The advent of artificial intelligence (AI) has instigated a transformational wave across various sectors, with education standing as a salient beneficiary. AI's unrivaled capacity to enable personalized and adaptive learning experiences has propelled intelligent tutoring systems to the forefront of modern educational paradigms (Kasneci et al., 2023). These systems, powered by AI, offer individualized feedback and interactive learning modules designed to cater to each student's distinct learning needs. Nonetheless, the challenge of developing AI tutors capable of delivering consistently accurate and dependable responses across diverse academic disciplines persists. A notable hindrance to the reliability of AI in educational applications is the occurrence of'information hallucination', a phenomenon where AI-generated responses, while appearing valid, deviate from factual accuracy (Nye et al., 2023). Such inconsistencies can undermine confidence in AI-centric educational systems (Kasneci et al., 2023). Furthermore, the customization of these systems to align with specific course content necessitates access to current and pertinent educational materials, a task often complicated by the multifaceted nature of academic disciplines. To tackle these challenges, this paper introduces AI Tutor, a web application developed upon the sophisticated infrastructure of large language models (LLMs) and retrieval-augmented generation (RAG). AI Tutor is engineered to deliver accurate, contextually relevant responses by intelligently assimilating information from course-specific materials (Lewis et al., 2020).

Welcome to our November 2023 monthly digest, where you can catch up with any AIhub stories you may have missed, peruse the latest news, find out about recent events, and more. This month, we deconstruct sentiment analysis, find out about few-shot learning in medical imaging, investigate rare events, and look forward to our science communication training session at NeurIPS. In their paper The Sentiment Problem: A Critical Survey towards Deconstructing Sentiment Analysis, Pranav Venkit, Mukund Srinath, Sanjana Gautam, Saranya Venkatraman, Vipul Gupta, Rebecca Passonneau and Shomir Wilson present a review of the sociotechnical aspects of sentiment analysis. In this interview, Pranav and Mukund tell us more about sentiment analysis, how they went about surveying the literature, and recommendations for researchers in the field. Deep learning models employed in medical imaging are limited by the lack of annotated images.

Over the last year, large language models (LLMs) have emerged as a groundbreaking technology that has the potential to fundamentally reshape how people interact with AI. Central to the fervor surrounding these models is the credibility and authenticity of the text they generate, which is largely attributable to the fact that LLMs are trained on vast text corpora sourced directly from the Internet. And while this practice exposes LLMs to a wealth of knowledge, such corpora tend to engender a double-edged sword, as they often contain objectionable content including hate speech, malware, and false information [1]. Indeed, the propensity of LLMs to reproduce this objectionable content has invigorated the field of AI alignment [2-4], wherein various mechanisms are used to "align" the output text generated by LLMs with ethical and legal standards [5-7]. At face value, efforts to align LLMs have reduced the propagation of toxic content: Publicly-available chatbots will now rarely output text that is clearly objectionable [8]. Yet, despite this encouraging progress, in recent months a burgeoning literature has identified numerous failure modes--commonly referred to as jailbreaks--that bypass the alignment mechanisms and safety guardrails implemented on modern LLMs [9, 10]. The pernicious nature of such jailbreaks, which are often difficult to detect or mitigate [11, 12], pose a significant barrier to the widespread deployment of LLMs, given that the text generated by these models may influence educational policy [13], medical diagnoses [14, 15], and business decisions [16]. Among the jailbreaks discovered so far, a notable category concerns adversarial prompting, wherein an attacker fools a targeted LLM into outputting objectionable content by modifying prompts passed as input to that LLM [17, 18]. Of particular concern is the recent work of [19], which shows that highly-performant LLMs, including GPT, Claude, and PaLM, can be jailbroken by appending adversarially-chosen characters onto various prompts.

We propose a novel benchmark for cross-view knowledge transfer of dense video captioning, adapting models from web instructional videos with exocentric views to an egocentric view. While dense video captioning (predicting time segments and their captions) is primarily studied with exocentric videos (e.g., YouCook2), benchmarks with egocentric videos are restricted due to data scarcity. To overcome the limited video availability, transferring knowledge from abundant exocentric web videos is demanded as a practical approach. However, learning the correspondence between exocentric and egocentric views is difficult due to their dynamic view changes. The web videos contain mixed views focusing on either human body actions or close-up hand-object interactions, while the egocentric view is constantly shifting as the camera wearer moves. This necessitates the in-depth study of cross-view transfer under complex view changes. In this work, we first create a real-life egocentric dataset (EgoYC2) whose captions are shared with YouCook2, enabling transfer learning between these datasets assuming their ground-truth is accessible. To bridge the view gaps, we propose a view-invariant learning method using adversarial training in both the pre-training and fine-tuning stages. While the pre-training is designed to learn invariant features against the mixed views in the web videos, the view-invariant fine-tuning further mitigates the view gaps between both datasets. We validate our proposed method by studying how effectively it overcomes the view change problem and efficiently transfers the knowledge to the egocentric domain. Our benchmark pushes the study of the cross-view transfer into a new task domain of dense video captioning and will envision methodologies to describe egocentric videos in natural language.

Deep learning approaches exhibit promising performances on various text tasks. However, they are still struggling on medical text classification since samples are often extremely imbalanced and scarce. Different from existing mainstream approaches that focus on supplementary semantics with external medical information, this paper aims to rethink the data challenges in medical texts and present a novel framework-agnostic algorithm called Text2Tree that only utilizes internal label hierarchy in training deep learning models. We embed the ICD code tree structure of labels into cascade attention modules for learning hierarchy-aware label representations. Two new learning schemes, Similarity Surrogate Learning (SSL) and Dissimilarity Mixup Learning (DML), are devised to boost text classification by reusing and distinguishing samples of other labels following the label representation hierarchy, respectively. Experiments on authoritative public datasets and real-world medical records show that our approach stably achieves superior performances over classical and advanced imbalanced classification methods.

Artificial general intelligence (AGI) has gained global recognition as a future technology due to the emergence of breakthrough large language models and chatbots such as GPT-4 and ChatGPT, respectively. Compared to conventional AI models, typically designed for a limited range of tasks, demand significant amounts of domain-specific data for training and may not always consider intricate interpersonal dynamics in education. AGI, driven by the recent large pre-trained models, represents a significant leap in the capability of machines to perform tasks that require human-level intelligence, such as reasoning, problem-solving, decision-making, and even understanding human emotions and social interactions. This position paper reviews AGI's key concepts, capabilities, scope, and potential within future education, including achieving future educational goals, designing pedagogy and curriculum, and performing assessments. It highlights that AGI can significantly improve intelligent tutoring systems, educational assessment, and evaluation procedures. AGI systems can adapt to individual student needs, offering tailored learning experiences. They can also provide comprehensive feedback on student performance and dynamically adjust teaching methods based on student progress. The paper emphasizes that AGI's capabilities extend to understanding human emotions and social interactions, which are critical in educational settings. The paper discusses that ethical issues in education with AGI include data bias, fairness, and privacy and emphasizes the need for codes of conduct to ensure responsible AGI use in academic settings like homework, teaching, and recruitment. We also conclude that the development of AGI necessitates interdisciplinary collaborations between educators and AI engineers to advance research and application efforts.

Large Language Models (LLMs), as the case of OpenAI ChatGPT-4 Turbo, are revolutionizing several industries, including higher education. In this context, LLMs can be personalized through a fine-tuning process to meet the student demands on every particular subject, like statistics. Recently, OpenAI has launched the possibility to fine-tune their model with a natural language web interface, enabling the possibility to create customized GPT version deliberately conditioned to meet the demands of a specific task. The objective of this research is to assess the potential of the customized GPTs that have recently been launched by OpenAI. After developing a Business Statistics Virtual Professor (BSVP), tailored for students at the Universidad Pontificia Comillas, its behavior was evaluated and compared with that of ChatGPT-4 Turbo. The results lead to several conclusions. Firstly, a substantial modification in the style of communication was observed. Following the instructions it was trained with, BSVP provided responses in a more relatable and friendly tone, even incorporating a few minor jokes. Secondly, and this is a matter of relevance, when explicitly asked for something like, "I would like to practice a programming exercise similar to those in R practice 4," BSVP was capable of providing a far superior response: having access to contextual documentation, it could fulfill the request, something beyond ChatGPT-4 Turbo's capabilities. On the downside, the response times were generally higher. Lastly, regarding overall performance, quality, depth, and alignment with the specific content of the course, no statistically significant differences were observed in the responses between BSVP and ChatGPT-4 Turbo. It appears that customized assistants trained with prompts present advantages as virtual aids for students, yet they do not constitute a substantial improvement over ChatGPT-4 Turbo.

Large language models (LLMs) released for public use incorporate guardrails to ensure their output is safe, often referred to as "model alignment." An aligned language model should decline a user's request to produce harmful content. However, such safety measures are vulnerable to adversarial attacks, which add maliciously designed token sequences to a harmful prompt to bypass the model's safety guards. In this work, we introduce erase-and-check, the first framework to defend against adversarial prompts with verifiable safety guarantees. We defend against three attack modes: i) adversarial suffix, which appends an adversarial sequence at the end of the prompt; ii) adversarial insertion, where the adversarial sequence is inserted anywhere in the middle of the prompt; and iii) adversarial infusion, where adversarial tokens are inserted at arbitrary positions in the prompt, not necessarily as a contiguous block. Our experimental results demonstrate that this procedure can obtain strong certified safety guarantees on harmful prompts while maintaining good empirical performance on safe prompts. For example, against adversarial suffixes of length 20, it certifiably detects 92% of harmful prompts and labels 94% of safe prompts correctly using the open-source language model Llama 2 as the safety filter. We further improve the filter's performance, in terms of accuracy and speed, by replacing Llama 2 with a DistilBERT safety classifier fine-tuned on safe and harmful prompts. Additionally, we propose two efficient empirical defenses: i) RandEC, a randomized version of erase-and-check that evaluates the safety filter on a small subset of the erased subsequences, and ii) GradEC, a gradient-based version that optimizes the erased tokens to remove the adversarial sequence. The code for our experiments is available at https://github.com/aounon/certified-llm-safety.

This research aims to take advantage of artificial intelligence techniques in producing students assessment that is compatible with the different academic accreditations of the same program. The possibility of using generative artificial intelligence technology was studied to produce an academic accreditation compliant test the National Center for Academic Accreditation of Kingdom of Saudi Arabia and Accreditation Board for Engineering and Technology. A novel method was introduced to map the verbs used to create the questions introduced in the tests. The method allows a possibility of using the generative artificial intelligence technology to produce and check the validity of questions that measure educational outcomes. A questionnaire was distributed to ensure that the use of generative artificial intelligence to create exam questions is acceptable by the faculty members, as well as to ask about the acceptance of assistance in validating questions submitted by faculty members and amending them in accordance with academic accreditations. The questionnaire was distributed to faculty members of different majors in the Kingdom of Saudi Arabias universities. one hundred twenty responses obtained with eight five percentile approval percentage for generate complete exam questions by generative artificial intelligence . Whereas ninety eight percentage was the approval percentage for editing and improving already existed questions.

Generative AI systems such as ChatGPT have a disruptive effect on learning and assessment. Computer science requires practice to develop skills in problem solving and programming that are traditionally developed using assignments. Generative AI has the capability of completing these assignments for students with high accuracy, which dramatically increases the potential for academic integrity issues and students not achieving desired learning outcomes. This work investigates the performance of ChatGPT by evaluating it across three courses (CS1,CS2,databases). ChatGPT completes almost all introductory assessments perfectly. Existing detection methods, such as MOSS and JPlag (based on similarity metrics) and GPTzero (AI detection), have mixed success in identifying AI solutions. Evaluating instructors and teaching assistants using heuristics to distinguish between student and AI code shows that their detection is not sufficiently accurate. These observations emphasize the need for adapting assessments and improved detection methods.