Kyriakos Sgarbas

h-index34
2papers

2 Papers

6.4AIApr 29
Auto-Relational Reasoning

Ioannis Konstantoulas, Dimosthenis Tsimas, Pavlos Peppas et al.

Background & Objectives: In the last decade, Machine learning research has grown rapidly, but large models are reaching their soft limits demonstrating diminishing returns and still lack solid reasoning abilities. These limits could be surpassed through synergistic combination of Machine Learning scalability and rigid reasoning. Methods: In this work, we propose a theoretical framework for reasoning through object-relations in an automated manner integrated with Artificial Neural Networks. We present a formal analysis of the Reasoning, and we show the theory in practice through a paradigm integrating Reasoning and Machine Learning. Results: This paradigm is a system that solves Intelligence Quotient problems without any prior knowledge of the problem. Our system achieves 98.03% solving rate corresponding to the top 1% percentile or 132-144 iq score. This result is only limited by the small size of the model and the processing capabilities of the machine it run on. Conclusions: With the integration of prior knowledge in the system and the expansion of the dataset, the system can be generalized to solve a large category of problems. The functionality of the system inherently favors the solution of such problems in few-shot or zero-shot attempts.

CYAug 7, 2025
Teaching Introduction to Programming in the times of AI: A case study of a course re-design

Nikolaos Avouris, Kyriakos Sgarbas, George Caridakis et al.

The integration of AI tools into programming education has become increasingly prevalent in recent years, transforming the way programming is taught and learned. This paper provides a review of the state-of-the-art AI tools available for teaching and learning programming, particularly in the context of introductory courses. It highlights the challenges on course design, learning objectives, course delivery and formative and summative assessment, as well as the misuse of such tools by the students. We discuss ways of re-designing an existing course, re-shaping assignments and pedagogy to address the current AI technologies challenges. This example can serve as a guideline for policies for institutions and teachers involved in teaching programming, aiming to maximize the benefits of AI tools while addressing the associated challenges and concerns.