Manh Hung Nguyen

Manh Hung Nguyen, Lisheng Sun, Nathan Grinsztajn et al.

Meta-learning from learning curves is an important yet often neglected research area in the Machine Learning community. We introduce a series of Reinforcement Learning-based meta-learning challenges, in which an agent searches for the best suited algorithm for a given dataset, based on feedback of learning curves from the environment. The first round attracted participants both from academia and industry. This paper analyzes the results of the first round (accepted to the competition program of WCCI 2022), to draw insights into what makes a meta-learner successful at learning from learning curves. With the lessons learned from the first round and the feedback from the participants, we have designed the second round of our challenge with a new protocol and a new meta-dataset. The second round of our challenge is accepted at the AutoML-Conf 2022 and currently ongoing .

Manh Hung Nguyen, Sebastian Tschiatschek, Adish Singla

Student modeling is central to many educational technologies as it enables predicting future learning outcomes and designing targeted instructional strategies. However, open-ended learning domains pose challenges for accurately modeling students due to the diverse behaviors and a large space of possible misconceptions. To approach these challenges, we explore the application of large language models (LLMs) for in-context student modeling in open-ended learning domains. More concretely, given a particular student's attempt on a reference task as observation, the objective is to synthesize the student's attempt on a target task. We introduce a novel framework, LLM for Student Synthesis (LLM-SS), that leverages LLMs for synthesizing a student's behavior. Our framework can be combined with different LLMs; moreover, we fine-tune LLMs to boost their student modeling capabilities. We instantiate several methods based on LLM-SS framework and evaluate them using an existing benchmark, StudentSyn, for student attempt synthesis in a visual programming domain. Experimental results show that our methods perform significantly better than the baseline method NeurSS provided in the StudentSyn benchmark. Furthermore, our method using a fine-tuned version of the GPT-3.5 model is significantly better than using the base GPT-3.5 model and gets close to human tutors' performance.

Hoang Viet Nguyen, Manh Hung Nguyen, Hoang Ta et al.

Quantum error correction is a key ingredient for large scale quantum computation, protecting logical information from physical noise by encoding it into many physical qubits. Topological stabilizer codes are particularly appealing due to their geometric locality and practical relevance. In these codes, stabilizer measurements yield a syndrome that must be decoded into a recovery operation, making decoding a central bottleneck for scalable real time operation. Existing decoders are commonly classified into two categories. Classical algorithmic decoders provide strong and well established baselines, but may incur substantial computational overhead at large code distances or under stringent latency constraints. Machine learning based decoders offer fast GPU inference and flexible function approximation, yet many approaches do not explicitly exploit the lattice geometry and local structure of topological codes, which can limit performance. In this work, we propose QuantumSMoE, a quantum vision transformer based decoder that incorporates code structure through plus shaped embeddings and adaptive masking to capture local interactions and lattice connectivity, and improves scalability via a mixture of experts layer with a novel auxiliary loss. Experiments on the toric code demonstrate that QuantumSMoE outperforms state-of-the-art machine learning decoders as well as widely used classical baselines.

Manh Hung Nguyen, Adish Singla

Large language models (LLMs) have significant potential for generating educational questions and problems, enabling educators to create large-scale learning materials. However, LLMs are fundamentally limited by the ``Artificial Hivemind'' effect, where they generate similar responses within the same model and produce homogeneous outputs across different models. As a consequence, students may be exposed to overly similar and repetitive LLM-generated problems, which harms diversity of thought. Drawing inspiration from Wallas's theory of creativity and Guilford's framework of divergent-convergent thinking, we propose CreativeDC, a two-phase prompting method that explicitly scaffolds the LLM's reasoning into distinct phases. By decoupling creative exploration from constraint satisfaction, our method enables LLMs to explore a broader space of ideas before committing to a final problem. We evaluate CreativeDC for creative problem generation using a comprehensive set of metrics that capture diversity, novelty, and utility. The results show that CreativeDC achieves significantly higher diversity and novelty compared to baselines while maintaining high utility. Moreover, scaling analysis shows that CreativeDC generates a larger effective number of distinct problems as more are sampled, increasing at a faster rate than baseline methods.

Manh Hung Nguyen, Victor-Alexandru Pădurean, Alkis Gotovos et al.

Generative AI is transforming computing education by enabling the automatic generation of personalized content and feedback. We investigate its capabilities in providing high-quality programming tasks to students. Despite promising advancements in task generation, a quality gap remains between AI-generated and expert-created tasks. The AI-generated tasks may not align with target programming concepts, could be incomprehensible to students, or may contain critical issues such as incorrect tests. Existing works often require interventions from human teachers for validation. We address these challenges by introducing PyTaskSyn, a novel synthesis technique that first generates a programming task and then decides whether it meets certain quality criteria to be given to students. The key idea is to break this process into multiple stages performed by expert and student agents simulated using both strong and weaker generative models. Through extensive evaluation, we show that PyTaskSyn significantly improves task quality compared to baseline techniques and showcases the importance of each specialized agent type in our validation pipeline. Additionally, we conducted user studies using our publicly available web application and show that PyTaskSyn can deliver high-quality programming tasks comparable to expert-designed ones while reducing workload and costs, and being more engaging than programming tasks that are available in online resources.

Manh Hung Nguyen, Sebastian Tschiatschek, Adish Singla

The difficulty and expense of obtaining large-scale human responses make Large Language Models (LLMs) an attractive alternative and a promising proxy for human behavior. However, prior work shows that LLMs often produce homogeneous outputs that fail to capture the rich diversity of human perspectives and behaviors. Thus, rather than trying to capture this diversity with a single LLM agent, we propose a novel framework to construct a set of agents that collectively capture the diversity of a given human population. Each agent is an LLM whose behavior is steered by conditioning on a small set of human demonstrations (task-response pairs) through in-context learning. The central challenge is therefore to select a representative set of LLM agents from the exponentially large space of possible agents. We tackle this selection problem from the lens of submodular optimization. In particular, we develop methods that offer different trade-offs regarding time complexity and performance guarantees. Extensive experiments in crowdsourcing and educational domains demonstrate that our approach constructs agents that more effectively represent human populations compared to baselines. Moreover, behavioral analyses on new tasks show that these agents reproduce the behavior patterns and perspectives of the students and annotators they are designed to represent.