Learning is a key motivator behind information search behavior. With the emergence of LLM-based chatbots, students are increasingly turning to these tools as their primary resource for acquiring knowledge. However, the transition from traditional resources like textbooks and web searches raises concerns among educators. They worry that these fully-automated LLMs might lead students to delegate critical steps of search as learning. In this paper, we systematically uncover three main concerns from educators' perspectives. In response to these concerns, we conducted a mixed-methods study with 92 university students to compare three learning sources with different automation levels. Our results show that LLMs support comprehensive understanding of key concepts without promoting passive learning, though their effectiveness in knowledge retention was limited. Additionally, we found that academic performance impacted both learning outcomes and search patterns. Notably, higher-competence learners engaged more deeply with content through reading-intensive behaviors rather than relying on search activities.

Conversational Question Generation (CQG) enhances the interactivity of conversational question-answering systems in fields such as education, customer service, and entertainment. However, traditional CQG, focusing primarily on the immediate context, lacks the conversational foresight necessary to guide conversations toward specified conclusions. This limitation significantly restricts their ability to achieve conclusion-oriented conversational outcomes. In this work, we redefine the CQG task as Conclusion-driven Conversational Question Generation (CCQG) by focusing on proactivity, not merely reacting to the unfolding conversation but actively steering it towards a conclusion-oriented question-answer pair. To address this, we propose a novel approach, called Proactive Conversational Question Planning with self-Refining (PCQPR). Concretely, by integrating a planning algorithm inspired by Monte Carlo Tree Search (MCTS) with the analytical capabilities of large language models (LLMs), PCQPR predicts future conversation turns and continuously refines its questioning strategies. This iterative self-refining mechanism ensures the generation of contextually relevant questions strategically devised to reach a specified outcome. Our extensive evaluations demonstrate that PCQPR significantly surpasses existing CQG methods, marking a paradigm shift towards conclusion-oriented conversational question-answering systems.

Model merging, such as model souping, is the practice of combining different models with the same architecture together without further training. In this work, we present a model merging methodology that addresses the difficulty of finetuning Large Language Models (LLMs) for target tasks in non-English languages, where task-specific data is often unavailable. We focus on mathematical reasoning and without in-language math data, facilitate cross-lingual transfer by composing language and math capabilities. We then replace the top and bottom transformer layers of the math expert directly with layers from the language expert, which consequently enhances math performance in the target language. The resulting merged models outperform the individual experts and other merging methods on the math benchmark, MGSM, by 10% across four major languages where math instruction data is scarce. In addition, this layer swapping is simple, inexpensive, and intuitive, as it is based on an interpretative analysis of the most important parameter changes during the fine-tuning of each expert. The ability to successfully re-compose LLMs for cross-lingual transfer in this manner opens up future possibilities to combine model expertise, create modular solutions, and transfer reasoning capabilities across languages all post hoc. Instruction fine-tuning Large Language Models (LLMs) is necessary to customize pre-trained models for real-world applications. This fine-tuning is especially critical in multilingual settings because most popular open-source LLMs have been pretrained on highly English-centric data (Llama et al., 2024; Yang et al., 2024a; Jiang et al., 2023). Furthermore, the scarcity of high-quality labeled data available for post-training in non-English languages and the tremendous cost of procuring it further exacerbates the inequality.

Model fairness is becoming important in class-incremental learning for Trustworthy AI. While accuracy has been a central focus in class-incremental learning, fairness has been relatively understudied. We theoretically analyze that forgetting occurs if the average gradient vector of the current task data is in an "opposite direction" compared to the average gradient vector of a sensitive group, which means their inner products are negative. We then propose a fair class-incremental learning framework that adjusts the training weights of current task samples to change the direction of the average gradient vector and thus reduce the forgetting of underperforming groups and achieve fairness. For various group fairness measures, we formulate optimization problems to minimize the overall losses of sensitive groups while minimizing the disparities among them. We also show the problems can be solved with linear programming and propose an efficient Fairness-aware Sample Weighting (FSW) algorithm. Experiments show that FSW achieves better accuracy-fairness tradeoff results than state-of-the-art approaches on real datasets. Trustworthy AI is becoming critical in various continual learning applications including autonomous vehicles, personalized recommendations, healthcare monitoring, and more (Liu et al., 2021; Kaur et al., 2023). In particular, it is important to improve model fairness along with accuracy when developing models incrementally in dynamic environments. Unfair model predictions have the potential to undermine the trust and safety in human-related automated systems, especially as observed frequently in the context of continual learning. There are largely three continual learning scenarios (van de Ven & Tolias, 2019): task-incremental, domain-incremental, and class-incremental learning where the task, domain, or class may change over time, respectively. In this paper, we focus on class-incremental learning, where the objective is to incrementally learn new classes as they appear. The main challenge of class-incremental learning is to learn new classes of data, while not forgetting previously-learned classes (Belouadah et al., 2021; Lange et al., 2022). If we simply fine-tune the model on the new classes only, the model will gradually forget about the previously-learned classes.

LiDAR-based 3D object detectors have been largely utilized in various applications, including autonomous vehicles or mobile robots. However, LiDAR-based detectors often fail to adapt well to target domains with different sensor configurations (e.g., types of sensors, spatial resolution, or FOVs) and location shifts. Collecting and annotating datasets in a new setup is commonly required to reduce such gaps, but it is often expensive and time-consuming. Recent studies suggest that pre-trained backbones can be learned in a self-supervised manner with large-scale unlabeled LiDAR frames. However, despite their expressive representations, they remain challenging to generalize well without substantial amounts of data from the target domain. Thus, we propose a novel method, called Domain Adaptive Distill-Tuning (DADT), to adapt a pre-trained model with limited target data (approximately 100 LiDAR frames), retaining its representation power and preventing it from overfitting. Specifically, we use regularizers to align object-level and context-level representations between the pre-trained and finetuned models in a teacher-student architecture. Our experiments with driving benchmarks, i.e., Waymo Open dataset and KITTI, confirm that our method effectively finetunes a pre-trained model, achieving significant gains in accuracy.

Question answering (QA) tasks have been extensively studied in the field of natural language processing (NLP). Answers to open-ended questions are highly diverse and difficult to quantify, and cannot be simply evaluated as correct or incorrect, unlike close-ended questions with definitive answers. While large language models (LLMs) have demonstrated strong capabilities across various tasks, they exhibit relatively weaker performance in evaluating answers to open-ended questions. In this study, we propose a method that leverages LLMs and the analytic hierarchy process (AHP) to assess answers to open-ended questions. We utilized LLMs to generate multiple evaluation criteria for a question. Subsequently, answers were subjected to pairwise comparisons under each criterion with LLMs, and scores for each answer were calculated in the AHP. We conducted experiments on four datasets using both ChatGPT-3.5-turbo and GPT-4. Our results indicate that our approach more closely aligns with human judgment compared to the four baselines. Additionally, we explored the impact of the number of criteria, variations in models, and differences in datasets on the results.

Generative artificial intelligence has shown promise in prompting virtual worlds into existence, yet little attention has been given to understanding how this process unfolds as social interaction. We present Social Conjurer, a framework for AI-augmented dynamic 3D scene co-creation, where multiple users collaboratively build and modify virtual worlds in real-time. Through an expanded set of interactions, including social and tool-based engagements as well as spatial reasoning, our framework facilitates the creation of rich, diverse virtual environments. Findings from a preliminary user study (N=12) provide insight into the user experience of this approach, how social contexts shape the prompting of spatial environments, and perspective on social applications of prompt-based 3D co-creation. In addition to highlighting the potential of AI-supported multi-user world creation and offering new pathways for AI-augmented creative processes in VR, this article presents a set of implications for designing human-centered interfaces that incorporate AI models into 3D content generation.

Event Causality Identification (ECI) focuses on extracting causal relations between events in texts. Existing methods for ECI primarily rely on causal features and external knowledge. However, these approaches fall short in two dimensions: (1) causal features between events in a text often lack explicit clues, and (2) external knowledge may introduce bias, while specific problems require tailored analyses. To address these issues, we propose SemDI - a simple and effective Semantic Dependency Inquiry Network for ECI. SemDI captures semantic dependencies within the context using a unified encoder. Then, it utilizes a Cloze Analyzer to generate a fill-in token based on comprehensive context understanding. Finally, this fill-in token is used to inquire about the causal relation between two events. Extensive experiments demonstrate the effectiveness of SemDI, surpassing state-of-the-art methods on three widely used benchmarks. Code is available at https://github.com/hrlics/SemDI.

The frequent interactions between quantum computing and machine learning revolutionize both fields. One prototypical achievement is the quantum auto-encoder (QAE), as the leading strategy to relieve the curse of dimensionality ubiquitous in the quantum world. Despite its attractive capabilities, practical applications of QAE have yet largely unexplored. To narrow this knowledge gap, here we devise three effective QAE-based learning protocols to address three classically computational hard learning problems when learning quantum systems, which are low-rank state fidelity estimation, quantum Fisher information estimation, and Gibbs state preparation. Attributed to the versatility of QAE, our proposals can be readily executed on near-term quantum machines. Besides, we analyze the error bounds of the trained protocols and showcase the necessary conditions to provide practical utility from the perspective of complexity theory. We conduct numerical simulations to confirm the effectiveness of the proposed three protocols. Our work sheds new light on developing advanced quantum learning algorithms to accomplish hard quantum physics and quantum information processing tasks.

Item Response Theory (IRT) is a powerful statistical approach for evaluating test items and determining test taker abilities through response analysis. An IRT model that better fits the data leads to more accurate latent trait estimates. In this study, we present a new model for multiple choice data, the monotone multiple choice (MMC) model, which we fit using autoencoders. Using both simulated scenarios and real data from the Swedish Scholastic Aptitude Test, we demonstrate empirically that the MMC model outperforms the traditional nominal response IRT model in terms of fit. Furthermore, we illustrate how the latent trait scale from any fitted IRT model can be transformed into a ratio scale, aiding in score interpretation and making it easier to compare different types of IRT models. We refer to these new scales as bit scales. Bit scales are especially useful for models for which minimal or no assumptions are made for the latent trait scale distributions, such as for the autoencoder fitted models in this study.