This study presents RoleCraft-GLM, an innovative framework aimed at enhancing personalized role-playing with Large Language Models (LLMs). RoleCraft-GLM addresses the key issue of lacking personalized interactions in conversational AI, and offers a solution with detailed and emotionally nuanced character portrayals. We contribute a unique conversational dataset that shifts from conventional celebrity-centric characters to diverse, non-celebrity personas, thus enhancing the realism and complexity of language modeling interactions. Additionally, our approach includes meticulous character development, ensuring dialogues are both realistic and emotionally resonant. The effectiveness of RoleCraft-GLM is validated through various case studies, highlighting its versatility and skill in different scenarios. Our framework excels in generating dialogues that accurately reflect characters' personality traits and emotions, thereby boosting user engagement. In conclusion, RoleCraft-GLM marks a significant leap in personalized AI interactions, and paves the way for more authentic and immersive AI-assisted role-playing experiences by enabling more nuanced and emotionally rich dialogues

This comprehensive survey explored the evolving landscape of generative Artificial Intelligence (AI), with a specific focus on the transformative impacts of Mixture of Experts (MoE), multimodal learning, and the speculated advancements towards Artificial General Intelligence (AGI). It critically examined the current state and future trajectory of generative Artificial Intelligence (AI), exploring how innovations like Google's Gemini and the anticipated OpenAI Q* project are reshaping research priorities and applications across various domains, including an impact analysis on the generative AI research taxonomy. It assessed the computational challenges, scalability, and real-world implications of these technologies while highlighting their potential in driving significant progress in fields like healthcare, finance, and education. It also addressed the emerging academic challenges posed by the proliferation of both AI-themed and AI-generated preprints, examining their impact on the peer-review process and scholarly communication. The study highlighted the importance of incorporating ethical and human-centric methods in AI development, ensuring alignment with societal norms and welfare, and outlined a strategy for future AI research that focuses on a balanced and conscientious use of MoE, multimodality, and AGI in generative AI.

The rapid evolution of artificial intelligence (AI), specifically large language models (LLMs), has opened opportunities for various educational applications. This paper explored the feasibility of utilizing ChatGPT, one of the most popular LLMs, for automating feedback for Java programming assignments in an introductory computer science (CS1) class. Specifically, this study focused on three questions: 1) To what extent do students view LLM-generated feedback as formative? 2) How do students see the comparative affordances of feedback prompts that include their code, vs. those that exclude it? 3) What enhancements do students suggest for improving AI-generated feedback? To address these questions, we generated automated feedback using the ChatGPT API for four lab assignments in the CS1 class. The survey results revealed that students perceived the feedback as aligning well with formative feedback guidelines established by Shute. Additionally, students showed a clear preference for feedback generated by including the students' code as part of the LLM prompt, and our thematic study indicated that the preference was mainly attributed to the specificity, clarity, and corrective nature of the feedback. Moreover, this study found that students generally expected specific and corrective feedback with sufficient code examples, but had diverged opinions on the tone of the feedback. This study demonstrated that ChatGPT could generate Java programming assignment feedback that students perceived as formative. It also offered insights into the specific improvements that would make the ChatGPT-generated feedback useful for students.

In the past 20 years, artificial neural networks have become dominant in various areas, continually growing in scale. However, the current analysis of large models has mainly focused on functionality, overlooking the influence of scale differences on their properties. To address this, we propose the concept of Emergence Learning, which emphasizes the significance of scale. By studying models of different scales, we have identified a key factor in achieving higher performance in large models: the decrease of monosemantic neurons. Building on this insight, we propose a proactive approach to inhibit monosemanticity for improved performance. Our solution involves a two-phase process that includes monosemantic neuron detection and inhibition, supported by theoretical analysis. Experimental results on various tasks and neural networks demonstrate the effectiveness of our proposed method. Following the idea of Emergence Learning, though drawing inspiration from scaling phenomena, the applicability of our method is not restricted to large scale alone. Therefore, the experiment is self-contained. However, extending this research to very large-scale datasets is appealing yet impossible for research departments due to limited resources. We are delighted to share the first co-authorship and eagerly await collaboration from any AI company before submission.

Generalized Category Discovery (GCD) is a crucial task that aims to recognize both known and novel categories from a set of unlabeled data by utilizing a few labeled data with only known categories. Due to the lack of supervision and category information, current methods usually perform poorly on novel categories and struggle to reveal semantic meanings of the discovered clusters, which limits their applications in the real world. To mitigate above issues, we propose Loop, an end-to-end active-learning framework that introduces Large Language Models (LLMs) into the training loop, which can boost model performance and generate category names without relying on any human efforts. Specifically, we first propose Local Inconsistent Sampling (LIS) to select samples that have a higher probability of falling to wrong clusters, based on neighborhood prediction consistency and entropy of cluster assignment probabilities. Then we propose a Scalable Query strategy to allow LLMs to choose true neighbors of the selected samples from multiple candidate samples. Based on the feedback from LLMs, we perform Refined Neighborhood Contrastive Learning (RNCL) to pull samples and their neighbors closer to learn clustering-friendly representations. Finally, we select representative samples from clusters corresponding to novel categories to allow LLMs to generate category names for them. Extensive experiments on three benchmark datasets show that Loop outperforms SOTA models by a large margin and generates accurate category names for the discovered clusters. We will release our code and data after publication.

Learning analytics research increasingly studies classroom learning with AI-based systems through rich contextual data from outside these systems, especially student-teacher interactions. One key challenge in leveraging such data is generating meaningful insights into effective teacher practices. Quantitative ethnography bears the potential to close this gap by combining multimodal data streams into networks of co-occurring behavior that drive insight into favorable learning conditions. The present study uses transmodal ordered network analysis to understand effective teacher practices in relationship to traditional metrics of in-system learning in a mathematics classroom working with AI tutors. Incorporating teacher practices captured by position tracking and human observation codes into modeling significantly improved the inference of how efficiently students improved in the AI tutor beyond a model with tutor log data features only. Comparing teacher practices by student learning rates, we find that students with low learning rates exhibited more hint use after monitoring. However, after an extended visit, students with low learning rates showed learning behavior similar to their high learning rate peers, achieving repeated correct attempts in the tutor. Observation notes suggest conceptual and procedural support differences can help explain visit effectiveness. Taken together, offering early conceptual support to students with low learning rates could make classroom practice with AI tutors more effective. This study advances the scientific understanding of effective teacher practice in classrooms learning with AI tutors and methodologies to make such practices visible.

Non-contrastive self-supervised learning (NC-SSL) methods like BarlowTwins and VICReg have shown great promise for label-free representation learning in computer vision. Despite the apparent simplicity of these techniques, researchers must rely on several empirical heuristics to achieve competitive performance, most notably using high-dimensional projector heads and two augmentations of the same image. In this work, we provide theoretical insights on the implicit bias of the BarlowTwins and VICReg loss that can explain these heuristics and guide the development of more principled recommendations. Our first insight is that the orthogonality of the features is more critical than projector dimensionality for learning good representations. Based on this, we empirically demonstrate that low-dimensional projector heads are sufficient with appropriate regularization, contrary to the existing heuristic. Our second theoretical insight suggests that using multiple data augmentations better represents the desiderata of the SSL objective. Based on this, we demonstrate that leveraging more augmentations per sample improves representation quality and trainability. In particular, it improves optimization convergence, leading to better features emerging earlier in the training. Remarkably, we demonstrate that we can reduce the pretraining dataset size by up to 4x while maintaining accuracy and improving convergence simply by using more data augmentations. Combining these insights, we present practical pretraining recommendations that improve wall-clock time by 2x and improve performance on CIFAR-10/STL-10 datasets using a ResNet-50 backbone. Thus, this work provides a theoretical insight into NC-SSL and produces practical recommendations for enhancing its sample and compute efficiency.

A number of tasks have been proposed recently to facilitate easy access to charts such as chart QA and summarization. The dominant paradigm to solve these tasks has been to fine-tune a pretrained model on the task data. However, this approach is not only expensive but also not generalizable to unseen tasks. On the other hand, large language models (LLMs) have shown impressive generalization capabilities to unseen tasks with zero- or few-shot prompting. However, their application to chart-related tasks is not trivial as these tasks typically involve considering not only the underlying data but also the visual features in the chart image. We propose PromptChart, a multimodal few-shot prompting framework with LLMs for chart-related applications. By analyzing the tasks carefully, we have come up with a set of prompting guidelines for each task to elicit the best few-shot performance from LLMs. We further propose a strategy to inject visual information into the prompts. Our experiments on three different chart-related information consumption tasks show that with properly designed prompts LLMs can excel on the benchmarks, achieving state-of-the-art.

Through additional training, we explore embedding specialized scientific knowledge into the Llama 2 Large Language Model (LLM). Key findings reveal that effective knowledge integration requires reading texts from multiple perspectives, especially in instructional formats. We utilize text augmentation to tackle the scarcity of specialized texts, including style conversions and translations. Hyperparameter optimization proves crucial, with different size models (7b, 13b, and 70b) reasonably undergoing additional training. Validating our methods, we construct a dataset of 65,000 scientific papers. Although we have succeeded in partially embedding knowledge, the study highlights the complexities and limitations of incorporating specialized information into LLMs, suggesting areas for further improvement.

Recent advancements in video-language understanding have been established on the foundation of image-text models, resulting in promising outcomes due to the shared knowledge between images and videos. However, video-language understanding presents unique challenges due to the inclusion of highly complex semantic details, which result in information redundancy, temporal dependency, and scene complexity. Current techniques have only partially tackled these issues, and our quantitative analysis indicates that some of these methods are complementary. In light of this, we propose a novel framework called RTQ (Refine, Temporal model, and Query), which addresses these challenges simultaneously. The approach involves refining redundant information within frames, modeling temporal relations among frames, and querying task-specific information from the videos. Remarkably, our model demonstrates outstanding performance even in the absence of video-language pre-training, and the results are comparable with or superior to those achieved by state-of-the-art pre-training methods. Code is available at https://github.com/SCZwangxiao/RTQ-MM2023.