As artificial intelligence (AI) becomes a prominent part of modern life, AI literacy is becoming important for all citizens, not just those in technology careers. Previous research in AI education materials has largely focused on the introduction of terminology as well as AI use cases and ethics, but few allow students to learn by creating their own machine learning models. Therefore, there is a need for enriching AI educational tools with more adaptable and flexible platforms for interested educators with any level of technical experience to utilize within their teaching material. As such, we propose the development of an open-source tool (Build-a-Bot) for students and teachers to not only create their own transformer-based chatbots based on their own course material, but also learn the fundamentals of AI through the model creation process. The primary concern of this paper is the creation of an interface for students to learn the principles of artificial intelligence by using a natural language pipeline to train a customized model to answer questions based on their own school curriculums. The model uses contexts given by their instructor, such as chapters of a textbook, to answer questions and is deployed on an interactive chatbot/voice agent. The pipeline teaches students data collection, data augmentation, intent recognition, and question answering by having them work through each of these processes while creating their AI agent, diverging from previous chatbot work where students and teachers use the bots as black-boxes with no abilities for customization or the bots lack AI capabilities, with the majority of dialogue scripts being rule-based. In addition, our tool is designed to make each step of this pipeline intuitive for students at a middle-school level. Further work primarily lies in providing our tool to schools and seeking student and teacher evaluations.

AI自然语言生成（NLG）是计算机系统从信息中生成可读性语言文本的过程。它可以成为人类创造性写作过程中不可或缺的一部分。重要的是，年轻人可以学会在主流教育中应用NLG，并为AI增强的写作工作和其他写作努力做好准备。为了探索学生如何将NLG应用于创意写作，我们在香港中学设计和实施了第一届人类创意写作竞赛。在本次比赛中，每个学生参与者都使用计算机生成并建立在开源语言模型上的学生自己的单词和单词，写了一篇关于500个字的短篇小说。我们为比赛设计了四个文本生成器，作为计算机的文本条目。此外，使用基于设计的研究，我们开发了七个研讨会，学生学会了与四个文本生成器一起编写并回答反思问题。在分析故事的四个学生的短篇小说和审判者的分数时，我们发现了学生使用的文本生成器单词的数量和类型的不同策略。一些策略似乎比其他策略更复杂。在分析学生的思考时，我们发现学生可以将文本生成器输入和输出描述为思想单位。此外，学生还展示了对文本生成器的偏好。他们在用文本生成器写作时表达了一系列感受。这些发现不仅为NLG的正规教育应用提供了设计含义，而且还提出了AI课程的教学策略。

Any organization needs to improve their products, services, and processes. In this context, engaging with customers and understanding their journey is essential. Organizations have leveraged various techniques and technologies to support customer engagement, from call centres to chatbots and virtual agents. Recently, these systems have used Machine Learning (ML) and Natural Language Processing (NLP) to analyze large volumes of customer feedback and engagement data. The goal is to understand customers in context and provide meaningful answers across various channels. Despite multiple advances in Conversational Artificial Intelligence (AI) and Recommender Systems (RS), it is still challenging to understand the intent behind customer questions during the customer journey. To address this challenge, in this paper, we study and analyze the recent work in Conversational Recommender Systems (CRS) in general and, more specifically, in chatbot-based CRS. We introduce a pipeline to contextualize the input utterances in conversations. We then take the next step towards leveraging reverse feature engineering to link the contextualized input and learning model to support intent recognition. Since performance evaluation is achieved based on different ML models, we use transformer base models to evaluate the proposed approach using a labelled dialogue dataset (MSDialogue) of question-answering interactions between information seekers and answer providers.

This study evaluated the ability of ChatGPT, a recently developed artificial intelligence (AI) agent, to perform high-level cognitive tasks and produce text that is indistinguishable from human-generated text. This capacity raises concerns about the potential use of ChatGPT as a tool for academic misconduct in online exams. The study found that ChatGPT is capable of exhibiting critical thinking skills and generating highly realistic text with minimal input, making it a potential threat to the integrity of online exams, particularly in tertiary education settings where such exams are becoming more prevalent. Returning to invigilated and oral exams could form part of the solution, while using advanced proctoring techniques and AI-text output detectors may be effective in addressing this issue, they are not likely to be foolproof solutions. Further research is needed to fully understand the implications of large language models like ChatGPT and to devise strategies for combating the risk of cheating using these tools. It is crucial for educators and institutions to be aware of the possibility of ChatGPT being used for cheating and to investigate measures to address it in order to maintain the fairness and validity of online exams for all students.

The advances in language-based Artificial Intelligence (AI) technologies applied to build educational applications can present AI for social-good opportunities with a broader positive impact. Across many disciplines, enhancing the quality of mathematics education is crucial in building critical thinking and problem-solving skills at younger ages. Conversational AI systems have started maturing to a point where they could play a significant role in helping students learn fundamental math concepts. This work presents a task-oriented Spoken Dialogue System (SDS) built to support play-based learning of basic math concepts for early childhood education. The system has been evaluated via real-world deployments at school while the students are practicing early math concepts with multimodal interactions. We discuss our efforts to improve the SDS pipeline built for math learning, for which we explore utilizing MathBERT representations for potential enhancement to the Natural Language Understanding (NLU) module. We perform an end-to-end evaluation using real-world deployment outputs from the Automatic Speech Recognition (ASR), Intent Recognition, and Dialogue Manager (DM) components to understand how error propagation affects the overall performance in real-world scenarios.

我们描述了对AI代理中既以人为本又基于设计的解释产生的立场。我们通过焦点小组的参与设计收集有关AI代理商的工作问题。我们通过任务方法知识模型捕获代理的设计，该模型明确指定了代理的任务和目标，以及它用于完成任务的机制，知识和词汇。我们通过在Skillsync中产生的解释来说明我们的方法，Skillsync是AI代理，该代理将公司和学院连接起来，以使工人提高和重新锻炼。特别是，我们在Skillsync中嵌入了一个名为AskJill的提问代理，AskJill在其中包含Skillsync设计的TMK模型。AskJill目前回答有关Skillsync任务和词汇的人类生成的问题，从而有助于解释其如何产生建议。

本文探讨了大语言模型的自然语言生成能力，并应用于编程课程中常见的两种学习资源类型。使用OpenAI Codex作为大语言模型，我们创建编程练习（包括示例解决方案和测试用例）和代码说明，从定性和定量上评估这些练习。我们的结果表明，大多数自动生成的内容既新颖又明智，在某些情况下可以按原样使用。在创建练习时，我们发现仅通过提供关键字作为模型输入来影响编程概念和它们所包含的上下文主题非常容易。我们的分析表明，大规模生成机器学习模型是指导者的工具，尽管仍然需要进行一些监督以确保生成的内容的质量在传递给学生之前。我们进一步讨论了OpenAI Codex和类似工具对入门编程教育的含义，并强调了未来的研究流，这些研究流有可能提高教师和学生的教育体验质量。

建立AI代理商可能是昂贵的。考虑一个问题应答代理，如Jill Watson，它根据他们的教学大纲和其他课程材料在线课程讨论论坛上自动回答学生的问题。在新的网上课程的教学大纲上训练吉尔可能需要一百小时或更长时间。机器教学 - 使用合成数据集的AI代理的交互式教学 - 可以减少培训时间，因为它结合了基于知识的AI，机器学习的优势，使用大型数据集，以及交互式人循环训练。我们描述了一个互动式机器教学代理的代理史密斯，这减少了按数量级训练新的网上课程训练吉尔的时间。

教育技术，以及他们部署的学校教育系统，制定了特定的意识形态，了解有关知识的重要事项以及学习者应该如何学习。作为人工智能技术 - 在教育和超越 - 可能导致边缘社区的不公平结果，已经制定了各种方法来评估和减轻AI的有害影响。然而，我们争辩于本文认为，在AI模型中的性能差异的基础上评估公平的主导范式是面对教育AI系统（RE）生产的系统性不公平。我们在批判理论和黑色女权主义奖学金中汲取了结构性不公正的镜头，以批判性地审查了几个普遍研究的和广泛采用的教育AI类别，并探讨了他们如何融入和重现结构不公正和不公平的历史遗产和不公平的历史遗产。他们模型绩效的奇偶阶段。我们关闭了替代愿景，为教育ai提供更公平的未来。

This paper provides an introductory survey to GPT-3. We cover some of the historical development behind this technology, some of the key features of GPT-3, and discuss the machine learning model and the datasets used. We survey both academic and commercial efforts applying GPT-3 in diverse domains such as developing conversational AI chatbots, software development, creative work, domain knowledge, and business productivity. We discuss some of the challenges that GPT-3 faces such as the problems of training complexity, bias, and hallucination/incorrect answers. We also discuss the future research opportunities in this area.

近期和快速转变为大流行迅速的数字学习，也受到数字工具和平台无处不在的可用性的影响，使数字学习更加接近。扩展数字学习和教学中最困难的部分中的一个积分和一个是能够评估学习者的知识和能力。教育者可以录制讲座或创造数字内容，可以传递到数千名学习者，但评估学习者是非常耗时的。在本文中，我们提出了基于人工智能（AI）的解决方案，即VidVersityQG，用于自动从预先记录的视频讲座产生问题。基于从视频推断的上下文和语义信息，该解决方案可以自动生成不同类型的评估问题（包括短答案，多项选择，真/假并填写空白问题）。所提出的解决方案采用以人为本的方法，其中教师提供了修改/编辑任何AI生成的问题的能力。这种方法鼓励教师参与教育的使用和实施教育。评估了基于AI的解决方案，以便通过我们的行业合作伙伴Vidversity提供给我们的多个域名的经验丰富的教学专业人员和117名教育视频的准确性。 VidVersityQG解决方案显示有希望自动从视频产生高质量问题，从而大大减少了在手动问题中为教育工作者的时间和精力。

机器学习（ML）技术在教育方面越来越普遍，从预测学生辍学，到协助大学入学以及促进MOOC的兴起。考虑到这些新颖用途的快速增长，迫切需要调查ML技术如何支持长期以来的教育原则和目标。在这项工作中，我们阐明了这一复杂的景观绘制，以对教育专家的访谈进行定性见解。这些访谈包括对过去十年中著名应用ML会议上发表的ML教育（ML4ED）论文的深入评估。我们的中心研究目标是批判性地研究这些论文的陈述或暗示教育和社会目标如何与他们解决的ML问题保持一致。也就是说，技术问题的提出，目标，方法和解释结果与手头的教育问题保持一致。我们发现，在ML生命周期的两个部分中存在跨学科的差距，并且尤其突出：从教育目标和将预测转换为干预措施的ML问题的提出。我们使用这些见解来提出扩展的ML生命周期，这也可能适用于在其他领域中使用ML。我们的工作加入了越来越多的跨教育和ML研究的荟萃分析研究，以及对ML社会影响的批判性分析。具体而言，它填补了对机器学习的主要技术理解与与学生合作和政策合作的教育研究人员的观点之间的差距。

非洲的学生与教师比例很高，这限制了学生与老师的访问。因此，学生努力获取问题的答案。在这项工作中，我们扩展了我们以前的AI助教助理的Kwame，将其改编成科学教育，并将其部署为Web应用程序。科学的夸梅（Kwame）根据西非高级中学证书考试（WASSCE）的综合科学主题回答学生的问题。 Kwame for Science是一个基于句子的问题，提问的Web应用程序，显示3段作为答案以及回答科学问题的信心分数。此外，除3段外，它还显示了前5个相关的考试问题及其答案。我们对2.5周的现实部署对Kwame科学的初步评估显示，在11个国家 /地区的190个用户中，前3个准确性为87.5％（n = 56）。夸梅的科学将使在非洲的数百万人中提供可扩展，成本效益和优质的远程教育。

我们提出了Tacobot，这是为首届Alexa Prive Taskbot Challenge构建的面向任务的对话系统，该系统可帮助用户完成多步骤烹饪和家庭装修任务。Tacobot的设计采用以用户为中心的原则，并渴望提供协作且易于访问的对话体验。为此，它具有准确的语言理解，灵活的对话管理和引人入胜的响应生成。此外，Tacobot还以强大的搜索引擎和自动化的端到端测试套件为支持。在引导Tacobot的开发中，我们探索了一系列数据增强策略，以训练先进的神经语言处理模型，并通过收集的真实对话不断改善对话经验。在半决赛结束时，Tacobot的平均评分为3.55/5.0。

会话人工智能（Convai）系统最近吸引了许多学术和商业关注，在两端都取得了重大进展。但是，现有的工作讨论了如何在现实世界应用中开发和部署这些系统的社会益处，具有全面的案例研究和利弊分析。在本文中，我们简要介绍了社区对更好的康沃系统的进展，并反思现有技术如何帮助推进来自各种角度的社会良好举措，这些角度是社区中的共同知识。我们进一步讨论了Convai System以更好地帮助我们实现这些目标的挑战，并突出了其在现实世界中开发和部署所涉及的风险。

The goal of building dialogue agents that can converse with humans naturally has been a long-standing dream of researchers since the early days of artificial intelligence. The well-known Turing Test proposed to judge the ultimate validity of an artificial intelligence agent on the indistinguishability of its dialogues from humans'. It should come as no surprise that human-level dialogue systems are very challenging to build. But, while early effort on rule-based systems found limited success, the emergence of deep learning enabled great advance on this topic. In this thesis, we focus on methods that address the numerous issues that have been imposing the gap between artificial conversational agents and human-level interlocutors. These methods were proposed and experimented with in ways that were inspired by general state-of-the-art AI methodologies. But they also targeted the characteristics that dialogue systems possess.

In this chapter, we review and discuss the transformation of AI technology in HCI/UX work and assess how AI technology will change how we do the work. We first discuss how AI can be used to enhance the result of user research and design evaluation. We then discuss how AI technology can be used to enhance HCI/UX design. Finally, we discuss how AI-enabled capabilities can improve UX when users interact with computing systems, applications, and services.

We are currently unable to specify human goals and societal values in a way that reliably directs AI behavior. Law-making and legal interpretation form a computational engine that converts opaque human values into legible directives. "Law Informs Code" is the research agenda capturing complex computational legal processes, and embedding them in AI. Similar to how parties to a legal contract cannot foresee every potential contingency of their future relationship, and legislators cannot predict all the circumstances under which their proposed bills will be applied, we cannot ex ante specify rules that provably direct good AI behavior. Legal theory and practice have developed arrays of tools to address these specification problems. For instance, legal standards allow humans to develop shared understandings and adapt them to novel situations. In contrast to more prosaic uses of the law (e.g., as a deterrent of bad behavior through the threat of sanction), leveraged as an expression of how humans communicate their goals, and what society values, Law Informs Code. We describe how data generated by legal processes (methods of law-making, statutory interpretation, contract drafting, applications of legal standards, legal reasoning, etc.) can facilitate the robust specification of inherently vague human goals. This increases human-AI alignment and the local usefulness of AI. Toward society-AI alignment, we present a framework for understanding law as the applied philosophy of multi-agent alignment. Although law is partly a reflection of historically contingent political power - and thus not a perfect aggregation of citizen preferences - if properly parsed, its distillation offers the most legitimate computational comprehension of societal values available. If law eventually informs powerful AI, engaging in the deliberative political process to improve law takes on even more meaning.

在智能辅导系统中生成提示的现有工作（ITS）主要集中在手动和非个人反馈上。在这项工作中，我们探索了ITS中的个性化反馈作为个性化反馈。我们的个性化反馈可以在学生答案中查明正确，错误或缺失的短语，并通过提出自然语言问题来指导他们正确答案。我们的方法结合了因果分析，以使用基于文本相似性的NLP变压器模型来分解学生答案，以识别正确和不正确或缺失的零件。我们培训了一些弹药的神经问题生成和问题重新排序模型，以显示解决学生答案中缺少的组件的问题，这些组件使学生朝着正确的答案迈进。在基于真实对话的ITS测试时，我们的模型在学生学习的增长方面大大优于简单和强大的基线。最后，我们表明我们个性化的纠正反馈系统有可能改善生成的问答系统。

Mathematical reasoning is a fundamental aspect of human intelligence and is applicable in various fields, including science, engineering, finance, and everyday life. The development of artificial intelligence (AI) systems capable of solving math problems and proving theorems has garnered significant interest in the fields of machine learning and natural language processing. For example, mathematics serves as a testbed for aspects of reasoning that are challenging for powerful deep learning models, driving new algorithmic and modeling advances. On the other hand, recent advances in large-scale neural language models have opened up new benchmarks and opportunities to use deep learning for mathematical reasoning. In this survey paper, we review the key tasks, datasets, and methods at the intersection of mathematical reasoning and deep learning over the past decade. We also evaluate existing benchmarks and methods, and discuss future research directions in this domain.