United States

Equilibrium problems in Bayesian auction games can be described as systems of differential equations. Depending on the model assumptions, these equations might be such that we do not have a rigorous mathematical solution theory. The lack of analytical or numerical techniques with guaranteed convergence for the equilibrium problem has plagued the field and limited equilibrium analysis to rather simple auction models such as single-object auctions. 
Recent advances in equilibrium learning led to algorithms that find equilibrium under a wide variety of model assumptions. Monotonicity and the Minty condition are the known sufficient conditions for learning algorithms to converge to an equilibrium in games. 
Not much is known about convergence of learning algorithms beyond these conditions. 
We analyze first- and second-price auctions where simple learning algorithms consistently converge to an equilibrium.
The analysis is challenging, because these properties need to be shown in infinite dimensions. 
Interestingly, we show that neither monotonicity nor pseudo- or quasi-monotonicity holds for the respective variational inequalities (VIs). 
The second-price auction&#39;s equilibrium is a Minty-type solution, but the first-price auction is not. 
However, the analysis via infinite-dimensional VIs allows us to get ex-post guarantees for gradient-based algorithms. 
We show that the Bayes--Nash equilibrium is the unique solution to the VI within the class of uniformly increasing bid functions, which ensures that gradient-based algorithms attain the equilibrium in case of convergence, as also observed in numerical experiments.

AAAI 2025

Beyond Monotonicity: On the Convergence of Learning Algorithms in Standard Auction Games

gtep

adversarial learning

The purpose of the AAAI conference is to promote research in artificial intelligence (AI) and scientific exchange among AI researchers, practitioners, scientists, and engineers in affiliated disciplines. 

AAAI 2021

Equilibrium problems in Bayesian auction games can be described as systems of differential equations. Depending on the model assumptions, these equations might be such that we do not have a rigorous mathematical solution theory. The lack of analytical or numerical techniques with guaranteed convergence for the equilibrium problem has plagued the field and limited equilibrium analysis to rather simple auction models such as single-object auctions. 
Recent advances in equilibrium learning led to algorithms that find equilibrium under a wide variety of model assumptions. Monotonicity and the Minty condition are the known sufficient conditions for learning algorithms to converge to an equilibrium in games. 
Not much is known about convergence of learning algorithms beyond these conditions. 
We analyze first- and second-price auctions where simple learning algorithms consistently converge to an equilibrium.
The analysis is challenging, because these properties need to be shown in infinite dimensions. 
Interestingly, we show that neither monotonicity nor pseudo- or quasi-monotonicity holds for the respective variational inequalities (VIs). 
The second-price auction's equilibrium is a Minty-type solution, but the first-price auction is not. 
However, the analysis via infinite-dimensional VIs allows us to get ex-post guarantees for gradient-based algorithms. 
We show that the Bayes--Nash equilibrium is the unique solution to the VI within the class of uniformly increasing bid functions, which ensures that gradient-based algorithms attain the equilibrium in case of convergence, as also observed in numerical experiments.

technical paper

We are pleased to announce the Thirty-Ninth AAAI Conference on Artificial Intelligence (AAAI-25), which will be held in Philadelphia, Pennsylvania at the Pennsylvania Convention Center from February 25 to March 4, 2025.

The purpose of the AAAI conference series is to promote research in Artificial Intelligence (AI) and foster scientific exchange between researchers, practitioners, scientists, students, and engineers across the entirety of AI and its affiliated disciplines. AAAI-25 will feature technical paper presentations, special tracks, invited speakers, workshops, tutorials, poster sessions, senior member presentations, competitions, and exhibit programs, and a range of other activities to be announced.

### [Invited Speakers](https://aaai.org/conference/aaai/aaai-25/aaai-25-invited-speakers/)

Register [here](https://aaai.org/conference/aaai/aaai-25/registration/)

The purpose of the AAAI conference series is to promote research in Artificial Intelligence (AI) and foster scientific exchange between researchers, practitioners, scientists, students, and engineers across the entirety of AI and its affiliated disciplines. AAAI-25 will feature technical paper presentations, special tracks, invited speakers, workshops, tutorials, poster sessions, senior member presentations, competitions, and exhibit programs, and a range of other activities to be announced.



Optimal control problems (OCPs) involve finding a control function for a dynamical system such that a cost functional is optimized. It is central to physical systems in both academia and industry. In this paper, we propose a novel instance-solution control operator perspective, which solves OCPs in a one-shot manner without direct dependence on the explicit expression of dynamics or iterative optimization processes. The control operator is implemented by a new neural operator architecture named Neural Adaptive Spectral Method (NASM), a generalization of classical spectral methods. We theoretically validate the perspective and architecture by presenting the approximation error bounds of NASM for the control operator.  Experiments on synthetic environments and a real-world dataset verify the effectiveness and efficiency of our approach, including substantial speedup in running time, and high-quality in- and out-of-distribution generalization.

Optimal Control Operator Perspective and a Neural Adaptive Spectral Method

Discrete latent representation techniques, such as Vector Quantization (VQ) and Sparse Coding (SC), have demonstrated superior image reconstruction and generation quality compared to continuous representation methods in Variational Autoencoders (VAEs).
However, existing approaches often treat the latent representations of an image independently in their discrete representation space, neglecting both the inherent structural information within each representation and the correlations among them. This oversight leads to coarse representations and suboptimal generated results.
In this paper, we address these limitations by introducing correlations among and within the latent representations of individual images in the latent discrete space of VAEs using sparse coding. We impose two-dimensional structural information through adaptive thresholding, enhancing local structure in image representations while suppressing noise via parsimonious representation with a learned dictionary. 
Empirical studies on three real benchmark datasets, including a clinical Ultrasound dataset, BSDS500, and mini-Imagenet, demonstrate that our proposed model preserves fine-grained details in image reconstruction and significantly outperforms baseline models of SC-VAE and VQ-VAE across objective and subjective image quality metrics. Particularly noteworthy are the substantial performance improvements observed on the ultrasound dataset, where structure information is crucial. Specifically, we observe significant performance improvements of 7.68 % and 17.03 % in SSIM,  3.25 dB and 6.58 dB in PSNR, 0.15 and 0.24 in LPIPS, 45.38 and 84.05 in FID over SC-VAE and VQ-VAE, respectively, indicating the superiority of our method in terms of image reconstruction quality and fidelity. 
Our code is available at https://anonymous.4open.science/r/SSC-VAE-38E6/

SSC-VAE: Structured Sparse Coding Based Variational Autoencoder for Detail Preserved Image Reconstruction

Handling imbalance in class distribution when building a classifier over tabular data has been a problem of long-standing interest.  One popular approach is augmenting the training dataset with synthetically generated data.  While classical augmentation techniques were limited to linear interpolation of existing minority class examples, recently higher capacity deep generative models are providing greater promise. 

However, handling of imbalance in class distribution when building a deep generative model is also a challenging problem, that has not been studied as extensively as imbalanced classifier model training.  We show that state-of-the-art deep generative models yield significantly lower-quality minority examples than majority examples. We propose a novel technique of converting the binary class labels to ternary class labels by introducing a class for the region where minority and majority distributions overlap.  We show that just this pre-processing of the training set, significantly improves the quality of data generated spanning several state-of-the-art diffusion and GAN-based models. While training the classifier using synthetic data, we remove the overlap class from the training data and justify the reasons behind the enhanced accuracy. We perform extensive experiments on four real-life datasets, five different classifiers, and five generative models, demonstrating that our method enhances not only the synthesizer performance of state-of-the-art models but also the classifier performance

Synthetic Tabular Data Generation for Imbalanced Classification: The Surprising Effectiveness of an Overlap Class

We study the problem of determining an envy-free allocation of indivisible goods among multiple agents with additive valuations. EFX, which stands for envy-freeness up to any good, is a well-studied relaxation of the envy-free allocation problem and has been shown to exist for specific scenarios. EFX is known to exist when there are only three agents, and for any number of agents when there are only two types of valuations. EFX allocations are also known to exist for four agents with at most one good unallocated. 
    
    In this paper, we show that EFX exists with at most one good unallocated for any number of agents having three types of valuations. Additionally, we show that complete EFX allocations exist when all but two agents have identical valuations.

(Almost Full) EFX for Three (and More) Types of Agents

Initial discussion of AI literacy assessment has focused on competency frameworks and learning standards rather than materials for classroom use. Responsible AI for Computational Action (RAICA), a constructionist AI curriculum for middle and high school students, includes assessment materials to support teachers with the evaluation of student AI fluency competencies in their classrooms. These materials include exit tickets used as formative assessments at the end of each lesson and both teacher and student-facing rubrics. After beta-testing a module of the curriculum with nine teachers and 282 students, we reviewed teacher usage data and feedback as well as student responses. The review process surfaced a number of improvements to the materials to better align them with classroom teaching practice. These included clarifying language and adding visual scaffolds. We present the assessment materials and iterative design process used to bridge the gap between the theoretical AI literacy competencies and their practical implementation in classrooms.

Supporting AI Fluency Teaching Through the Development of Assessments for Classroom Use

The rapid and nearly pervasive impact of artificial intelligence on fields as diverse as medicine, law, banking, and the arts has made many students who would never enroll in a computer science class become interested in understanding elements of artificial intelligence. Fueled by questions about how this technology would change their own fields, these students are not seeking to become experts in building AI systems but instead are searching for a sufficient understanding to be safe, effective, and informed users. In this paper, we describe a first-of-its-kind course offering, "Artificial Intelligence for Future Presidents" designed and taught during the spring of 2024. We share rationale on the design and structure of the course, consider how best to convey complex technical information to students without the background in programming or mathematics, and consider methods for supporting an understanding of the limits of this technology.

EAAI-127 - Artificial Intelligence for Future Presidents: Teaching AI Literacy to Everyone

The prominence of artificial intelligence and machine learning in everyday life has led to efforts to foster AI literacy for all K–12 students. In this paper, we review how Hour of Code activities engage with the five big ideas of AI, in particular with machine learning and societal impact. We found that a large majority of activities focus on perception and machine learning, with little attention paid to representation and other topics. A surprising finding was the increased attention paid to critical aspects of computing. However, we also observed a limited engagement with hands-on activities. In the discussion, we address how future introductory activities could be designed to offer a broader array of topics, including the development of tools to introduce novices to artificial intelligence and machine learning and the design of more unplugged and collaborative activities.

What Can Youth Learn About Artificial Intelligence and Machine Learning in One Hour? Examining How Hour of Code Activities Address the Five Big Ideas of AI

With the rapid rise of AI technologies such as ChatGPT, understanding and integrating AI into K-12 education has become increasingly important. However, teachers often lack the AI literacy necessary to navigate these tools, which can lead to the perpetuation of misconceptions and biases in the classroom. This study seeks to identify K-12 teachers’ self-identified needs regarding AI education and compare them with existing research on professional development (PD) for AI integration. We surveyed 34 K-12 teachers to assess their knowledge of AI, identify areas where they require further support, and evaluate the relevance of current PD offerings. Our findings reveal a significant disconnect between the top-down assumptions of expert-driven PD initiatives and the practical needs articulated by teachers. Key themes emerged, including a diverse range of AI understanding among educators, a strong preference for hands-on, practical training, and a demand for ongoing institutional support. Additionally, teachers expressed a desire for collaborative learning environments to share strategies and experiences related to AI. This study underscores the importance of tailoring PD programs to address the unique contexts and challenges faced by educators, advocating for a more personalized approach that fosters confidence and competence in AI integration. By aligning PD offerings with teachers’ needs, we aim to enhance their ability to effectively utilize AI tools in the classroom, ultimately enriching the educational experience for students.

Understanding K-12 Teachers’ Needs for AI Education: A Survey-Based Study

Part of a university initiative supporting responsible AI for social empowerment and education, the project-based RAICA (Responsible AI for Computational Action) curriculum supports middle/high school learners and novice AI literacy teachers use AI creatively for good. This paper offers a rare example of design-based implementation research (DBIR) in AI education across widely varied contexts, provides fine grain implementation data that contributes to a foundation for evaluating effectiveness and expanding access. We present a novel approach to analyzing fidelity of implementation data from RAICA’s computer vision module beta-test. Twelve educators working with ~282 students across nine pilot sites in four countries used a bespoke fidelity of implementation data collection tool (pre-made comment prompts in a Google Docs version of the teacher guide) to provide 236 qualitative responses about AI literacy and responsible design activities, plus 111 ordinal ratings of embedded teacher supports. Analyses revealed that while the curriculum was generally implemented as designed, educators frequently made modifications. Although most changes produced practical insights for improved curriculum design, others helped the design team anticipate and prevent changes that could obscure learning objectives and hinder outcomes. We discuss the pedagogical, design, and research implications of these findings for effective AI teaching/learning in diverse settings.

Advancing Research on Equitable AI Education Through a Focus on Implementation: Insights from a Middle School Computer Vision Module Beta-Test

Spatial reasoning is a core component of an agent’s ability to operate in or reason about the physical world. LLMs are widely promoted as having abilities to reason about a wide variety of domains, including commonsense. In this talk I will discuss the ability of state-of-the-art LLMs to perform commonsense reasoning, particularly with regard to spatial information. Across a wide range of LLMs, although they show abilities rather better than chance, they still struggle with many questions and tasks, for example when reasoning about directions, or topological relations.

Downloads

Next from AAAI 2025

Optimal Control Operator Perspective and a Neural Adaptive Spectral Method

Similar lecture

Convergence Analysis of No-Regret Bidding Algorithms in Repeated Auctions

.css-70qvj9{display:-webkit-box;display:-webkit-flex;display:-ms-flexbox;display:flex;-webkit-align-items:center;-webkit-box-align:center;-ms-flex-align:center;align-items:center;}Downloads

Next from AAAI 2025

Optimal Control Operator Perspective and a Neural Adaptive Spectral Method

Similar lecture

Convergence Analysis of No-Regret Bidding Algorithms in Repeated Auctions

Downloads