Assessing the effectiveness of large language models (LLMs) in addressing diverse tasks is essential for comprehending their strengths and weaknesses. Conventional evaluation techniques typically apply a single prompting strategy uniformly across datasets, not considering the varying degrees of task complexity. We introduce the Hierarchical Prompting Taxonomy (HPT), a taxonomy that employs a Hierarchical Prompt Framework (HPF) composed of five unique prompting strategies, arranged from the simplest to the most complex, to assess LLMs more precisely and to offer a clearer perspective. This taxonomy assigns a score, called the Hierarchical Prompting Score (HP-Score), to datasets as well as LLMs based on the rules of the taxonomy, providing a nuanced understanding of their ability to solve diverse tasks and offering a universal measure of task complexity. Additionally, we introduce the Adaptive Hierarchical Prompt framework, which automates the selection of appropriate prompting strategies for each task. This study compares manual and adaptive hierarchical prompt frameworks using four instruction-tuned LLMs, namely Llama 3 8B, Phi 3 3.8B, Mistral 7B, and Gemma 7B, across four datasets: BoolQ, CommonSenseQA (CSQA), IWSLT-2017 en-fr (IWSLT), and SamSum. Experiments demonstrate the effectiveness of HPT, providing a reliable way to compare different tasks and LLM capabilities. This paper leads to the development of a universal evaluation metric that can be used to evaluate both the complexity of the datasets and the capabilities of LLMs. The implementation of both manual HPF and adaptive HPF is publicly available.

Although it is very unlikely that machines will exhibit broadly-applicable intelligence comparable to or exceeding that of humans in the next 30 years (strong AI), it is to be expected that machines will reach and exceed human performance on more and more applied tasks. To develop the positive aspects of AI, manage its risks and challenges, and ensure that everyone has the opportunity to help in building an AI-enhanced society and to participate in its benefits, in this project, human intelligence and machine learning (ML) take the centre stage: Interactive Machine Learning (IML) is the design and implementation of algorithms and intelligent user interface frameworks that facilitate ML with the help of human interaction. Our focus is to improve the interaction between humans and machines, by leveraging state-of-the-art humancomputer interaction (HCI) approaches, as well as solutions that involve state-of-the-art ML techniques. In this project, we focus on Interactive Deep Learning (IDL): deep learning (DL) approaches for IML. We want computers to learn from humans by interacting with them in natural language for example and by observing them.

Synthetic data generation has gained significant attention recently for its utility in training large vision and language models. However, the application of synthetic data to the training of multimodal context-augmented generation systems has been relatively unexplored. This gap in existing work is important because existing vision and language models (VLMs) are not trained specifically for context-augmented generation. Resources for adapting such models are therefore crucial for enabling their use in retrieval-augmented generation (RAG) settings, where a retriever is used to gather relevant information that is then subsequently provided to a generative model via context augmentation. To address this challenging problem, we generate SK-VQA: a large synthetic multimodal dataset containing over 2 million question-answer pairs which require external knowledge to determine the final answer. Our dataset is both larger and significantly more diverse than existing resources of its kind, possessing over 11x more unique questions and containing images from a greater variety of sources than previously-proposed datasets. Through extensive experiments, we demonstrate that our synthetic dataset can not only serve as a challenging benchmark, but is also highly effective for adapting existing generative multimodal models for context-augmented generation.

While pre-training large-scale video-language models (VLMs) has shown remarkable potential for various downstream video-language tasks, existing VLMs can still suffer from certain commonly seen limitations, e.g., coarse-grained cross-modal aligning , under-modeling of temporal dynamics, detached video-language view. In this work, we target enhancing VLMs with a fine-grained structural spatio-temporal alignment learning method (namely Finsta). First of all, we represent the input texts and videos with fine-grained scene graph (SG) structures, both of which are further unified into a holistic SG (HSG) for bridging two modalities. Then, an SG-based framework is built, where the textual SG (TSG) is encoded with a graph Transformer, while the video dynamic SG (DSG) and the HSG are modeled with a novel recurrent graph Transformer for spatial and temporal feature propagation. A spatial-temporal Gaussian differential graph Transformer is further devised to strengthen the sense of the changes in objects across spatial and temporal dimensions. Next, based on the fine-grained structural features of TSG and DSG, we perform object-centered spatial alignment and predicate-centered temporal alignment respectively, enhancing the video-language grounding in both the spatiality and temporality. We design our method as a plug&play system, which can be integrated into existing well-trained VLMs for further representation augmentation, without training from scratch or relying on SG annotations in downstream applications. On 6 representative VL modeling tasks over 12 datasets in both standard and long-form video scenarios, Finsta consistently improves the existing 13 strong-performing VLMs persistently, and refreshes the current state-of-the-art end task performance significantly in both the fine-tuning and zero-shot settings.

Tools have become a mainstay of LLMs, allowing them to retrieve knowledge not in their weights, to perform tasks on the web, and even to control robots. However, most ontologies and surveys of tool-use have assumed the core challenge for LLMs is choosing the tool. Instead, we introduce a framework for tools more broadly which guides us to explore a model's ability to detect "silent" tool errors, and reflect on how to plan. This more directly aligns with the increasingly popular use of models as tools. We provide an initial approach to failure recovery with promising results both on a controlled calculator setting and embodied agent planning.

The integration of Generative Artificial Intelligence (GAI) and Large Language Models (LLMs) in academia has spurred a global discourse on their potential pedagogical benefits and ethical considerations. Positive reactions highlight some potential, such as collaborative creativity, increased access to education, and empowerment of trainers and trainees. However, negative reactions raise concerns about ethical complexities, balancing innovation and academic integrity, unequal access, and misinformation risks. Through a systematic survey and text-mining-based analysis of global and national directives, insights from independent research, and eighty university-level guidelines, this study provides a nuanced understanding of the opportunities and challenges posed by GAI and LLMs in education. It emphasizes the importance of balanced approaches that harness the benefits of these technologies while addressing ethical considerations and ensuring equitable access and educational outcomes. The paper concludes with recommendations for fostering responsible innovation and ethical practices to guide the integration of GAI and LLMs in academia.

High-quality distractors are crucial to both the assessment and pedagogical value of multiple-choice questions (MCQs), where manually crafting ones that anticipate knowledge deficiencies or misconceptions among real students is difficult. Meanwhile, automated distractor generation, even with the help of large language models (LLMs), remains challenging for subjects like math. It is crucial to not only identify plausible distractors but also understand the error behind them. In this paper, we introduce DiVERT (Distractor Generation with Variational Errors Represented as Text), a novel variational approach that learns an interpretable representation of errors behind distractors in math MCQs. Through experiments on a real-world math MCQ dataset with 1,434 questions used by hundreds of thousands of students, we show that DiVERT, despite using a base open-source LLM with 7B parameters, outperforms state-of-the-art approaches using GPT-4o on downstream distractor generation. We also conduct a human evaluation with math educators and find that DiVERT leads to error labels that are of comparable quality to human-authored ones.

The integration of artificial intelligence (AI) in educational measurement has revolutionized assessment methods, enabling automated scoring, rapid content analysis, and personalized feedback through machine learning and natural language processing. These advancements provide timely, consistent feedback and valuable insights into student performance, thereby enhancing the assessment experience. However, the deployment of AI in education also raises significant ethical concerns regarding validity, reliability, transparency, fairness, and equity. Issues such as algorithmic bias and the opacity of AI decision-making processes pose risks of perpetuating inequalities and affecting assessment outcomes. Responding to these concerns, various stakeholders, including educators, policymakers, and organizations, have developed guidelines to ensure ethical AI use in education. The National Council of Measurement in Education's Special Interest Group on AI in Measurement and Education (AIME) also focuses on establishing ethical standards and advancing research in this area. In this paper, a diverse group of AIME members examines the ethical implications of AI-powered tools in educational measurement, explores significant challenges such as automation bias and environmental impact, and proposes solutions to ensure AI's responsible and effective use in education.

This study addresses ethical issues surrounding Large Language Models (LLMs) within the field of artificial intelligence. It explores the common ethical challenges posed by both LLMs and other AI systems, such as privacy and fairness, as well as ethical challenges uniquely arising from LLMs. It highlights challenges such as hallucination, verifiable accountability, and decoding censorship complexity, which are unique to LLMs and distinct from those encountered in traditional AI systems. The study underscores the need to tackle these complexities to ensure accountability, reduce biases, and enhance transparency in the influential role that LLMs play in shaping information dissemination. It proposes mitigation strategies and future directions for LLM ethics, advocating for interdisciplinary collaboration. It recommends ethical frameworks tailored to specific domains and dynamic auditing systems adapted to diverse contexts. This roadmap aims to guide responsible development and integration of LLMs, envisioning a future where ethical considerations govern AI advancements in society.

Large language models (LLMs) have been employed in various intelligent educational tasks to assist teaching. While preliminary explorations have focused on independent LLM-empowered agents for specific educational tasks, the potential for LLMs within a multi-agent collaborative framework to simulate a classroom with real user participation remains unexplored. In this work, we propose SimClass, a multi-agent classroom simulation framework involving user participation. We recognize representative class roles and introduce a novel class control mechanism for automatic classroom teaching, and conduct user experiments in two real-world courses. Utilizing the Flanders Interactive Analysis System and Community of Inquiry theoretical frame works from educational analysis, we demonstrate that LLMs can simulate traditional classroom interaction patterns effectively while enhancing user's experience. We also observe emergent group behaviors among agents in SimClass, where agents collaborate to create enlivening interactions in classrooms to improve user learning process. We hope this work pioneers the application of LLM-empowered multi-agent systems in virtual classroom teaching.