Daily Papers

SARSA, a classical on-policy control algorithm for reinforcement learning, is known to chatter when combined with linear function approximation: SARSA does not diverge but oscillates in a bounded region. However, little is known about how fast SARSA converges to that region and how large the region is. In this paper, we make progress towards this open problem by showing the convergence rate of projected SARSA to a bounded region. Importantly, the region is much smaller than the region that we project into, provided that the magnitude of the reward is not too large. Existing works regarding the convergence of linear SARSA to a fixed point all require the Lipschitz constant of SARSA's policy improvement operator to be sufficiently small; our analysis instead applies to arbitrary Lipschitz constants and thus characterizes the behavior of linear SARSA for a new regime.

Advances in natural language processing have resulted in large language models (LLMs) that are capable of generating understandable and sensible written text. Recent versions of these models, such as OpenAI Codex and GPT-3, can generate code and code explanations. However, it is unclear whether and how students might engage with such explanations. In this paper, we report on our experiences generating multiple code explanation types using LLMs and integrating them into an interactive e-book on web software development. We modified the e-book to make LLM-generated code explanations accessible through buttons next to code snippets in the materials, which allowed us to track the use of the explanations as well as to ask for feedback on their utility. Three different types of explanations were available for students for each explainable code snippet; a line-by-line explanation, a list of important concepts, and a high-level summary of the code. Our preliminary results show that all varieties of explanations were viewed by students and that the majority of students perceived the code explanations as helpful to them. However, student engagement appeared to vary by code snippet complexity, explanation type, and code snippet length. Drawing on our experiences, we discuss future directions for integrating explanations generated by LLMs into existing computer science classrooms.