3P-LLM: Probabilistic Path Planning using Large Language Model for Autonomous Robot Navigation

Much worldly semantic knowledge can be encoded in large language models (LLMs). Such information could be of great use to robots that want to carry out high-level, temporally extended commands stated in natural language. However, the lack of real-world experience that language models have is a key limitation that makes it challenging to use them for decision-making inside a particular embodiment. This research assesses the feasibility of using LLM (GPT-3.5-turbo chatbot by OpenAI) for robotic path planning. The shortcomings of conventional approaches to managing complex environments and developing trustworthy plans for shifting environmental conditions serve as the driving force behind the research. Due to the sophisticated natural language processing abilities of LLM, the capacity to provide effective and adaptive path-planning algorithms in real-time, great accuracy, and few-shot learning capabilities, GPT-3.5-turbo is well suited for path planning in robotics. In numerous simulated scenarios, the research compares the performance of GPT-3.5-turbo with that of state-of-the-art path planners like Rapidly Exploring Random Tree (RRT) and A*. We observed that GPT-3.5-turbo is able to provide real-time path planning feedback to the robot and outperforms its counterparts. This paper establishes the foundation for LLM-powered path planning for robotic systems.

PhysicsAssistant: An LLM-Powered Interactive Learning Robot for Physics Lab Investigations

Robot systems in education can leverage Large language models' (LLMs) natural language understanding capabilities to provide assistance and facilitate learning. This paper proposes a multimodal interactive robot (PhysicsAssistant) built on YOLOv8 object detection, cameras, speech recognition, and chatbot using LLM to provide assistance to students' physics labs. We conduct a user study on ten 8th-grade students to empirically evaluate the performance of PhysicsAssistant with a human expert. The Expert rates the assistants' responses to student queries on a 0-4 scale based on Bloom's taxonomy to provide educational support. We have compared the performance of PhysicsAssistant (YOLOv8+GPT-3.5-turbo) with GPT-4 and found that the human expert rating of both systems for factual understanding is the same. However, the rating of GPT-4 for conceptual and procedural knowledge (3 and 3.2 vs 2.2 and 2.6, respectively) is significantly higher than PhysicsAssistant (p < 0.05). However, the response time of GPT-4 is significantly higher than PhysicsAssistant (3.54 vs 1.64 sec, p < 0.05). Hence, despite the relatively lower response quality of PhysicsAssistant than GPT-4, it has shown potential for being used as a real-time lab assistant to provide timely responses and can offload teachers' labor to assist with repetitive tasks. To the best of our knowledge, this is the first attempt to build such an interactive multimodal robotic assistant for K-12 science (physics) education.

G-SciEdBERT: A Contextualized LLM for Science Assessment Tasks in German

The advancement of natural language processing has paved the way for automated scoring systems in various languages, such as German (e.g., German BERT [G-BERT]). Automatically scoring written responses to science questions in German is a complex task and challenging for standard G-BERT as they lack contextual knowledge in the science domain and may be unaligned with student writing styles. This paper developed a contextualized German Science Education BERT (G-SciEdBERT), an innovative large language model tailored for scoring German-written responses to science tasks. Using G-BERT, we pre-trained G-SciEdBERT on a corpus of 50K German written science responses with 5M tokens to the Programme for International Student Assessment (PISA) 2015. We fine-tuned G-SciEdBERT on 59 assessment items and examined the scoring accuracy. We then compared its performance with G-BERT. Our findings reveal a substantial improvement in scoring accuracy with G-SciEdBERT, demonstrating a 10% increase of quadratic weighted kappa compared to G-BERT (mean accuracy difference = 0.096, SD = 0.024). These insights underline the significance of specialized language models like G-SciEdBERT, which is trained to enhance the accuracy of automated scoring, offering a substantial contribution to the field of AI in education.

Knowledge Distillation of LLM for Education

This study proposes a method for distilling the knowledge of fine-tuned Large Language Models (LLMs) into a smaller, more efficient, and accurate neural network, specifically targeting the challenge of deploying these models on resource-constrained devices. Our methodology involves training the smaller student model using the prediction probabilities of the LLM, which serves as a teacher model. This is achieved through a specialized loss function tailored to learn from the LLM's output probabilities, ensuring that the student model closely mimics the teacher's performance. To test this approach, we utilized a large dataset, 7T, containing 6,684 student-written responses to science questions and three other datasets with student-written responses. We also compared performance with original neural network (NN) models to validate the accuracy. Results have shown that the NN and distilled student models have comparable accuracy to the teacher model for the 7T dataset; however, other datasets have shown significantly lower accuracy (28% on average) for NN, though our proposed distilled model is still able to achieve 12\% higher accuracy than NN. Furthermore, the student model size ranges from 0.1M to 0.02M, 100 times smaller in terms of parameters and ten times smaller compared with the original output model size. The significance of this research lies in its potential to make advanced AI technologies accessible in typical educational settings, particularly for automatic scoring.

Multimodality of AI for Education: Towards Artificial General Intelligence

This paper presents a comprehensive examination of how multimodal artificial intelligence (AI) approaches are paving the way towards the realization of Artificial General Intelligence (AGI) in educational contexts. It scrutinizes the evolution and integration of AI in educational systems, emphasizing the crucial role of multimodality, which encompasses auditory, visual, kinesthetic, and linguistic modes of learning. This research delves deeply into the key facets of AGI, including cognitive frameworks, advanced knowledge representation, adaptive learning mechanisms, strategic planning, sophisticated language processing, and the integration of diverse multimodal data sources. It critically assesses AGI's transformative potential in reshaping educational paradigms, focusing on enhancing teaching and learning effectiveness, filling gaps in existing methodologies, and addressing ethical considerations and responsible usage of AGI in educational settings. The paper also discusses the implications of multimodal AI's role in education, offering insights into future directions and challenges in AGI development. This exploration aims to provide a nuanced understanding of the intersection between AI, multimodality, and education, setting a foundation for future research and development in AGI.

Automatic Scoring of Students' Science Writing Using Hybrid Neural Network

This study explores the efficacy of a multi-perspective hybrid neural network (HNN) for scoring student responses in science education with an analytic rubric. We compared the accuracy of the HNN model with four ML approaches (BERT, AACR, Naive Bayes, and Logistic Regression). The results have shown that HHN achieved 8%, 3%, 1%, and 0.12% higher accuracy than Naive Bayes, Logistic Regression, AACR, and BERT, respectively, for five scoring aspects (p<0.001). The overall HNN's perceived accuracy (M = 96.23%, SD = 1.45%) is comparable to the (training and inference) expensive BERT model's accuracy (M = 96.12%, SD = 1.52%). We also have observed that HNN is x2 more efficient in training and inferencing than BERT and has comparable efficiency to the lightweight but less accurate Naive Bayes model. Our study confirmed the accuracy and efficiency of using HNN to score students' science writing automatically.

Applying Large Language Models and Chain-of-Thought for Automatic Scoring

This study investigates the application of large language models (LLMs), specifically GPT-3.5 and GPT-4, with Chain-of-Though (CoT)in the automatic scoring of student-written responses to science assessments. We focused on overcoming the challenges of accessibility, technical complexity, and lack of explainability that have previously limited the use of automatic assessment tools among researchers and educators. We used a testing dataset comprising six assessment tasks (three binomial and three trinomial) with 1,650 student responses. We employed six prompt engineering strategies, combining zero-shot or few-shot learning with CoT, either alone or alongside item stem and scoring rubrics. Results indicated that few-shot (acc = .67) outperformed zero-shot learning (acc = .60), with 12.6\% increase. CoT, when used without item stem and scoring rubrics, did not significantly affect scoring accuracy (acc = .60). However, CoT prompting paired with contextual item stems and rubrics proved to be a significant contributor to scoring accuracy (13.44\% increase for zero-shot; 3.7\% increase for few-shot). Using a novel approach PPEAS, we found a more balanced accuracy across different proficiency categories, highlighting the importance of domain-specific reasoning in enhancing the effectiveness of LLMs in scoring tasks. Additionally, we also found that GPT-4 demonstrated superior performance over GPT-3.5 in various scoring tasks, showing 8.64\% difference. The study revealed that the single-call strategy with GPT-4, particularly using greedy sampling, outperformed other approaches, including ensemble voting strategies. This study demonstrates the potential of LLMs in facilitating automatic scoring, emphasizing that CoT enhances accuracy, particularly when used with item stem and scoring rubrics.

Fine-tuning ChatGPT for Automatic Scoring

This study highlights the potential of fine-tuned ChatGPT (GPT-3.5) for automatically scoring student written constructed responses using example assessment tasks in science education. Recent studies on OpenAI's generative model GPT-3.5 proved its superiority in predicting the natural language with high accuracy and human-like responses. GPT-3.5 has been trained over enormous online language materials such as journals and Wikipedia; therefore, more than direct usage of pre-trained GPT-3.5 is required for automatic scoring as students utilize a different language than trained material. These imply that a domain-specific model, fine-tuned over data for specific tasks, can enhance model performance. In this study, we fine-tuned GPT-3.5 on six assessment tasks with a diverse dataset of middle-school and high-school student responses and expert scoring. The six tasks comprise two multi-label and four multi-class assessment tasks. We compare the performance of fine-tuned GPT-3.5 with the fine-tuned state-of-the-art Google's generated language model, BERT. The results show that in-domain training corpora constructed from science questions and responses for BERT achieved average accuracy = 0.838, SD = 0.069. GPT-3.5 shows a remarkable average increase (9.1%) in automatic scoring accuracy (mean = 9.15, SD = 0.042) for the six tasks, p =0.001 < 0.05. Specifically, for multi-label tasks (item 1 with 5 labels; item 2 with 10 labels), GPT-3.5 achieved significantly higher scoring accuracy than BERT across all the labels, with the second item achieving a 7.1% increase. The average scoring increase for the four multi-class items for GPT-3.5 was 10.6% compared to BERT. Our study confirmed the effectiveness of fine-tuned GPT-3.5 for automatic scoring of student responses on domain-specific data in education with high accuracy. We have released fine-tuned models for public use and community engagement.

GPRL: Gaussian Processes-Based Relative Localization for Multi-Robot Systems

Relative localization is crucial for multi-robot systems to perform cooperative tasks, especially in GPS-denied environments. Current techniques for multi-robot relative localization rely on expensive or short-range sensors such as cameras and LIDARs. As a result, these algorithms face challenges such as high computational complexity, dependencies on well-structured environments, etc. To overcome these limitations, we propose a new distributed approach to perform relative localization using a Gaussian Processes map of the Radio Signal Strength Indicator (RSSI) values from a single wireless Access Point (AP) to which the robots are connected. Our approach, Gaussian Processes-based Relative Localization (GPRL), combines two pillars. First, the robots locate the AP w.r.t. their local reference frames using novel hierarchical inferencing that significantly reduces computational complexity. Secondly, the robots obtain relative positions of neighbor robots with an AP-oriented vector transformation. The approach readily applies to resource-constrained devices and relies only on the ubiquitously-available RSSI measurement. We extensively validate the performance of the two pillars of the proposed GRPL in Robotarium simulations. We also demonstrate the applicability of GPRL through a multi-robot rendezvous task with a team of three real-world robots. The results demonstrate that GPRL outperformed state-of-the-art approaches regarding accuracy, computation, and real-time performance.

Instantaneous Wireless Robotic Node Localization Using Collaborative Direction of Arrival

Localizing mobile robotic nodes in indoor and GPS-denied environments is a complex problem, particularly in dynamic, unstructured scenarios where traditional cameras and LIDAR-based sensing and localization modalities may fail. Alternatively, wireless signal-based localization has been extensively studied in the literature yet primarily focuses on fingerprinting and feature-matching paradigms, requiring dedicated environment-specific offline data collection. We propose an online robot localization algorithm enabled by collaborative wireless sensor nodes to remedy these limitations. Our approach's core novelty lies in obtaining the Collaborative Direction of Arrival (CDOA) of wireless signals by exploiting the geometric features and collaboration between wireless nodes. The CDOA is combined with the Expectation Maximization (EM) and Particle Filter (PF) algorithms to calculate the Gaussian probability of the node's location with high efficiency and accuracy. The algorithm relies on RSSI-only data, making it ubiquitous to resource-constrained devices. We theoretically analyze the approach and extensively validate the proposed method's consistency, accuracy, and computational efficiency in simulations, real-world public datasets, as well as real robot demonstrations. The results validate the method's real-time computational capability and demonstrate considerably-high centimeter-level localization accuracy, outperforming relevant state-of-the-art localization approaches.