Neural methods are state-of-the-art for urban prediction problems such as transportation resource demand, accident risk, crowd mobility, and public safety. Model performance can be improved by integrating exogenous features from open data repositories (e.g., weather, housing prices, traffic, etc.), but these uncurated sources are often too noisy, incomplete, and biased to use directly. We propose to learn integrated representations, called EquiTensors, from heterogeneous datasets that can be reused across a variety of tasks. We align datasets to a consistent spatio-temporal domain, then describe an unsupervised model based on convolutional denoising autoencoders to learn shared representations. We extend this core integrative model with adaptive weighting to prevent certain datasets from dominating the signal. To combat discriminatory bias, we use adversarial learning to remove correlations with a sensitive attribute (e.g., race or income). Experiments with 23 input datasets and 4 real applications show that EquiTensors could help mitigate the effects of the sensitive information embodied in the biased data. Meanwhile, applications using EquiTensors outperform models that ignore exogenous features and are competitive with "oracle" models that use hand-selected datasets.

Emerging transportation modes, including car-sharing, bike-sharing, and ride-hailing, are transforming urban mobility yet have been shown to reinforce socioeconomic inequity. These services rely on accurate demand prediction, but the demand data on which these models are trained reflect biases around demographics, socioeconomic conditions, and entrenched geographic patterns. To address these biases and improve fairness, we present FairST, a fairness-aware demand prediction model for spatiotemporal urban applications, with emphasis on new mobility. We use 1D (time-varying, space-constant), 2D (space-varying, time-constant) and 3D (both time- and space-varying) convolutional branches to integrate heterogeneous features, while including fairness metrics as a form of regularization to improve equity across demographic groups. We propose two spatiotemporal fairness metrics, region-based fairness gap (RFG), applicable when demographic information is provided as a constant for a region, and individual-based fairness gap (IFG), applicable when a continuous distribution of demographic information is available. Experimental results on bike share and ride share datasets show that FairST can reduce inequity in demand prediction for multiple sensitive attributes (i.e. race, age, and education level), while achieving better accuracy than even state-of-the-art fairness-oblivious methods.

We present a fairness-aware model for predicting demand for new mobility systems. Our approach, called FairST, consists of 1D, 2D and 3D convolutions to learn the spatial-temporal dynamics of a mobility system, and fairness regularizers that guide the model to make equitable predictions. We propose two fairness metrics, region-based fairness gap (RFG) and individual-based fairness gap (IFG), that measure equity gaps between social groups for new mobility systems. Experimental results on two real-world datasets demonstrate the effectiveness of the proposed model: FairST not only reduces the fairness gap by more than 80%, but achieves better accuracy than state-of-the-art but fairness-oblivious methods including LSTMs, ConvLSTMs, and 3D CNN.

Learners regularly abandon online coding tutorials when they get bored or frustrated, but there are few techniques for anticipating this abandonment to intervene. In this paper, we examine the feasibility of predicting abandonment with machine-learned classifiers. Using interaction logs from an online programming game, we extracted a collection of features that are potentially related to learner abandonment and engagement, then developed classifiers for each level. Across the first five levels of the game, our classifiers successfully predicted 61% to 76% of learners who did not complete the next level, achieving an average AUC of 0.68. In these classifiers, features negatively associated with abandonment included account activation and help-seeking behaviors, whereas features positively associated with abandonment included features indicating difficulty and dis-engagement. These findings highlight the feasibility of providing timely intervention to learners likely to quit.