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In this research, we take an innovative approach to the Video Corpus Visual Answer Localization (VCVAL) task using the MedVidQA dataset. We expand on it by incorporating causal inference for medical videos, a novel approach in this field. By leveraging the state-of-the-art GPT-4 and Gemini Pro 1.5 models, the system aims to localize temporal segments in videos and analyze cause-effect relationships from subtitles to enhance medical decision-making. This paper extends the work from the MedVidQA challenge by introducing causality extraction to enhance the interpretability of localized video content. Subtitles are segmented to identify causal units such as cause, effect, condition, action, and signal. Prompts guide GPT-4 and Gemini Pro 1.5 in detecting and quantifying causal structures while analyzing explicit and implicit relationships, including those spanning multiple subtitle fragments. Our results reveal that both GPT-4 and Gemini Pro 1.5 perform better when handling queries individually but face challenges in batch processing for both temporal localization and causality extraction. Despite these challenges, our innovative approach has the potential to significantly advance the field of Health Informatics. In this research, we address the Video Corpus Visual Answer Localization (VCVAL) task using the MedVidQA dataset and take it a step further by integrating causal inference for medical videos. By leveraging the state-of-the-art GPT-4 and Gemini Pro 1.5 model, our system is designed to localize temporal segments in videos and analyze cause-effect relationships from subtitles to enhance medical decision-making. Our preliminary results indicate that while both models perform well for some videos, they face challenges for most, resulting in varying performance levels. The successful integration of temporal localization with causal inference can provide significant improvement for the scalability and overall performance of medical video analysis. Our work demonstrates how AI systems can uncover valuable insights from medical videos, driving significant progress in medical AI applications and potentially making significant contributions to the field. 

This article presents a state-of-the-art system to extract and synthesize causal statements from company reports into a directed causal graph. The extracted information is organized by its relevance to different stakeholder group benefits (customers, employees, investors, and the community/environment). The presented method of synthesizing extracted data into a knowledge graph comprises a framework that can be used for similar tasks in other domains, e.g., medical information. The current work addresses the problem of finding, organizing, and synthesizing a view of the cause-and-effect relationships based on textual data in order to inform and even prescribe the best actions that may affect target business outcomes related to the benefits for different stakeholders (customers, employees, investors, and the community/environment). 

We present a prediction model to detect delayed graduation cases based on student network analysis. In the U.S. only 60% of undergraduate students finish their bachelors’ degrees in 6 years [1]. We present many features based on student networks and activity records. To our knowledge, our feature design, which includes conventional academic performance features, student network features, and fix-point features, is one of the most comprehensive ones. We achieved the F-1 score of 0.85 and AUCROC of 0.86. 

Many analytic tools have been developed to discover knowledge from student data. However, the knowledge discovery process requires advanced analytical modelling skills, making it the province of data scientists. This impedes the ability of educational leaders, professors, and advisors to engage with the knowledge discovery process directly. As a result, it is challenging for analysis to take advantage of domain expertise, making its outcome often neither interesting nor useful. Usually the outcome produced from such analytic tools is static, preventing domain experts from exploring different hypotheses by changing data models or predictive models inside the tool. We have developed a framework for interactive and exploratory learning analytics which begins to address these challenges. We engaged in data exploration and hypotheses generation with our university domain experts by conducting two focus groups. We used the findings of these focus groups to validate our framework, arguing that it enables domain experts to explore the data, analysis and interpretation of student data to discover useful and interesting knowledge.