Johannes Langer

Lun Ai, Johannes Langer, Stephen H. Muggleton et al.

The topic of comprehensibility of machine-learned theories has recently drawn increasing attention. Inductive Logic Programming (ILP) uses logic programming to derive logic theories from small data based on abduction and induction techniques. Learned theories are represented in the form of rules as declarative descriptions of obtained knowledge. In earlier work, the authors provided the first evidence of a measurable increase in human comprehension based on machine-learned logic rules for simple classification tasks. In a later study, it was found that the presentation of machine-learned explanations to humans can produce both beneficial and harmful effects in the context of game learning. We continue our investigation of comprehensibility by examining the effects of the ordering of concept presentations on human comprehension. In this work, we examine the explanatory effects of curriculum order and the presence of machine-learned explanations for sequential problem-solving. We show that 1) there exist tasks A and B such that learning A before B has a better human comprehension with respect to learning B before A and 2) there exist tasks A and B such that the presence of explanations when learning A contributes to improved human comprehension when subsequently learning B. We propose a framework for the effects of sequential teaching on comprehension based on an existing definition of comprehensibility and provide evidence for support from data collected in human trials. Empirical results show that sequential teaching of concepts with increasing complexity a) has a beneficial effect on human comprehension and b) leads to human re-discovery of divide-and-conquer problem-solving strategies, and c) studying machine-learned explanations allows adaptations of human problem-solving strategy with better performance.

Zeynep G. Saribatur, Johannes Langer, Ute Schmid

Explanations are central to human cognition, yet AI systems often produce outputs that are difficult to understand. While symbolic AI offers a transparent foundation for interpretability, raw logical traces often impose a high extraneous cognitive load. We investigate how formal abstractions, specifically removal and clustering, impact human reasoning performance and cognitive effort. Utilizing Answer Set Programming (ASP) as a formal framework, we define a notion of irrelevant details to be abstracted over to obtain simplified explanations. Our cognitive experiments, in which participants classified stimuli across domains with explanations derived from an answer set program, show that clustering details significantly improve participants' understanding, while removal of details significantly reduce cognitive effort, supporting the hypothesis that abstraction enhances human-centered symbolic explanations.

Lun Ai, Johannes Langer, Ute Schmid et al.

Ultra Strong Machine Learning (USML) refers to symbolic learning systems that not only improve their own performance but can also teach their acquired knowledge to quantifiably improve human performance. In this work, we present LENS (Logic Programming Explanation via Neural Summarisation), a neuro-symbolic method that combines symbolic program synthesis with large language models (LLMs) to automate the explanation of machine-learned logic programs in natural language. LENS addresses a key limitation of prior USML approaches by replacing hand-crafted explanation templates with scalable automated generation. Through systematic evaluation using multiple LLM judges and human validation, we demonstrate that LENS generates superior explanations compared to direct LLM prompting and hand-crafted templates. To investigate whether LENS can teach transferable active learning strategies, we carried out a human learning experiment across three related domains. Our results show no significant human performance improvements, suggesting that comprehensive LLM responses may overwhelm users for simpler problems rather than providing learning support. Our work provides a solid foundation for building effective USML systems to support human learning. The source code is available on: https://github.com/lun-ai/LENS.git.

Céline Hocquette, Johannes Langer, Andrew Cropper et al.

The goal of inductive program synthesis is for a machine to automatically generate a program from user-supplied examples. A key underlying assumption is that humans can provide sufficient examples to teach a concept to a machine. To evaluate the validity of this assumption, we conduct a study where human participants provide examples for six programming concepts, such as finding the maximum element of a list. We evaluate the generalisation performance of five program synthesis systems trained on input-output examples (i) from non-expert humans, (ii) from a human expert, and (iii) randomly sampled. Our results suggest that non-experts typically do not provide sufficient examples for a program synthesis system to learn an accurate program.