Explanatory machine learning for sequential human teaching

AbstractThe 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 suc