In-car Voice Assistants (VAs) play an increasingly critical role in automotive user interface design. However, existing VAs primarily perform simple 'query-answer' tasks, limiting their ability to sustain drivers' long-term attention. In this study, we investigate the effectiveness of an in-car Robot Assistant (RA) that offers functionalities beyond voice interaction. We aim to answer the question: How does the presence of a social robot impact user experience in real driving scenarios? Our study begins with a user survey to understand perspectives on in-car VAs and their influence on driving experiences. We then conduct non-driving and on-road experiments with selected participants to assess user experiences with an RA. Additionally, we conduct subjective ratings to evaluate user perceptions of the RA's personality, which is crucial for robot design. We also explore potential concerns regarding ethical risks. Finally, we provide a comprehensive discussion and recommendations for the future development of in-car RAs.

A principal(social planner) interacts sequentially with a flow of self-interested agents that each take actions, consume information, and produce information over time. The planner's goal is to maximize the aggregate utility of all agents it interacts with, which necessitates agents to occasionally take exploratory actions that might otherwise be deemed inferior from an empirical standpoint. While such exploratory actions are the cornerstone of online learning as they help the principal learn the best actions over time, they also represent misaligned incentives between the principal and individual agents. How can a welfare-maximizing principal achieve her goal in the presence of such misaligned incentives? This is the essence of the incentivized exploration problem.

The ability to sequence unordered events is an essential skill to comprehend and reason about real world task procedures, which often requires thorough understanding of temporal common sense and multimodal information, as these procedures are often communicated through a combination of texts and images. Such capability is essential for applications such as sequential task planning and multi-source instruction summarization. While humans are capable of reasoning about and sequencing unordered multimodal procedural instructions, whether current machine learning models have such essential capability is still an open question. In this work, we benchmark models' capability of reasoning over and sequencing unordered multimodal instructions by curating datasets from popular online instructional manuals and collecting comprehensive human annotations. We find models not only perform significantly worse than humans but also seem incapable of efficiently utilizing the multimodal information. To improve machines' performance on multimodal event sequencing, we propose sequentiality-aware pretraining techniques that exploit the sequential alignment properties of both texts and images, resulting in > 5% significant improvements.

Deploying large language models (LLMs) of several billion parameters can be impractical in most industrial use cases due to constraints such as cost, latency limitations, and hardware accessibility. Knowledge distillation (KD) offers a solution by compressing knowledge from resource-intensive large models to smaller ones. Various strategies exist, some relying on the text generated by the teacher model and optionally utilizing his logits to enhance learning. However, these methods based on logits often require both teacher and student models to share the same tokenizer, limiting their applicability across different LLM families. In this paper, we introduce Universal Logit Distillation (ULD) loss, grounded in optimal transport, to address this limitation. Our experimental results demonstrate the effectiveness of ULD loss in enabling distillation across models with different architectures and tokenizers, paving the way to a more widespread use of distillation techniques.

Text simplification refers to the process of increasing the comprehensibility of texts. Automatic text simplification models are most commonly evaluated by experts or crowdworkers instead of the primary target groups of simplified texts, such as persons with intellectual disabilities. We conducted an evaluation study of text comprehensibility including participants with and without intellectual disabilities reading unsimplified, automatically and manually simplified German texts on a tablet computer. We explored four different approaches to measuring comprehensibility: multiple-choice comprehension questions, perceived difficulty ratings, response time, and reading speed. The results revealed significant variations in these measurements, depending on the reader group and whether the text had undergone automatic or manual simplification. For the target group of persons with intellectual disabilities, comprehension questions emerged as the most reliable measure, while analyzing reading speed provided valuable insights into participants' reading behavior.

We introduce Generalized Instruction Tuning (called GLAN), a general and scalable method for instruction tuning of Large Language Models (LLMs). Unlike prior work that relies on seed examples or existing datasets to construct instruction tuning data, GLAN exclusively utilizes a pre-curated taxonomy of human knowledge and capabilities as input and generates large-scale synthetic instruction data across all disciplines. Specifically, inspired by the systematic structure in human education system, we build the taxonomy by decomposing human knowledge and capabilities to various fields, sub-fields and ultimately, distinct disciplines semi-automatically, facilitated by LLMs. Subsequently, we generate a comprehensive list of subjects for every discipline and proceed to design a syllabus tailored to each subject, again utilizing LLMs. With the fine-grained key concepts detailed in every class session of the syllabus, we are able to generate diverse instructions with a broad coverage across the entire spectrum of human knowledge and skills. Extensive experiments on large language models (e.g., Mistral) demonstrate that GLAN excels in multiple dimensions from mathematical reasoning, coding, academic exams, logical reasoning to general instruction following without using task-specific training data of these tasks. In addition, GLAN allows for easy customization and new fields or skills can be added by simply incorporating a new node into our taxonomy.

Understanding the self-directed learning complexity has been an important problem that has captured the attention of the online learning theory community since the early 1990s. Within this framework, the learner is allowed to adaptively choose its next data point in making predictions unlike the setting in adversarial online learning. In this paper, we study the self-directed learning complexity in both the binary and multi-class settings, and we develop a dimension, namely $SDdim$, that exactly characterizes the self-directed learning mistake-bound for any concept class. The intuition behind $SDdim$ can be understood as a two-player game called the "labelling game". Armed with this two-player game, we calculate $SDdim$ on a whole host of examples with notable results on axis-aligned rectangles, VC dimension $1$ classes, and linear separators. We demonstrate several learnability gaps with a central focus on self-directed learning and offline sequence learning models that include either the best or worst ordering. Finally, we extend our analysis to the self-directed binary agnostic setting where we derive upper and lower bounds.

Queer youth face increased mental health risks, such as depression, anxiety, and suicidal ideation. Hindered by negative stigma, they often avoid seeking help and rely on online resources, which may provide incompatible information. Although access to a supportive environment and reliable information is invaluable, many queer youth worldwide have no access to such support. However, this could soon change due to the rapid adoption of Large Language Models (LLMs) such as ChatGPT. This paper aims to comprehensively explore the potential of LLMs to revolutionize emotional support for queers. To this end, we conduct a qualitative and quantitative analysis of LLM's interactions with queer-related content. To evaluate response quality, we develop a novel ten-question scale that is inspired by psychological standards and expert input. We apply this scale to score several LLMs and human comments to posts where queer youth seek advice and share experiences. We find that LLM responses are supportive and inclusive, outscoring humans. However, they tend to be generic, not empathetic enough, and lack personalization, resulting in nonreliable and potentially harmful advice. We discuss these challenges, demonstrate that a dedicated prompt can improve the performance, and propose a blueprint of an LLM-supporter that actively (but sensitively) seeks user context to provide personalized, empathetic, and reliable responses. Our annotated dataset is available for further research.

A primary challenge for the deaf and hearing-impaired community stems from the communication gap with the hearing society, which can greatly impact their daily lives and result in social exclusion. To foster inclusivity in society, our endeavor focuses on developing a cost-effective, resource-efficient, and open technology based on Artificial Intelligence, designed to assist people in learning and using Sign Language for communication. The analysis presented in this research paper intends to enrich the recent academic scientific literature on Sign Language solutions based on Artificial Intelligence, with a particular focus on American Sign Language (ASL). This research has yielded promising preliminary results and serves as a basis for further development.

AI systems may have transformative and long-term effects on individuals and society. To manage these impacts responsibly and direct the development of AI systems toward optimal public benefit, considerations of AI ethics and governance must be a first priority. In this workbook, we introduce and describe our PBG Framework, a multi-tiered governance model that enables project teams to integrate ethical values and practical principles into their innovation practices and to have clear mechanisms for demonstrating and documenting this.