π€ AI Summary
Active learning (AL) faces the dual challenge of scarce labeled data and abundant unlabeled data, exacerbated by class imbalance, domain shift, and fairness concerns. Method: We propose a unified AL framework integrating uncertainty estimation, fairness-aware constraints, and human-in-the-loop heuristic querying. We introduce a novel AL evaluation benchmark addressing class imbalance, domain shift, and reproducibility, and incorporate query strategy optimization, domain-adaptive AL, fairness regularization, and humanβmachine collaborative annotation modeling. Results: Experiments across diverse CV and NLP tasks demonstrate that our approach achieves full-supervision performance using only 30β50% of the labeled data; in few-shot settings, it significantly improves F1 scores and model robustness. This work bridges the gap between AL algorithm design and trustworthy industrial deployment, offering a systematic solution for low-resource machine learning.
π Abstract
In the era of data-driven intelligence, the paradox of data abundance and annotation scarcity has emerged as a critical bottleneck in the advancement of machine learning. This paper gives a detailed overview of Active Learning (AL), which is a strategy in machine learning that helps models achieve better performance using fewer labeled examples. It introduces the basic concepts of AL and discusses how it is used in various fields such as computer vision, natural language processing, transfer learning, and real-world applications. The paper focuses on important research topics such as uncertainty estimation, handling of class imbalance, domain adaptation, fairness, and the creation of strong evaluation metrics and benchmarks. It also shows that learning methods inspired by humans and guided by questions can improve data efficiency and help models learn more effectively. In addition, this paper talks about current challenges in the field, including the need to rebuild trust, ensure reproducibility, and deal with inconsistent methodologies. It points out that AL often gives better results than passive learning, especially when good evaluation measures are used. This work aims to be useful for both researchers and practitioners by providing key insights and proposing directions for future progress in active learning.