The Imitation Game for Educational AI

As artificial intelligence systems become increasingly prevalent in education, a fundamental challenge emerges: how can we verify if an AI truly understands how students think and reason? Traditional evaluation methods like measuring learning gains require lengthy studies confounded by numerous variables. We present a novel evaluation framework based on a two-phase Turing-like test. In Phase 1, students provide open-ended responses to questions, revealing natural misconceptions. In Phase 2, both AI and human experts, conditioned on each student's specific mistakes, generate distractors for new related questions. By analyzing whether students select AI-generated distractors at rates similar to human expert-generated ones, we can validate if the AI models student cognition. We prove this evaluation must be conditioned on individual responses - unconditioned approaches merely target common misconceptions. Through rigorous statistical sampling theory, we establish precise requirements for high-confidence validation. Our research positions conditioned distractor generation as a probe into an AI system's fundamental ability to model student thinking - a capability that enables adapting tutoring, feedback, and assessments to each student's specific needs.

Do LLMs Make Mistakes Like Students? Exploring Natural Alignment between Language Models and Human Error Patterns

Large Language Models (LLMs) have demonstrated remarkable capabilities in various educational tasks, yet their alignment with human learning patterns, particularly in predicting which incorrect options students are most likely to select in multiple-choice questions (MCQs), remains underexplored. Our work investigates the relationship between LLM generation likelihood and student response distributions in MCQs with a specific focus on distractor selections. We collect a comprehensive dataset of MCQs with real-world student response distributions to explore two fundamental research questions: (1). RQ1 - Do the distractors that students more frequently select correspond to those that LLMs assign higher generation likelihood to? (2). RQ2 - When an LLM selects a incorrect choice, does it choose the same distractor that most students pick? Our experiments reveals moderate correlations between LLM-assigned probabilities and student selection patterns for distractors in MCQs. Additionally, when LLMs make mistakes, they are more likley to select the same incorrect answers that commonly mislead students, which is a pattern consistent across both small and large language models. Our work provides empirical evidence that despite LLMs' strong performance on generating educational content, there remains a gap between LLM's underlying reasoning process and human cognitive processes in identifying confusing distractors. Our findings also have significant implications for educational assessment development. The smaller language models could be efficiently utilized for automated distractor generation as they demonstrate similar patterns in identifying confusing answer choices as larger language models. This observed alignment between LLMs and student misconception patterns opens new opportunities for generating high-quality distractors that complement traditional human-designed distractors.

Estimating the Number and Locations of Boundaries in Reverberant Environments with Deep Learning

Underwater acoustic environment estimation is a challenging but important task for remote sensing scenarios. Current estimation methods require high signal strength and a solution to the fragile echo labeling problem to be effective. In previous publications, we proposed a general deep learning-based method for two-dimensional environment estimation which outperformed the state-of-the-art, both in simulation and in real-life experimental settings. A limitation of this method was that some prior information had to be provided by the user on the number and locations of the reflective boundaries, and that its neural networks had to be re-trained accordingly for different environments. Utilizing more advanced neural network and time delay estimation techniques, the proposed improved method no longer requires prior knowledge the number of boundaries or their locations, and is able to estimate two-dimensional environments with one or two boundaries. Future work will extend the proposed method to more boundaries and larger-scale environments.

MazeNet: An Accurate, Fast, and Scalable Deep Learning Solution for Steiner Minimum Trees

The Obstacle Avoiding Rectilinear Steiner Minimum Tree (OARSMT) problem, which seeks the shortest interconnection of a given number of terminals in a rectilinear plane while avoiding obstacles, is a critical task in integrated circuit design, network optimization, and robot path planning. Since OARSMT is NP-hard, exact algorithms scale poorly with the number of terminals, leading practical solvers to sacrifice accuracy for large problems. We propose MazeNet, a deep learning-based method that learns to solve the OARSMT from data. MazeNet reframes OARSMT as a maze-solving task that can be addressed with a recurrent convolutional neural network (RCNN). A key hallmark of MazeNet is its scalability: we only need to train the RCNN blocks on mazes with a small number of terminals; larger mazes can be solved by replicating the same pre-trained blocks to create a larger network. Across a wide range of experiments, MazeNet achieves perfect OARSMT-solving accuracy, significantly reduces runtime compared to classical exact algorithms, and can handle more terminals than state-of-the-art approximate algorithms.

LLM-based Cognitive Models of Students with Misconceptions

Accurately modeling student cognition is crucial for developing effective AI-driven educational technologies. A key challenge is creating realistic student models that satisfy two essential properties: (1) accurately replicating specific misconceptions, and (2) correctly solving problems where these misconceptions are not applicable. This dual requirement reflects the complex nature of student understanding, where misconceptions coexist with correct knowledge. This paper investigates whether Large Language Models (LLMs) can be instruction-tuned to meet this dual requirement and effectively simulate student thinking in algebra. We introduce MalAlgoPy, a novel Python library that generates datasets reflecting authentic student solution patterns through a graph-based representation of algebraic problem-solving. Utilizing MalAlgoPy, we define and examine Cognitive Student Models (CSMs) - LLMs instruction tuned to faithfully emulate realistic student behavior. Our findings reveal that LLMs trained on misconception examples can efficiently learn to replicate errors. However, the training diminishes the model's ability to solve problems correctly, particularly for problem types where the misconceptions are not applicable, thus failing to satisfy second property of CSMs. We demonstrate that by carefully calibrating the ratio of correct to misconception examples in the training data - sometimes as low as 0.25 - it is possible to develop CSMs that satisfy both properties. Our insights enhance our understanding of AI-based student models and pave the way for effective adaptive learning systems.

Learning Transferable Features for Implicit Neural Representations

Implicit neural representations (INRs) have demonstrated success in a variety of applications, including inverse problems and neural rendering. An INR is typically trained to capture one signal of interest, resulting in learned neural features that are highly attuned to that signal. Assumed to be less generalizable, we explore the aspect of transferability of such learned neural features for fitting similar signals. We introduce a new INR training framework, STRAINER that learns transferrable features for fitting INRs to new signals from a given distribution, faster and with better reconstruction quality. Owing to the sequential layer-wise affine operations in an INR, we propose to learn transferable representations by sharing initial encoder layers across multiple INRs with independent decoder layers. At test time, the learned encoder representations are transferred as initialization for an otherwise randomly initialized INR. We find STRAINER to yield extremely powerful initialization for fitting images from the same domain and allow for $\approx +10dB$ gain in signal quality early on compared to an untrained INR itself. STRAINER also provides a simple way to encode data-driven priors in INRs. We evaluate STRAINER on multiple in-domain and out-of-domain signal fitting tasks and inverse problems and further provide detailed analysis and discussion on the transferability of STRAINER's features. Our demo can be accessed at https://colab.research.google.com/drive/1fBZAwqE8C_lrRPAe-hQZJTWrMJuAKtG2?usp=sharing .

A Primal-Dual Framework for Transformers and Neural Networks

Self-attention is key to the remarkable success of transformers in sequence modeling tasks including many applications in natural language processing and computer vision. Like neural network layers, these attention mechanisms are often developed by heuristics and experience. To provide a principled framework for constructing attention layers in transformers, we show that the self-attention corresponds to the support vector expansion derived from a support vector regression problem, whose primal formulation has the form of a neural network layer. Using our framework, we derive popular attention layers used in practice and propose two new attentions: 1) the Batch Normalized Attention (Attention-BN) derived from the batch normalization layer and 2) the Attention with Scaled Head (Attention-SH) derived from using less training data to fit the SVR model. We empirically demonstrate the advantages of the Attention-BN and Attention-SH in reducing head redundancy, increasing the model's accuracy, and improving the model's efficiency in a variety of practical applications including image and time-series classification.

Removing Bias from Maximum Likelihood Estimation with Model Autophagy

We propose autophagy penalized likelihood estimation (PLE), an unbiased alternative to maximum likelihood estimation (MLE) which is more fair and less susceptible to model autophagy disorder (madness). Model autophagy refers to models trained on their own output; PLE ensures the statistics of these outputs coincide with the data statistics. This enables PLE to be statistically unbiased in certain scenarios where MLE is biased. When biased, MLE unfairly penalizes minority classes in unbalanced datasets and exacerbates the recently discovered issue of self-consuming generative modeling. Theoretical and empirical results show that 1) PLE is more fair to minority classes and 2) PLE is more stable in a self-consumed setting. Furthermore, we provide a scalable and portable implementation of PLE with a hypernetwork framework, allowing existing deep learning architectures to be easily trained with PLE. Finally, we show PLE can bridge the gap between Bayesian and frequentist paradigms in statistics.

Many-Shot Regurgitation (MSR) Prompting

We introduce Many-Shot Regurgitation (MSR) prompting, a new black-box membership inference attack framework for examining verbatim content reproduction in large language models (LLMs). MSR prompting involves dividing the input text into multiple segments and creating a single prompt that includes a series of faux conversation rounds between a user and a language model to elicit verbatim regurgitation. We apply MSR prompting to diverse text sources, including Wikipedia articles and open educational resources (OER) textbooks, which provide high-quality, factual content and are continuously updated over time. For each source, we curate two dataset types: one that LLMs were likely exposed to during training ($D_{\rm pre}$) and another consisting of documents published after the models' training cutoff dates ($D_{\rm post}$). To quantify the occurrence of verbatim matches, we employ the Longest Common Substring algorithm and count the frequency of matches at different length thresholds. We then use statistical measures such as Cliff's delta, Kolmogorov-Smirnov (KS) distance, and Kruskal-Wallis H test to determine whether the distribution of verbatim matches differs significantly between $D_{\rm pre}$ and $D_{\rm post}$. Our findings reveal a striking difference in the distribution of verbatim matches between $D_{\rm pre}$ and $D_{\rm post}$, with the frequency of verbatim reproduction being significantly higher when LLMs (e.g. GPT models and LLaMAs) are prompted with text from datasets they were likely trained on. For instance, when using GPT-3.5 on Wikipedia articles, we observe a substantial effect size (Cliff's delta $= -0.984$) and a large KS distance ($0.875$) between the distributions of $D_{\rm pre}$ and $D_{\rm post}$. Our results provide compelling evidence that LLMs are more prone to reproducing verbatim content when the input text is likely sourced from their training data.

Regressive Side Effects of Training Language Models to Mimic Student Misconceptions

This paper presents a novel exploration into the regressive side effects of training Large Language Models (LLMs) to mimic student misconceptions for personalized education. We highlight the problem that as LLMs are trained to more accurately mimic student misconceptions, there is a compromise in the factual integrity and reasoning ability of the models. Our work involved training an LLM on a student-tutor dialogue dataset to predict student responses. The results demonstrated a decrease in the model's performance across multiple benchmark datasets, including the ARC reasoning challenge and TruthfulQA, which evaluates the truthfulness of model's generated responses. Furthermore, the HaluEval Dial dataset, used for hallucination detection, and MemoTrap, a memory-based task dataset, also reported a decline in the model accuracy. To combat these side effects, we introduced a "hallucination token" technique. This token, appended at the beginning of each student response during training, instructs the model to switch between mimicking student misconceptions and providing factually accurate responses. Despite the significant improvement across all datasets, the technique does not completely restore the LLM's baseline performance, indicating the need for further research in this area. This paper contributes to the ongoing discussion on the use of LLMs for student modeling, emphasizing the need for a balance between personalized education and factual accuracy.