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One of the final frontiers in the development of complex human - AI collaborative systems is the ability of AI agents to comprehend the natural language and perform tasks accordingly. However, training efficient Reinforcement Learning (RL) agents grounded in natural language has been a long-standing challenge due to the complexity and ambiguity of the language and sparsity of the rewards, among other factors. Several advances in reinforcement learning, curriculum learning, continual learning, language models have independently contributed to effective training of grounded agents in various environments. Leveraging these developments, we present a novel algorithm, Grounded Language Instruction through DEmonstration in RL (GLIDE-RL) that introduces a teacher-instructor-student curriculum learning framework for training an RL agent capable of following natural language instructions that can generalize to previously unseen language instructions. In this multi-agent framework, the teacher and the student agents learn simultaneously based on the student's current skill level. We further demonstrate the necessity for training the student agent with not just one, but multiple teacher agents. Experiments on a complex sparse reward environment validates the effectiveness of our proposed approach., Comment: 12 pages, 6 figures, to be presented at AAMAS 2024

We present a general framework for designing efficient algorithms for unsupervised learning problems, such as mixtures of Gaussians and subspace clustering. Our framework is based on a meta algorithm that learns arithmetic circuits in the presence of noise, using lower bounds. This builds upon the recent work of Garg, Kayal and Saha (FOCS 20), who designed such a framework for learning arithmetic circuits without any noise. A key ingredient of our meta algorithm is an efficient algorithm for a novel problem called Robust Vector Space Decomposition. We show that our meta algorithm works well when certain matrices have sufficiently large smallest non-zero singular values. We conjecture that this condition holds for smoothed instances of our problems, and thus our framework would yield efficient algorithms for these problems in the smoothed setting., Comment: 85 pages, comments welcome

While automatic dialogue tutors hold great potential in making education personalized and more accessible, research on such systems has been hampered by a lack of sufficiently large and high-quality datasets. Collecting such datasets remains challenging, as recording tutoring sessions raises privacy concerns and crowdsourcing leads to insufficient data quality. To address this, we propose a framework to generate such dialogues by pairing human teachers with a Large Language Model (LLM) prompted to represent common student errors. We describe how we use this framework to collect MathDial, a dataset of 3k one-to-one teacher-student tutoring dialogues grounded in multi-step math reasoning problems. While models like GPT-3 are good problem solvers, they fail at tutoring because they generate factually incorrect feedback or are prone to revealing solutions to students too early. To overcome this, we let teachers provide learning opportunities to students by guiding them using various scaffolding questions according to a taxonomy of teacher moves. We demonstrate MathDial and its extensive annotations can be used to finetune models to be more effective tutors (and not just solvers). We confirm this by automatic and human evaluation, notably in an interactive setting that measures the trade-off between student solving success and telling solutions. The dataset is released publicly., Comment: Jakub Macina, Nico Daheim, and Sankalan Pal Chowdhury contributed equally to this work. Accepted at EMNLP2023 Findings. Code and dataset available: https://github.com/eth-nlped/mathdial

Recent approaches to the tensor completion problem have often overlooked the nonnegative structure of the data. We consider the problem of learning a nonnegative low-rank tensor, and using duality theory, we propose a novel factorization of such tensors. The factorization decouples the nonnegative constraints from the low-rank constraints. The resulting problem is an optimization problem on manifolds, and we propose a variant of Riemannian conjugate gradients to solve it. We test the proposed algorithm across various tasks such as colour image inpainting, video completion, and hyperspectral image completion. Experimental results show that the proposed method outperforms many state-of-the-art tensor completion algorithms., Comment: accepted in WACV 2022

We consider the problem of learning low-rank tensors from partial observations with structural constraints, and propose a novel factorization of such tensors, which leads to a simpler optimization problem. The resulting problem is an optimization problem on manifolds. We develop first-order and second-order Riemannian optimization algorithms to solve it. The duality gap for the resulting problem is derived, and we experimentally verify the correctness of the proposed algorithm. We demonstrate the algorithm on nonnegative constraints and Hankel constraints., Comment: Accepted in OPT21, NeurIPS, 13 pages

Designing dialog tutors has been challenging as it involves modeling the diverse and complex pedagogical strategies employed by human tutors. Although there have been significant recent advances in neural conversational systems using large language models (LLMs) and growth in available dialog corpora, dialog tutoring has largely remained unaffected by these advances. In this paper, we rigorously analyze various generative language models on two dialog tutoring datasets for language learning using automatic and human evaluations to understand the new opportunities brought by these advances as well as the challenges we must overcome to build models that would be usable in real educational settings. We find that although current approaches can model tutoring in constrained learning scenarios when the number of concepts to be taught and possible teacher strategies are small, they perform poorly in less constrained scenarios. Our human quality evaluation shows that both models and ground-truth annotations exhibit low performance in terms of equitable tutoring, which measures learning opportunities for students and how engaging the dialog is. To understand the behavior of our models in a real tutoring setting, we conduct a user study using expert annotators and find a significantly large number of model reasoning errors in 45% of conversations. Finally, we connect our findings to outline future work., Comment: EACL 2023 (main conference, camera-ready)

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., Comment: Kumar Shridhar and Jakub Macina contributed equally to this work. Accepted at the 2022 Conference on Empirical Methods in Natural Language Processing (EMNLP 2022). Code available: https://github.com/eth-nlped/scaffolding-generation

Curiosity is a vital metacognitive skill in educational contexts, leading to creativity, and a love of learning. And while many school systems increasingly undercut curiosity by teaching to the test, teachers are increasingly interested in how to evoke curiosity in their students to prepare them for a world in which lifelong learning and reskilling will be more and more important. One aspect of curiosity that has received little attention, however, is the role of peers in eliciting curiosity. We present what we believe to be the first theoretical framework that articulates an integrated socio-cognitive account of curiosity that ties observable behaviors in peers to underlying curiosity states. We make a bipartite distinction between individual and interpersonal functions that contribute to curiosity, and multimodal behaviors that fulfill these functions. We validate the proposed framework by leveraging a longitudinal latent variable modeling approach. Findings confirm a positive predictive relationship between the latent variables of individual and interpersonal functions and curiosity, with the interpersonal functions exercising a comparatively stronger influence. Prominent behavioral realizations of these functions are also discovered in a data-driven manner. We instantiate the proposed theoretical framework in a set of strategies and tactics that can be incorporated into learning technologies to indicate, evoke, and scaffold curiosity. This work is a step towards designing learning technologies that can recognize and evoke moment-by-moment curiosity during learning in social contexts and towards a more complete multimodal learning analytics. The underlying rationale is applicable more generally for developing computer support for other metacognitive and socio-emotional skills., Comment: arXiv admin note: text overlap with arXiv:1704.07480

We propose a novel Riemannian method for solving the Extreme multi-label classification problem that exploits the geometric structure of the sparse low-dimensional local embedding models. A constrained optimization problem is formulated as an optimization problem on matrix manifold and solved using a Riemannian optimization method. The proposed approach is tested on several real world large scale multi-label datasets and its usefulness is demonstrated through numerical experiments. The numerical experiments suggest that the proposed method is fastest to train and has least model size among the embedding-based methods. An outline of the proof of convergence for the proposed Riemannian optimization method is also stated., Comment: 13 pages, 4 Figures, under review

Curiosity is the strong desire to learn or know more about something or someone. Since learning is often a social endeavor, social dynamics in collaborative learning may inevitably influence curiosity. There is a scarcity of research, however, focusing on how curiosity can be evoked in group learning contexts. Inspired by a recently proposed theoretical framework that articulates an integrated socio-cognitive infrastructure of curiosity, in this work, we use data-driven approaches to identify fine-grained social scaffolding of curiosity in child-child interaction, and propose how they can be used to elicit and maintain curiosity in technology-enhanced learning environments. For example, we discovered sequential patterns of multimodal behaviors across group members and we describe those that maximize an individual's utility, or likelihood, of demonstrating curiosity during open-ended problem-solving in group work. We also discovered, and describe here, behaviors that directly or in a mediated manner cause curiosity related conversational behaviors in the interaction, with twice as many interpersonal causal influences compared to intrapersonal ones. We explain how these findings form a solid foundation for developing curiosity-increasing learning technologies or even assisting a human coach to induce curiosity among learners., Comment: 14 pages, 12th European Conference on Technology Enhanced Learning (ECTEL 2017)

Curiosity is a vital metacognitive skill in educational contexts. Yet, little is known about how social factors influence curiosity in group work. We argue that curiosity is evoked not only through individual, but also interpersonal activities, and present what we believe to be the first theoretical framework that articulates an integrated socio-cognitive account of curiosity based on literature spanning psychology, learning sciences and group dynamics, along with empirical observation of small-group science activity in an informal learning environment. We make a bipartite distinction between individual and interpersonal functions that contribute to curiosity, and multimodal behaviors that fulfill these functions. We validate the proposed framework by leveraging a longitudinal latent variable modeling approach. Findings confirm positive predictive relationship of the latent variables of individual and interpersonal functions on curiosity, with the interpersonal functions exercising a comparatively stronger influence. Prominent behavioral realizations of these functions are also discovered in a data-driven way. This framework is a step towards designing learning technologies that can recognize and evoke curiosity during learning in social contexts., Comment: 14 pages, 1 figure, 12th European Conference on Technology Enhanced Learning (ECTEL 2017)

Conversation is like an intricate partner dance and behavioral convergence, or the similarity in observable behaviors of partners over time, can lead to shared understanding, changed beliefs and increased rapport. This article describes a synthesis of three strands of our work on fine-grained analysis of conversational interaction in peer tutoring at the paralinguistic and verbal levels, in an attempt to better understand the phenomenon of behavioral convergence and its relationship to social and cognitive constructs. Implications for development of socially-aware agents that can improve task performance through convergence to and from the human learner's behavior are discussed., Comment: LTI Student Research Symposium 2016, Carnegie Mellon University, Pittsburgh PA 15213, USA

This work is an attempt to discover hidden structural configurations in learning activity sequences of students in Massive Open Online Courses (MOOCs). Leveraging combined representations of video clickstream interactions and forum activities, we seek to fundamentally understand traits that are predictive of decreasing engagement over time. Grounded in the interdisciplinary field of network science, we follow a graph based approach to successfully extract indicators of active and passive MOOC participation that reflect persistence and regularity in the overall interaction footprint. Using these rich educational semantics, we focus on the problem of predicting student attrition, one of the major highlights of MOOC literature in the recent years. Our results indicate an improvement over a baseline ngram based approach in capturing "attrition intensifying" features from the learning activities that MOOC learners engage in. Implications for some compelling future research are discussed., Comment: "Shared Task" submission for EMNLP 2014 Workshop on Modeling Large Scale Social Interaction in Massively Open Online Courses

In recent years, with the enormous explosion of web based learning resources, personalization has become a critical factor for the success of services that wish to leverage the power of Web 2.0. However, the relevance, significance and impact of tailored content delivery in the learning domain is still questionable. Apart from considering only interaction based features like ratings and inferring learner preferences from them, if these services were to incorporate innate user profile attributes which affect learning activities, the quality of recommendations produced could be vastly improved. Recognizing the crucial role of effective guidance in informal educational settings, we provide a principled way of utilizing multiple sources of information from the user profile itself for the recommendation task. We explore factors that affect the choice of learning resources and explain in what way are they helpful to improve the pedagogical accuracy of learning objects recommended. Through a systematical application of machine learning techniques, we further provide a technological solution to convert these indirectly mapped learner specific attributes into a direct mapping with the learning resources. This mapping has a distinct advantage of tagging learning resources to make their metadata more informative. The results of our empirical study depict the similarity of nominal learning attributes with respect to each other. We further succeed in capturing the learner subset, whose preferences are most likely to be an indication of learning resource usage. Our novel system filters learner profile attributes to discover a tag that links them with learning resources., Comment: 3rd Annual International Conference on Education and E-Learning(EeL 2013), Singapore

With an expansive and ubiquitously available gold mine of educational data, Massive Open Online courses (MOOCs) have become the an important foci of learning analytics research. The hope is that this new surge of development will bring the vision of equitable access to lifelong learning opportunities within practical reach. MOOCs offer many valuable learning experiences to students, from video lectures, readings, assignments and exams, to opportunities to connect and collaborate with others through threaded discussion forums and other Web 2.0 technologies. Nevertheless, despite all this potential, MOOCs have so far failed to produce evidence that this potential is being realized in the current instantiation of MOOCs. In this work, we primarily explore video lecture interaction in Massive Open Online Courses (MOOCs), which is central to student learning experience on these educational platforms. As a research contribution, we operationalize video lecture clickstreams of students into behavioral actions, and construct a quantitative information processing index, that can aid instructors to better understand MOOC hurdles and reason about unsatisfactory learning outcomes. Our results illuminate the effectiveness of developing such a metric inspired by cognitive psychology, towards answering critical questions regarding students' engagement, their future click interactions and participation trajectories that lead to in-video dropouts. We leverage recurring click behaviors to differentiate distinct video watching profiles for students in MOOCs. Additionally, we discuss about prediction of complete course dropouts, incorporating diverse perspectives from statistics and machine learning, to offer a more nuanced view into how the second generation of MOOCs be benefited, if course instructors were to better comprehend factors that lead to student attrition., Comment: Undergraduate (B.Tech, Computer Science) Thesis Report, 2014, Vellore Institute of Technology, India

In this work, we explore video lecture interaction in Massive Open Online Courses (MOOCs), which is central to student learning experience on these educational platforms. As a research contribution, we operationalize video lecture clickstreams of students into cognitively plausible higher level behaviors, and construct a quantitative information processing index, which can aid instructors to better understand MOOC hurdles and reason about unsatisfactory learning outcomes. Our results illustrate how such a metric inspired by cognitive psychology can help answer critical questions regarding students' engagement, their future click interactions and participation trajectories that lead to in-video & course dropouts. Implications for research and practice are discussed

In this work, we explain the underlying interaction mechanisms which govern students' influence on each other in Massive Open Online Courses (MOOCs). Specifically, we outline different ways in which students can be negatively exposed to their peers on MOOC forums and discuss a simple formulation of learning network diffusion, which formalizes the essence of how such an influence spreads and can potentially lead to student attrition over time. We also view the limitations of our student modeling in the light of real world MOOC behavior and consequently suggest ways of extending the diffusion model to handle more complex assumptions. Such an understanding is very beneficial for MOOC designers and instructors to create a conducive learning environment that supports students' growth and increases their engagement in the course., Comment: LTI Student Research Symposium 2014, School of Computer Science, Carnegie Mellon University, USA

In this paper, we apply social network analytic methods to unveil the structural dynamics of a popular open source goal oriented IRC community, Ubuntu. The primary objective is to track the development of this ever growing community over time using a social network lens and examine the dynamically changing participation patterns of people. Specifically, our research seeks out to investigate answers to the following question: How can the communication dynamics help us in delineating important substructures in the IRC network? This gives an insight into how open source learning communities function internally and what drives the exhibited IRC behavior. By application of a consistent set of social network metrics, we discern factors that affect people's embeddedness in the overall IRC network, their structural influence and importance as discussion initiators or responders. Deciphering these informal connections are crucial for the development of novel strategies to improve communication and foster collaboration between people conversing in the IRC channel, there by stimulating knowledge flow in the network. Our approach reveals a novel network skeleton, that more closely resembles the behavior of participants interacting online. We highlight bottlenecks to effective knowledge dissemination in the IRC, so that focused attention could be provided to communities with peculiar behavioral patterns. Additionally, we explore interesting research directions in augmenting the study of communication dynamics in the IRC., Comment: Extended journal version of IEEE paper accepted in "4th IEEE International Advance Computing Conference (IACC), India"

Massive Open Online Courses (MOOCs) offer a new scalable paradigm for e-learning by providing students with global exposure and opportunities for connecting and interacting with millions of people all around the world. Very often, students work as teams to effectively accomplish course related tasks. However, due to lack of face to face interaction, it becomes difficult for MOOC students to collaborate. Additionally, the instructor also faces challenges in manually organizing students into teams because students flock to these MOOCs in huge numbers. Thus, the proposed research is aimed at developing a robust methodology for dynamic team formation in MOOCs, the theoretical framework for which is grounded at the confluence of organizational team theory, social network analysis and machine learning. A prerequisite for such an undertaking is that we understand the fact that, each and every informal tie established among students offers the opportunities to influence and be influenced. Therefore, we aim to extract value from the inherent connectedness of students in the MOOC. These connections carry with them radical implications for the way students understand each other in the networked learning community. Our approach will enable course instructors to automatically group students in teams that have fairly balanced social connections with their peers, well defined in terms of appropriately selected qualitative and quantitative network metrics., Comment: In Proceedings of 5th IEEE International Conference on Application of Digital Information & Web Technologies (ICADIWT), India, February 2014 (6 pages, 3 figures)

With an expansive and ubiquitously available gold mine of educational data, Massive Open Online courses (MOOCs) have become the an important foci of learning analytics research. In this paper, we investigate potential reasons as to why are these digitalized learning repositories being plagued with huge attrition rates. We analyze an ongoing online course offered in Coursera using a social network perspective, with an objective to identify students who are actively participating in course discussions and those who are potentially at a risk of dropping off. We additionally perform extensive forum analysis to visualize student's posting patterns longitudinally. Our results provide insights that can assist educational designers in establishing a pedagogical basis for decision-making while designing MOOCs. We infer prominent characteristics about the participation patterns of distinct groups of students in the networked learning community, and effectively discover important discussion threads. These methods can, despite the otherwise prohibitive number of students involved, allow an instructor to leverage forum behavior to identify opportunities for support., Comment: 10 pages, 4 figures, 3 tables