The advent of Large Language Models (LLMs) and Artificial Intelligence (AI) tools has revolutionized various facets of our lives, particularly in the realm of social media. For students, these advancements have unlocked unprecedented opportunities for learning, collaboration, and personal growth. AI-driven applications are transforming how students interact with social media, offering personalized content and recommendations, and enabling smarter, more efficient communication. Recent studies utilizing data from UniversityCube underscore the profound impact of AI tools on students' academic and social experiences. These studies reveal that students engaging with AI-enhanced social media platforms report higher academic performance, enhanced critical thinking skills, and increased engagement in collaborative projects. Moreover, AI tools assist in filtering out distracting content, allowing students to concentrate more on educational materials and pertinent discussions. The integration of LLMs in social media has further facilitated improved peer-to-peer communication and mentorship opportunities. AI algorithms effectively match students based on shared academic interests and career goals, fostering a supportive and intellectually stimulating online community, thereby contributing to increased student satisfaction and retention rates. In this article, we delve into the data provided by UniversityCube to explore how LLMs and AI tools are specifically transforming social media for students. Through case studies and statistical analyses, we offer a comprehensive understanding of the educational and social benefits these technologies offer. Our exploration highlights the potential of AI-driven tools to create a more enriched, efficient, and supportive educational environment for students in the digital age.

We estimate the Kolmogorov complexity of melodies in Irish traditional dance music using Lempel-Ziv compression. The "tunes" of the music are presented in so-called "ABC notation" as simply a sequence of letters from an alphabet: We have no rhythmic variation, with all notes being of equal length. Our estimation of algorithmic complexity can be used to distinguish "simple" or "easy" tunes (with more repetition) from "difficult" ones (with less repetition) which should prove useful for students learning tunes. We further present a comparison of two tune categories (reels and jigs) in terms of their complexity.

This research investigates prompt designs of evaluating generated texts using large language models (LLMs). While LLMs are increasingly used for scoring various inputs, creating effective prompts for open-ended text evaluation remains challenging due to model sensitivity and subjectivity in evaluation of text generation. Our study experimented with different prompt structures, altering the sequence of output instructions and including explanatory reasons. We found that the order of presenting reasons and scores significantly influences LLMs' scoring, with a different level of rule understanding in the prompt. An additional optimization may enhance scoring alignment if sufficient data is available. This insight is crucial for improving the accuracy and consistency of LLM-based evaluations.

Generative models have demonstrated human-level proficiency in various benchmarks across domains like programming, natural sciences, and general knowledge. Despite these promising results on competitive benchmarks, they still struggle with seemingly simple problem-solving tasks typically carried out by elementary-level students. How do state-of-the-art models perform on standardized tests designed to assess computational thinking and problem-solving skills at schools? In this paper, we curate a novel benchmark involving computational thinking tests grounded in elementary visual programming domains. Our initial results show that state-of-the-art models like GPT-4o and Llama3 barely match the performance of an average school student. To further boost the performance of these models, we fine-tune them using a novel synthetic data generation methodology. The key idea is to develop a comprehensive dataset using symbolic methods that capture different skill levels, ranging from recognition of visual elements to multi-choice quizzes to synthesis-style tasks. We showcase how various aspects of symbolic information in synthetic data help improve fine-tuned models' performance. We will release the full implementation and datasets to facilitate further research on enhancing computational thinking in generative models.

Large Language Models (LLMs) have an increasing impact on our lives with use cases such as chatbots, study support, coding support, ideation, writing assistance, and more. Previous studies have revealed linguistic biases in pronouns used to describe professions or adjectives used to describe men vs women. These issues have to some degree been addressed in updated LLM versions, at least to pass existing tests. However, biases may still be present in the models, and repeated use of gender stereotypical language may reinforce the underlying assumptions and are therefore important to examine further. This paper investigates gender biases in LLMs in relation to educational choices through an open-ended, true to user-case experimental design and a quantitative analysis. We investigate the biases in the context of four different cultures, languages, and educational systems (English/US/UK, Danish/DK, Catalan/ES, and Hindi/IN) for ages ranging from 10 to 16 years, corresponding to important educational transition points in the different countries. We find that there are significant and large differences in the ratio of STEM to non-STEM suggested education paths provided by chatGPT when using typical girl vs boy names to prompt lists of suggested things to become. There are generally fewer STEM suggestions in the Danish, Spanish, and Indian context compared to the English. We also find subtle differences in the suggested professions, which we categorise and report.

Dietary Restriction (DR) is one of the most popular anti-ageing interventions, prompting exhaustive research into genes associated with its mechanisms. Recently, Machine Learning (ML) has been explored to identify potential DR-related genes among ageing-related genes, aiming to minimize costly wet lab experiments needed to expand our knowledge on DR. However, to train a model from positive (DR-related) and negative (non-DR-related) examples, existing ML methods naively label genes without known DR relation as negative examples, assuming that lack of DR-related annotation for a gene represents evidence of absence of DR-relatedness, rather than absence of evidence; this hinders the reliability of the negative examples (non-DR-related genes) and the method's ability to identify novel DR-related genes. This work introduces a novel gene prioritization method based on the two-step Positive-Unlabelled (PU) Learning paradigm: using a similarity-based, KNN-inspired approach, our method first selects reliable negative examples among the genes without known DR associations. Then, these reliable negatives and all known positives are used to train a classifier that effectively differentiates DR-related and non-DR-related genes, which is finally employed to generate a more reliable ranking of promising genes for novel DR-relatedness. Our method significantly outperforms the existing state-of-the-art non-PU approach for DR-relatedness prediction in three relevant performance metrics. In addition, curation of existing literature finds support for the top-ranked candidate DR-related genes identified by our model.

Over the last ten years, the realm of Artificial Intelligence (AI) has experienced an explosion of revolutionary breakthroughs, transforming what seemed like a far-off dream into a reality that is now deeply embedded in our everyday lives. AI's widespread impact is revolutionizing virtually all aspects of human life, and software engineering (SE) is no exception. As we explore this changing landscape, we are faced with questions about what the future holds for SE and how AI will reshape the roles, duties, and methodologies within the field. The introduction of these groundbreaking technologies highlights the inevitable shift towards a new paradigm, suggesting a future where AI's capabilities may redefine the boundaries of SE, potentially even more than human input. In this paper, we aim at outlining the key elements that, based on our expertise, are vital for the smooth integration of AI into SE, all while preserving the intrinsic human creativity that has been the driving force behind the field. First, we provide a brief description of SE and AI evolution. Afterward, we delve into the intricate interplay between AI-driven automation and human innovation, exploring how these two components can work together to advance SE practices to new methods and standards.

Severe data imbalance naturally exists among web-scale vision-language datasets. Despite this, we find CLIP pre-trained thereupon exhibits notable robustness to the data imbalance compared to supervised learning, and demonstrates significant effectiveness in learning generalizable representations. With an aim to investigate the reasons behind this finding, we conduct controlled experiments to study various underlying factors, and reveal that CLIP's pretext task forms a dynamic classification problem wherein only a subset of classes is present in training. This isolates the bias from dominant classes and implicitly balances the learning signal. Furthermore, the robustness and discriminability of CLIP improve with more descriptive language supervision, larger data scale, and broader open-world concepts, which are inaccessible to supervised learning. Our study not only uncovers the mechanisms behind CLIP's generalizability beyond data imbalance but also provides transferable insights for the research community. The findings are validated in both supervised and self-supervised learning, enabling models trained on imbalanced data to achieve CLIP-level performance on diverse recognition tasks.

Personalized large language models (LLMs) aim to tailor interactions, content, and recommendations to individual user preferences. While parameter-efficient fine-tuning (PEFT) methods excel in performance and generalization, they are costly and limit communal benefits when used individually. To this end, we introduce Personalized Pieces (Per-Pcs), a framework that allows users to safely share and assemble personalized PEFT efficiently with collaborative efforts. Per-Pcs involves selecting sharers, breaking their PEFT into pieces, and training gates for each piece. These pieces are added to a pool, from which target users can select and assemble personalized PEFT using their history data. This approach preserves privacy and enables fine-grained user modeling without excessive storage and computation demands. Experimental results show Per-Pcs outperforms non-personalized and PEFT retrieval baselines, offering performance comparable to OPPU with significantly lower resource use across six tasks. Further analysis highlights Per-Pcs's robustness concerning sharer count and selection strategy, pieces sharing ratio, and scalability in computation time and storage space. Per-Pcs's modularity promotes safe sharing, making LLM personalization more efficient, effective, and widely accessible through collaborative efforts.

We examine whether large language models (LLMs) exhibit race- and gender-based name discrimination in hiring decisions, similar to classic findings in the social sciences (Bertrand and Mullainathan, 2004). We design a series of templatic prompts to LLMs to write an email to a named job applicant informing them of a hiring decision. By manipulating the applicant's first name, we measure the effect of perceived race, ethnicity, and gender on the probability that the LLM generates an acceptance or rejection email. We find that the hiring decisions of LLMs in many settings are more likely to favor White applicants over Hispanic applicants. In aggregate, the groups with the highest and lowest acceptance rates respectively are masculine White names and masculine Hispanic names. However, the comparative acceptance rates by group vary under different templatic settings, suggesting that LLMs' race- and gender-sensitivity may be idiosyncratic and prompt-sensitive.