Explanatory machine learning for sequential human teaching

被引:0
作者
Lun Ai
Johannes Langer
Stephen H. Muggleton
Ute Schmid
机构
[1] Imperial College London,Department of Computing
[2] University of Bamberg,Cognitive Systems Group
[3] University of Bamberg,undefined
来源
Machine Learning | 2023年 / 112卷
关键词
Explainable artificial intelligence; Machine learning comprehensibility; Meta-interpretive learning; Inductive logic programming;
D O I
暂无
中图分类号
学科分类号
摘要
The topic of comprehensibility of machine-learned theories has recently drawn increasing attention. Inductive logic programming uses logic programming to derive logic theories from small data based on abduction and induction techniques. Learned theories are represented in the form of rules as declarative descriptions of obtained knowledge. In earlier work, the authors provided the first evidence of a measurable increase in human comprehension based on machine-learned logic rules for simple classification tasks. In a later study, it was found that the presentation of machine-learned explanations to humans can produce both beneficial and harmful effects in the context of game learning. We continue our investigation of comprehensibility by examining the effects of the ordering of concept presentations on human comprehension. In this work, we examine the explanatory effects of curriculum order and the presence of machine-learned explanations for sequential problem-solving. We show that (1) there exist tasks A and B such that learning A before learning B results in better comprehension for humans in comparison to learning B before learning A and (2) there exist tasks A and B such that the presence of explanations when learning A contributes to improved human comprehension when subsequently learning B. We propose a framework for the effects of sequential teaching on comprehension based on an existing definition of comprehensibility and provide evidence for support from data collected in human trials. Our empirical study involves curricula that teach novices the merge sort algorithm. Our results show that sequential teaching of concepts with increasing complexity (a) has a beneficial effect on human comprehension and (b) leads to human re-discovery of divide-and-conquer problem-solving strategies, and (c) allows adaptations of human problem-solving strategy with better performance when machine-learned explanations are also presented.
引用
收藏
页码:3591 / 3632
页数:41
相关论文
共 132 条
[41]  
Haussler D(1991)Mathematical problem solving by analogy Journal of Experimental Psychology: Learning, Memory, and Cognition 17 398-215
[42]  
Warmuth MK(2016)Faster teaching via pomdp planning Cognitive Science 40 1290-233
[43]  
Bratko I(1990)Selecting analogous problems: Similarity versus inclusiveness Memory & Cognition 18 83-248
[44]  
Urbančič T(1991)Use of examples and procedures in problem solving Journal of Experimental Psychology: Learning, Memory, and Cognition 17 753-532
[45]  
Sammut C(2019)Stop explaining black box machine learning models for high stakes decisions and use interpretable models instead Nature Machine Intelligence 1 206-190
[46]  
Bruner JS(2020)Mutual explanations for cooperative decision making in medicine KI-Künstliche Intelligenz 34 227-532
[47]  
Carbonell J(2011)Inductive rule learning on the knowledge level Cognitive Systems Research 12 237-121
[48]  
Carpenter P(1994)Implicit learning Psychological Bulletin 115 163-undefined
[49]  
Just M(2016)Human–robot interaction: Status and challenges Human Factors 58 525-undefined
[50]  
Shell P(1976)The understanding process: Problem isomorphs Cognitive Psychology 8 165-undefined