Why probability probably doesn’t exist (but it is useful to act like it does)
www.nature.com/articles/d41586-024-04096-5 🙂
Aviary: training language agents on challenging scientific tasks
Solving complex real-world tasks requires cycles of actions and observations. This is particularly true in science, where tasks require many cycles of analysis, tool use, and experimentation. Language agents are promising for automating intellectual tasks in science because they can … Continued
Beyond the Hype: A Comprehensive Review of Current Trends in Generative AI Research, Teaching Practices, and Tools
Generative AI (GenAI) is advancing rapidly, and the literature in computing education is expanding almost as quickly. Initial responses to GenAI tools were mixed between panic and utopian optimism. Many were fast to point out the opportunities and challenges of … Continued
Challenges in Guardrailing Large Language Models for Science
The rapid development in large language models (LLMs) has transformed the landscape of natural language processing and understanding (NLP/NLU), offering significant benefits across various domains. However, when applied to scientific research, these powerful models exhibit critical failure modes related to … Continued
Cultural Evolution of Cooperation among LLM Agents
Large language models (LLMs) provide a compelling foundation for building generally-capable AI agents. These agents may soon be deployed at scale in the real world, representing the interests of individual humans (e.g., AI assistants) or groups of humans (e.g., AI-accelerated … Continued
A Systematic Review of Knowledge Tracing and Large Language Models in Education: Opportunities, Issues, and Future Research
Knowledge Tracing (KT) is a research field that aims to estimate a student’s knowledge state through learning interactions-a crucial component of Intelligent Tutoring Systems (ITSs). Despite significant advancements, no current KT models excel in both predictive accuracy and interpretability. Meanwhile, … Continued
Unifying AI Tutor Evaluation: An Evaluation Taxonomy for Pedagogical Ability Assessment of LLM-Powered AI Tutors
In this paper, we investigate whether current state-of-the-art large language models (LLMs) are effective as AI tutors and whether they demonstrate pedagogical abilities necessary for good AI tutoring in educational dialogues. Previous efforts towards evaluation have been limited to subjective … Continued
Beware of Metacognitive Laziness: Effects of Generative Artificial Intelligence on Learning Motivation, Processes, and Performance
With the continuous development of technological and educational innovation, learners nowadays can obtain a variety of support from agents such as teachers, peers, education technologies, and recently, generative artificial intelligence such as ChatGPT. The concept of hybrid intelligence is still … Continued
Open Qualitative Research: A Primer from UKRN
The UNESCO Recommendations for Open Science define it as an inclusive framework that integrates movements and practices aimed at making multilingual scientific knowledge openly accessible, reusable, and collaborative for the benefit of science and society. This approach emphasizes transparency, collaboration, … Continued
Consensus-based Checklist for Assessing Scientific Objectivity
Objectivity is widely regarded as crucial for scientific practice, yet it remains poorly understood in scientific methodology and, as a result, has limited impact on research practices. Building on recent developments in the philosophy of science, we have created a … Continued