Siyuan Liu

Zehui Dong, Wenjing Liu, Siyuan Liu et al.

Federated Semi-supervised Learning (FSSL) combines techniques from both fields of federated and semi-supervised learning to improve the accuracy and performance of models in a distributed environment by using a small fraction of labeled data and a large amount of unlabeled data. Without the need to centralize all data in one place for training, it collect updates of model training after devices train models at local, and thus can protect the privacy of user data. However, during the federal training process, some of the devices fail to collect enough data for local training, while new devices will be included to the group training. This leads to an unbalanced global data distribution and thus affect the performance of the global model training. Most of the current research is focusing on class imbalance with a fixed number of classes, while little attention is paid to data imbalance with a variable number of classes. Therefore, in this paper, we propose Federated Semi-supervised Learning for Class Variable Imbalance (FCVI) to solve class variable imbalance. The class-variable learning algorithm is used to mitigate the data imbalance due to changes of the number of classes. Our scheme is proved to be significantly better than baseline methods, while maintaining client privacy.

Shengxin Hong, Chang Cai, Sixuan Du et al.

Interactive feedback, where feedback flows in both directions between teacher and student, is more effective than traditional one-way feedback. However, it is often too time-consuming for widespread use in educational practice. While Large Language Models (LLMs) have potential for automating feedback, they struggle with reasoning and interaction in an interactive setting. This paper introduces CAELF, a Contestable AI Empowered LLM Framework for automating interactive feedback. CAELF allows students to query, challenge, and clarify their feedback by integrating a multi-agent system with computational argumentation. Essays are first assessed by multiple Teaching-Assistant Agents (TA Agents), and then a Teacher Agent aggregates the evaluations through formal reasoning to generate feedback and grades. Students can further engage with the feedback to refine their understanding. A case study on 500 critical thinking essays with user studies demonstrates that CAELF significantly improves interactive feedback, enhancing the reasoning and interaction capabilities of LLMs. This approach offers a promising solution to overcoming the time and resource barriers that have limited the adoption of interactive feedback in educational settings.