of the sparse, large, and discrete raw samples that previous GAN models used as a source. To enable reproducibility, the Python and Keras codes are provided in open repositories along with the synthetic datasets generated to test the proposed architecture (https://github.com/jesusbobadilla/ganrs.git). [ABSTRACT FROM AUTHOR]

This paper traces the empiricist program from early debates between nativism and behaviorism within philosophy, through debates about early connectionist approaches within the cognitive sciences, and up to their recent iterations within the domain of deep learning. We demonstrate how current debates on the nature of cognition via deep network architecture echo some of the core issues from the Chomsky/Quine debate and investigate the strength of support offered by these various lines of research to the empiricist standpoint. Referencing literature from both computer science and philosophy, we conclude that the current state of deep learning does not offer strong encouragement to the empiricist side despite some arguments to the contrary. [ABSTRACT FROM AUTHOR]

Artificial intelligence (AI) techniques are increasingly applied across various domains, favoured by the growing acquisition and public availability of large, complex datasets. Despite this trend, AI publications often suffer from lack of reproducibility and poor generalisation of findings, undermining scientific value and contributing to global research waste. To address these issues and focusing on the learning aspect of the AI field, we present RENOIR (REpeated random sampliNg fOr machIne leaRning), a modular open-source platform for robust and reproducible machine learning (ML) analysis. RENOIR adopts standardised pipelines for model training and testing, introducing elements of novelty, such as the dependence of the performance of the algorithm on the sample size. Additionally, RENOIR offers automated generation of transparent and usable reports, aiming to enhance the quality and reproducibility of AI studies. To demonstrate the versatility of our tool, we applied it to benchmark datasets from health, computer science, and STEM (Science, Technology, Engineering, and Mathematics) domains. Furthermore, we showcase RENOIR's successful application in recently published studies, where it identified classifiers for SET2D and TP53 mutation status in cancer. Finally, we present a use case where RENOIR was employed to address a significant pharmacological challenge—predicting drug efficacy. RENOIR is freely available at https://github.com/alebarberis/renoir. [ABSTRACT FROM AUTHOR]

Background: Early exposure to Computer Science (CS) and Computational Thinking (CT) for all is critical to broaden participation and promote equity in the field. But how does the introduction of CS and CT into primary school curricula impact learning, perception, and gaps between groups of students? Methodology: We investigate a CS-curricular reform and teacher Professional Development (PD) programme from an equity standpoint by applying hierarchical regression and structural equation modelling on student learning and perception data from three studies with, respectively, 1384, 2433 and 1644 grade 3–6 students (ages 7–11) and their 83, 142 and 95 teachers. Results: Regarding learning, exposure to CS instruction appears to contribute to closing the performance gap between low-achieving and high-achieving students, as well as pre-existing gender gaps. Despite a lack of direct influence of what was taught on student learning, there is no impact of teachers' demographics or motivation on student learning, with teachers' perception of the CS-PD positively influencing learning. Regarding perception, students perceive CS and its teaching tools (robotics, tablets) positively, and even more so when they perceive a role model close to them as doing CS. Nonetheless, gender differences exist all around with boys perceiving CS more positively than girls despite access to CS education. However, access to CS-education affects boys and girls differently: larger gender gaps are closing (namely those related to robotics), while smaller gaps are increasing (namely those related to CS and tablets). Conclusion: This article highlights how a CS curricular reform impacts learning, perception, and equity and supports the importance of (i) early introductions to CS for all; (ii) preparing teachers to teach CS all the while removing the influence of teacher demographics and motivation on student outcomes; and (iii) having developmentally appropriate activities that signal to all groups of students. [ABSTRACT FROM AUTHOR]

Analyzing tactical patterns in invasion games using multi-agent spatiotemporal data is a challenging task at the intersection of computer and sports science. A fundamental yet understudied problem in this area is finding an optimal data representation for processing athlete trajectories using machine learning algorithms. In the present work, we address this gap by discussing common representations in use and propose Tactical Graphs, an alternative graph-based format capable of producing integrative, contextualized models for machine learning applications. We provide an in-depth, domain-specific motivation of the proposed data representation scheme and show how this approach exploits inherent data traits. We propose Tactical Graph Networks (TGNets), a light-weight, hybrid machine learning architecture sensitive to player interactions. Our method is evaluated with an extensive ablation study and the first comprehensive state of the art comparison between standard feature, state vector, and image-based methods on the same dataset. Experiments were conducted using real-world football data containing short sequences of defensive play labelled according to the outcome of ball winning attempts. The results indicate that TGNets are on par with state-of-the-art deep learning models while exhibiting only a fraction of their complexity. We further demonstrate that selecting the right data representation is crucial as it has a significant influence on model performance. The theoretical findings and the proposed method provide insights and a strong methodological alternative for all classification, prediction or pattern recognition applications in the areas of collective movement analysis, automated match analysis, and performance analysis. [ABSTRACT FROM AUTHOR]

Dr Chien-Yu Chen is a Professor at the Department of Biomechatronics Engineering at National Taiwan University (NTU) in Taipei. She received a PhD degree in Computer Science and Information Engineering from NTU and has been leading her lab since 2005. Dr Chen develops machine learning and deep learning models to study multi-omics data, including genomes, transcriptomes, epigenomes, and proteomes. [ABSTRACT FROM AUTHOR]