Richard M. Tong

Tianlong Xu, Richard Tong, Jing Liang et al.

With the advent of foundation models like ChatGPT, educators are excited about the transformative role that AI might play in propelling the next education revolution. The developing speed and the profound impact of foundation models in various industries force us to think deeply about the changes they will make to education, a domain that is critically important for the future of humans. In this paper, we discuss the strengths of foundation models, such as personalized learning, education inequality, and reasoning capabilities, as well as the development of agent architecture tailored for education, which integrates AI agents with pedagogical frameworks to create adaptive learning environments. Furthermore, we highlight the risks and opportunities of AI overreliance and creativity. Lastly, we envision a future where foundation models in education harmonize human and AI capabilities, fostering a dynamic, inclusive, and adaptive educational ecosystem.

Richard Tong, Haoyang Li, Joleen Liang et al.

The adoption of Artificial Intelligence in Education (AIED) holds the promise of revolutionizing educational practices by offering personalized learning experiences, automating administrative and pedagogical tasks, and reducing the cost of content creation. However, the lack of standardized practices in the development and deployment of AIED solutions has led to fragmented ecosystems, which presents challenges in interoperability, scalability, and ethical governance. This article aims to address the critical need to develop and implement industry standards in AIED, offering a comprehensive analysis of the current landscape, challenges, and strategic approaches to overcome these obstacles. We begin by examining the various applications of AIED in various educational settings and identify key areas lacking in standardization, including system interoperability, ontology mapping, data integration, evaluation, and ethical governance. Then, we propose a multi-tiered framework for establishing robust industry standards for AIED. In addition, we discuss methodologies for the iterative development and deployment of standards, incorporating feedback loops from real-world applications to refine and adapt standards over time. The paper also highlights the role of emerging technologies and pedagogical theories in shaping future standards for AIED. Finally, we outline a strategic roadmap for stakeholders to implement these standards, fostering a cohesive and ethical AIED ecosystem. By establishing comprehensive industry standards, such as those by IEEE Artificial Intelligence Standards Committee (AISC) and International Organization for Standardization (ISO), we can accelerate and scale AIED solutions to improve educational outcomes, ensuring that technological advances align with the principles of inclusivity, fairness, and educational excellence.

Fangli Xu, Lingfei Wu, KP Thai et al.

Automatic analysis of teacher and student interactions could be very important to improve the quality of teaching and student engagement. However, despite some recent progress in utilizing multimodal data for teaching and learning analytics, a thorough analysis of a rich multimodal dataset coming for a complex real learning environment has yet to be done. To bridge this gap, we present a large-scale MUlti-modal Teaching and Learning Analytics (MUTLA) dataset. This dataset includes time-synchronized multimodal data records of students (learning logs, videos, EEG brainwaves) as they work in various subjects from Squirrel AI Learning System (SAIL) to solve problems of varying difficulty levels. The dataset resources include user records from the learner records store of SAIL, brainwave data collected by EEG headset devices, and video data captured by web cameras while students worked in the SAIL products. Our hope is that by analyzing real-world student learning activities, facial expressions, and brainwave patterns, researchers can better predict engagement, which can then be used to improve adaptive learning selection and student learning outcomes. An additional goal is to provide a dataset gathered from real-world educational activities versus those from controlled lab environments to benefit the educational learning community.

Richard M. Tong, Lee A. Appelbaum, D. G. Shapiro

The purpose of this paper is to report on the most recent developments in our ongoing investigation of the representation and manipulation of uncertainty in automated reasoning systems. In our earlier studies (Tong and Shapiro, 1985) we described a series of experiments with RUBRIC (Tong et al., 1985), a system for full-text document retrieval, that generated some interesting insights into the effects of choosing among a class of scalar valued uncertainty calculi. [n order to extend these results we have begun a new series of experiments with a larger class of representations and calculi, and to help perform these experiments we have developed a general purpose inference engine.

Richard M. Tong, Lee A. Appelbaum

In our previous series of studies to investigate the role of evidential reasoning in the RUBRIC system for full-text document retrieval (Tong et al., 1985; Tong and Shapiro, 1985; Tong and Appelbaum, 1987), we identified the important role that problem structure plays in the overall performance of the system. In this paper, we focus on these structural elements (which we now call "semantic structure") and show how explicit consideration of their properties reduces what previously were seen as difficult evidential reasoning problems to more tractable questions.

Robert Fung, S. L. Crawford, Lee A. Appelbaum et al.

While concept-based methods for information retrieval can provide improved performance over more conventional techniques, they require large amounts of effort to acquire the concepts and their qualitative and quantitative relationships. This paper discusses an architecture for probabilistic concept-based information retrieval which addresses the knowledge acquisition problem. The architecture makes use of the probabilistic networks technology for representing and reasoning about concepts and includes a knowledge acquisition component which partially automates the construction of concept knowledge bases from data. We describe two experiments that apply the architecture to the task of retrieving documents about terrorism from a set of documents from the Reuters news service. The experiments provide positive evidence that the architecture design is feasible and that there are advantages to concept-based methods.