Artificial Intelligence (AI) technologies have been progressing constantly and being more visible in different aspects of our lives. One recent phenomenon is ChatGPT, a chatbot with a conversational artificial intelligence interface that was developed by OpenAI. As one of the most advanced artificial intelligence applications, ChatGPT has drawn much public attention across the globe. In this regard, this study examines ChatGPT in education, among early adopters, through a qualitative instrumental case study. Conducted in three stages, the first stage of the study reveals that the public discourse in social media is generally positive and there is enthusiasm regarding its use in educational settings. However, there are also voices who are approaching cautiously using ChatGPT in educational settings. The second stage of the study examines the case of ChatGPT through lenses of educational transformation, response quality, usefulness, personality and emotion, and ethics. In the third and final stage of the study, the investigation of user experiences through ten educational scenarios revealed various issues, including cheating, honesty and truthfulness of ChatGPT, privacy misleading, and manipulation. The findings of this study provide several research directions that should be considered to ensure a safe and responsible adoption of chatbots, specifically ChatGPT, in education.
The size and quality of chemical libraries to the drug discovery pipeline are crucial for developing new drugs or repurposing existing drugs. Existing techniques such as combinatorial organic synthesis and high-throughput screening usually make the process extraordinarily tough and complicated since the search space of synthetically feasible drugs is exorbitantly huge. While reinforcement learning has been mostly exploited in the literature for generating novel compounds, the requirement of designing a reward function that succinctly represents the learning objective could prove daunting in certain complex domains. Generative adversarial network-based methods also mostly discard the discriminator after training and could be hard to train. In this study, we propose a framework for training a compound generator and learn a transferable reward function based on the entropy maximization inverse reinforcement learning (IRL) paradigm. We show from our experiments that the IRL route offers a rational alternative for generating chemical compounds in domains where reward function engineering may be less appealing or impossible while data exhibiting the desired objective is readily available.
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