 Active Learning (AL) is a human-in-the-loop Machine Learning paradigm favored for its ability to learn with fewer labeled instances, but the model 's states and progress remain opaque to the annotators. Meanwhile, many recognize the benefits of model transparency for people interacting with ML models, as reflected by the surge of explainable AI (XAI) as a research field. However, explaining an evolving model introduces many open questions regarding its impact on the annotation quality and the annotator's experience. In this paper , we propose a novel paradigm of explainable active learning (XAL), by explaining the learning algorithm's prediction for the instance it wants to learn from and soliciting feedback from the annotator. We conduct an empirical study comparing the model learning outcome, human feedback content and the annotator experience with XAL, to that of traditional AL and coactive learning (providing the model's prediction without the explanation). Our study reveals benefits--supporting trust calibration and enabling additional forms of human feedback, and potential drawbacks--anchoring effect and frustration from transparent model limitations--of providing local explanations in AL. We conclude by suggesting directions for developing explanations that better support annotator experience in AL and interactive ML settings .
The wide adoption of Machine Learning technologies has created a rapidly growing demand for people who can train ML models. Some advocated the term "machine teacher" to refer to the role of people who inject domain knowledge into ML models. One promising learning paradigm is Active Learning (AL) , by which the model intelligently selects instances to query the machine teacher for labels. However, in current AL settings, the human-AI interface remains minimal and opaque. We begin considering AI explanations as a core element of the human-AI interface for teaching machines. When a human student learns, it is a common pattern to present one's own reasoning and solicit feedback from the teacher. When a ML model learns and still makes mistakes, the human teacher should be able to understand the reasoning underlying the mistakes. When the model matures, the machine teacher should be able to recognize its progress in order to trust and feel confident about their teaching outcome. Toward this vision , we propose a novel paradigm of explainable active learning (XAL), by introducing techniques from the recently surging field of explainable AI (XAI) into an AL setting. We conducted an empirical study comparing the model learning outcomes, feedback content and experience with XAL, to that of traditional AL and coactive learning (providing the model's prediction without the explanation). Our study shows benefits of AI explanation as interfaces for machine teaching--supporting trust calibration and enabling rich forms of teaching feedback, and potential drawbacks--anchoring effect with the model judgment and cognitive workload. Our study also reveals important individual factors that mediate a machine teacher's reception to AI explanations, including task knowledge, AI experience and need for cognition. By reflecting on the results, we suggest future directions and design implications for XAL .
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The wide adoption of Machine Learning technologies has created a rapidly growing demand for people who can train ML models. Some advocated the term "machine teacher" to refer to the role of people who inject domain knowledge into ML models. One promising learning paradigm is
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is a human-in-the-loop Machine Learning paradigm favored for its ability to learn with fewer labeled instances, but the model 's states and progress remain opaque to the annotators. Meanwhile, many recognize the benefits of model transparency for people interacting with ML models, as reflected by the surge of explainable AI (XAI) as a research field.
, by which the model intelligently selects instances to query the machine teacher for labels.
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explaining an evolving model introduces many open questions regarding its impact on the annotation quality and
in current AL settings,
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annotator's experience. In this paper
human-AI interface remains minimal and opaque. We begin considering AI explanations as a core element of the human-AI interface for teaching machines. When a human student learns, it is a common pattern to present one's own reasoning and solicit feedback from the teacher. When a ML model learns and still makes mistakes, the human teacher should be able to understand the reasoning underlying the mistakes. When the model matures, the machine teacher should be able to recognize its progress in order to trust and feel confident about their teaching outcome. Toward this vision
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explaining the learning algorithm's prediction for the instance it wants to learn from and soliciting feedback from the annotator. We conduct
introducing techniques from the recently surging field of explainable AI (XAI) into an AL setting. We conducted
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outcome, human
outcomes,
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the annotator
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reveals benefits--supporting
shows benefits of AI explanation as interfaces for machine teaching--supporting
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additional forms of human
rich forms of teaching
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and frustration from transparent model limitations--of providing local explanations in AL. We conclude by suggesting directions for developing explanations that better support annotator experience in AL and interactive ML settings
with the model judgment and cognitive workload. Our study also reveals important individual factors that mediate a machine teacher's reception to AI explanations, including task knowledge, AI experience and need for cognition. By reflecting on the results, we suggest future directions and design implications for XAL