Uzay Macar

Blake Castleman, Uzay Macar, Ansaf Salleb-Aouissi

Remote education has proliferated in the twenty-first century, yielding rise to intelligent tutoring systems. In particular, research has found multi-armed bandit (MAB) intelligent tutors to have notable abilities in traversing the exploration-exploitation trade-off landscape for student problem recommendations. Prior literature, however, contains a significant lack of open-sourced MAB intelligent tutors, which impedes potential applications of these educational MAB recommendation systems. In this paper, we combine recent literature on MAB intelligent tutoring techniques into an open-sourced and simply deployable hierarchical MAB algorithm, capable of progressing students concurrently through concepts and problems, determining ideal recommended problem difficulties, and assessing latent memory decay. We evaluate our algorithm using simulated groups of 500 students, utilizing Bayesian Knowledge Tracing to estimate students' content mastery. Results suggest that our algorithm, when turned difficulty-agnostic, significantly boosts student success, and that the further addition of problem-difficulty adaptation notably improves this metric.

Uzay Macar, Paul C. Bogdan, Senthooran Rajamanoharan et al.

Most work interpreting reasoning models studies only a single chain-of-thought (CoT), yet these models define distributions over many possible CoTs. We argue that studying a single sample is inadequate for understanding causal influence and the underlying computation. Though fully specifying this distribution is intractable, it can be understood by sampling. We present case studies using resampling to investigate model decisions. First, when a model states a reason for its action, does that reason actually cause the action? In "agentic misalignment" scenarios, we resample specific sentences to measure their downstream effects. Self-preservation sentences have small causal impact, suggesting they do not meaningfully drive blackmail. Second, are artificial edits to CoT sufficient for steering reasoning? These are common in literature, yet take the model off-policy. Resampling and selecting a completion with the desired property is a principled on-policy alternative. We find off-policy interventions yield small and unstable effects compared to resampling in decision-making tasks. Third, how do we understand the effect of removing a reasoning step when the model may repeat it post-edit? We introduce a resilience metric that repeatedly resamples to prevent similar content from reappearing downstream. Critical planning statements resist removal but have large effects when eliminated. Fourth, since CoT is sometimes "unfaithful", can our methods teach us anything in these settings? Adapting causal mediation analysis, we find that hints that have a causal effect on the output without being explicitly mentioned exert a subtle and cumulative influence on the CoT that persists even if the hint is removed. Overall, studying distributions via resampling enables reliable causal analysis, clearer narratives of model reasoning, and principled CoT interventions.

Uzay Macar, Enamundram Naga Karthik, Charley Gros et al.

This paper gives a detailed description of the pipelines used for the 2nd edition of the MICCAI 2021 Challenge on Multiple Sclerosis Lesion Segmentation. An overview of the data preprocessing steps applied is provided along with a brief description of the pipelines used, in terms of the architecture and the hyperparameters. Our code for this work can be found at: https://github.com/ivadomed/ms-challenge-2021.

Uzay Macar, Blake Castleman, Noah Mauchly et al.

Artificial intelligence (AI) stands out as a game-changer in today's technology landscape. However, the integration of AI education in classroom curricula currently lags behind, leaving teenagers inadequately prepared for an imminent AI-driven future. In this pilot study, we designed a three-day bootcamp offered in the summer of 2023 to a cohort of 60 high school students. The curriculum was delivered in person through animated video content, easy-to-follow slides, interactive playgrounds, and quizzes. These were packaged in the early version of an online learning platform we are developing. Results from the post-bootcamp survey conveyed a 91.4% overall satisfaction. Despite the short bootcamp duration, 88.5% and 71.4% of teenagers responded that they had an improved understanding of AI concepts and programming, respectively. Overall, we found that employing diverse modalities effectively engaged students, and building foundational modules proved beneficial for introducing more complex topics. Furthermore, using Google Colab notebooks for coding assignments proved challenging to most students. Students' activity on the platform and their answers to quizzes showed proficient engagement and a grasp of the material. Our results strongly highlight the need for compelling and accessible AI education methods for the next generation and the potential for informal learning to fill the gap of providing early AI education to teenagers.