Elicitation interviews are the most common requirements elicitation technique, and proficiency in conducting these interviews is crucial for requirements elicitation. Traditional training methods, typically limited to textbook learning, may not sufficiently address the practical complexities of interviewing techniques. Practical training with various interview scenarios is important for understanding how to apply theoretical knowledge in real-world contexts. However, there is a shortage of educational interview material, as creating interview scripts requires both technical expertise and creativity. To address this issue, we develop a specialized GPT agent for auto-generating interview scripts. The GPT agent is equipped with a dedicated knowledge base tailored to the guidelines and best practices of requirements elicitation interview procedures. We employ a prompt chaining approach to mitigate the output length constraint of GPT to be able to generate thorough and detailed interview scripts. This involves dividing the interview into sections and crafting distinct prompts for each, allowing for the generation of complete content for each section. The generated scripts are assessed through standard natural language generation evaluation metrics and an expert judgment study, confirming their applicability in requirements engineering training.

Cooperative Multi-Agent Reinforcement Learning (MARL) algorithms, trained only to optimize task reward, can lead to a concentration of power where the failure or adversarial intent of a single agent could decimate the reward of every agent in the system. In the context of teams of people, it is often useful to explicitly consider how power is distributed to ensure no person becomes a single point of failure. Here, we argue that explicitly regularizing the concentration of power in cooperative RL systems can result in systems which are more robust to single agent failure, adversarial attacks, and incentive changes of co-players. To this end, we define a practical pairwise measure of power that captures the ability of any co-player to influence the ego agent's reward, and then propose a power-regularized objective which balances task reward and power concentration. Given this new objective, we show that there always exists an equilibrium where every agent is playing a power-regularized best-response balancing power and task reward. Moreover, we present two algorithms for training agents towards this power-regularized objective: Sample Based Power Regularization (SBPR), which injects adversarial data during training; and Power Regularization via Intrinsic Motivation (PRIM), which adds an intrinsic motivation to regulate power to the training objective. Our experiments demonstrate that both algorithms successfully balance task reward and power, leading to lower power behavior than the baseline of task-only reward and avoid catastrophic events in case an agent in the system goes off-policy.

Large-scale pre-trained generative models are taking the world by storm, due to their abilities in generating creative content. Meanwhile, safeguards for these generative models are developed, to protect users' rights and safety, most of which are designed for large language models. Existing methods primarily focus on jailbreak and adversarial attacks, which mainly evaluate the model's safety under malicious prompts. Recent work found that manually crafted safe prompts can unintentionally trigger unsafe generations. To further systematically evaluate the safety risks of text-to-image models, we propose a novel Automatic Red-Teaming framework, ART. Our method leverages both vision language model and large language model to establish a connection between unsafe generations and their prompts, thereby more efficiently identifying the model's vulnerabilities. With our comprehensive experiments, we reveal the toxicity of the popular open-source text-to-image models. The experiments also validate the effectiveness, adaptability, and great diversity of ART. Additionally, we introduce three large-scale red-teaming datasets for studying the safety risks associated with text-to-image models. Datasets and models can be found in https://github.com/GuanlinLee/ART.

Massive open online courses (MOOCs) offer free education globally to anyone with a computer and internet access. Despite this democratization of learning, the massive enrollment in these courses makes it impractical for one instructor to assess every student's writing assignment. As a result, peer grading, often guided by a straightforward rubric, is the method of choice. While convenient, peer grading often falls short in terms of reliability and validity. In this study, we explore the feasibility of using large language models (LLMs) to replace peer grading in MOOCs. Specifically, we use two LLMs, GPT-4 and GPT-3.5, across three MOOCs: Introductory Astronomy, Astrobiology, and the History and Philosophy of Astronomy. To instruct LLMs, we use three different prompts based on the zero-shot chain-of-thought (ZCoT) prompting technique: (1) ZCoT with instructor-provided correct answers, (2) ZCoT with both instructor-provided correct answers and rubrics, and (3) ZCoT with instructor-provided correct answers and LLM-generated rubrics. Tested on 18 settings, our results show that ZCoT, when augmented with instructor-provided correct answers and rubrics, produces grades that are more aligned with those assigned by instructors compared to peer grading. Finally, our findings indicate a promising potential for automated grading systems in MOOCs, especially in subjects with well-defined rubrics, to improve the learning experience for millions of online learners worldwide.

The Segment Anything Model (SAM) exhibits impressive capabilities in zero-shot segmentation for natural images. Recently, SAM has gained a great deal of attention for its applications in medical image segmentation. However, to our best knowledge, no studies have shown how to harness the power of SAM for medical image classification. To fill this gap and make SAM a true ``foundation model'' for medical image analysis, it is highly desirable to customize SAM specifically for medical image classification. In this paper, we introduce SAMAug-C, an innovative augmentation method based on SAM for augmenting classification datasets by generating variants of the original images. The augmented datasets can be used to train a deep learning classification model, thereby boosting the classification performance. Furthermore, we propose a novel framework that simultaneously processes raw and SAMAug-C augmented image input, capitalizing on the complementary information that is offered by both. Experiments on three public datasets validate the effectiveness of our new approach.

Recently, Multimodal Large Language Models (MLLMs) have been used as agents to control keyboard and mouse inputs by directly perceiving the Graphical User Interface (GUI) and generating corresponding code. However, current agents primarily exhibit excellent understanding capabilities in static environments and are predominantly applied in relatively simple domains, such as Web or mobile interfaces. We argue that a robust GUI agent should be capable of perceiving temporal information on the GUI, including dynamic Web content and multi-step tasks. Additionally, it should possess a comprehensive understanding of various GUI scenarios, including desktop software and multi-window interactions. To this end, this paper introduces a new dataset, termed GUI-World, which features meticulously crafted Human-MLLM annotations, extensively covering six GUI scenarios and eight types of GUI-oriented questions in three formats. We evaluate the capabilities of current state-of-the-art MLLMs, including ImageLLMs and VideoLLMs, in understanding various types of GUI content, especially dynamic and sequential content. Our findings reveal that ImageLLMs struggle with dynamic GUI content without manually annotated keyframes or operation history. On the other hand, VideoLLMs fall short in all GUI-oriented tasks given the sparse GUI video dataset. Based on GUI-World, we take the initial step of leveraging a fine-tuned VideoLLM as a GUI agent, demonstrating an improved understanding of various GUI tasks. However, due to the limitations in the performance of base LLMs, we conclude that using VideoLLMs as GUI agents remains a significant challenge. We believe our work provides valuable insights for future research in dynamic GUI content understanding. The code and dataset are publicly available at our project homepage: https://gui-world.github.io/.

It is becoming increasingly important that physics educators equip their students with the skills to work with data effectively. However, many educators may lack the necessary training and expertise in data science to teach these skills. To address this gap, we created the Data Science Education Community of Practice (DSECOP), bringing together graduate students and physics educators from different institutions and backgrounds to share best practices and lessons learned from integrating data science into undergraduate physics education. In this article we present insights and experiences from this community of practice, highlighting key strategies and challenges in incorporating data science into the introductory physics curriculum. Our goal is to provide guidance and inspiration to educators who seek to integrate data science into their teaching, helping to prepare the next generation of physicists for a data-driven world.

Artificial intelligence (AI) as a disruptive technology is not new. However, its recent evolution, engineered by technological transformation, big data analytics, and quantum computing, produces conversational and generative AI (CGAI/GenAI) and human-like chatbots that disrupt conventional operations and methods in different fields. This study investigates the scientific landscape of CGAI and human-chatbot interaction/collaboration and evaluates use cases, benefits, challenges, and policy implications for multidisciplinary education and allied industry operations. The publications trend showed that just 4% (n=75) occurred during 2006-2018, while 2019-2023 experienced astronomical growth (n=1763 or 96%). The prominent use cases of CGAI (e.g., ChatGPT) for teaching, learning, and research activities occurred in computer science [multidisciplinary and AI] (32%), medical/healthcare (17%), engineering (7%), and business fields (6%). The intellectual structure shows strong collaboration among eminent multidisciplinary sources in business, Information Systems, and other areas. The thematic structure of SLP highlights prominent CGAI use cases, including improved user experience in human-computer interaction, computer programs/code generation, and systems creation. Widespread CGAI usefulness for teachers, researchers, and learners includes syllabi/course content generation, testing aids, and academic writing. The concerns about abuse and misuse (plagiarism, academic integrity, privacy violations) and issues about misinformation, danger of self-diagnoses, and patient privacy in medical/healthcare applications are prominent. Formulating strategies and policies to address potential CGAI challenges in teaching/learning and practice are priorities. Developing discipline-based automatic detection of GenAI contents to check abuse is proposed.

Often times in imitation learning (IL), the environment we collect expert demonstrations in and the environment we want to deploy our learned policy in aren't exactly the same (e.g. demonstrations collected in simulation but deployment in the real world). Compared to policy-centric approaches to IL like behavioural cloning, reward-centric approaches like inverse reinforcement learning (IRL) often better replicate expert behaviour in new environments. This transfer is usually performed by optimising the recovered reward under the dynamics of the target environment. However, (a) we find that modern deep IL algorithms frequently recover rewards which induce policies far weaker than the expert, even in the same environment the demonstrations were collected in. Furthermore, (b) these rewards are often quite poorly shaped, necessitating extensive environment interaction to optimise effectively. We provide simple and scalable fixes to both of these concerns. For (a), we find that reward model ensembles combined with a slightly different training objective significantly improves re-training and transfer performance. For (b), we propose a novel evolution-strategies based method EvIL to optimise for a reward-shaping term that speeds up re-training in the target environment, closing a gap left open by the classical theory of IRL. On a suite of continuous control tasks, we are able to re-train policies in target (and source) environments more interaction-efficiently than prior work.

This paper critically discusses how generative artificial intelligence (GenAI) might impose Western ideologies on non-Western societies, perpetuating digital neocolonialism in education through its inherent biases. It further suggests strategies for local and global stakeholders to mitigate these effects. Our discussions demonstrated that GenAI can foster cultural imperialism by generating content that primarily incorporates cultural references and examples relevant to Western students, thereby alienating students from non-Western backgrounds. Also, the predominant use of Western languages by GenAI can marginalize non-dominant languages, making educational content less accessible to speakers of indigenous languages and potentially impacting their ability to learn in their first language. Additionally, GenAI often generates content and curricula that reflect the perspectives of technologically dominant countries, overshadowing marginalized indigenous knowledge and practices. Moreover, the cost of access to GenAI intensifies educational inequality and the control of GenAI data could lead to commercial exploitation without benefiting local students and their communities. We propose human-centric reforms to prioritize cultural diversity and equity in GenAI development; a liberatory design to empower educators and students to identify and dismantle the oppressive structures within GenAI applications; foresight by design to create an adjustable GenAI system to meet future educational needs; and finally, effective prompting skills to reduce the retrieval of neocolonial outputs.