Since the public release of Chat Generative Pre-Trained Transformer (ChatGPT), extensive discourse has emerged concerning the potential advantages and challenges of integrating Generative Artificial Intelligence (GenAI) into education. In the realm of information systems, research on technology adoption is crucial for understanding the diverse factors influencing the uptake of specific technologies. Theoretical frameworks, refined and validated over decades, serve as guiding tools to elucidate the individual and organizational dynamics, obstacles, and perceptions surrounding technology adoption. However, while several models have been proposed, they often prioritize elucidating the factors that facilitate acceptance over those that impede it, typically focusing on the student perspective and leaving a gap in empirical evidence regarding educators viewpoints. Given the pivotal role educators play in higher education, this study aims to develop a theoretical model to empirically predict the barriers preventing educators from adopting GenAI in their classrooms. Acknowledging the lack of theoretical models tailored to identifying such barriers, our approach is grounded in the Innovation Resistance Theory (IRT) framework and augmented with constructs from the Technology-Organization-Environment (TOE) framework. This model is transformed into a measurement instrument employing a quantitative approach, complemented by a qualitative approach to enrich the analysis and uncover concerns related to GenAI adoption in the higher education domain.

Classical Arabic represents a significant era, encompassing the golden age of Arab culture, philosophy, and scientific literature. With a broad consensus on the importance of translating these literatures to enrich knowledge dissemination across communities, the advent of large language models (LLMs) and translation systems offers promising tools to facilitate this goal. However, we have identified a scarcity of translation datasets in Classical Arabic, which are often limited in scope and topics, hindering the development of high-quality translation systems. In response, we present the ATHAR dataset, comprising 66,000 high-quality Classical Arabic to English translation samples that cover a wide array of subjects including science, culture, and philosophy. Furthermore, we assess the performance of current state-of-the-art LLMs under various settings, concluding that there is a need for such datasets in current systems. Our findings highlight how models can benefit from fine-tuning or incorporating this dataset into their pretraining pipelines. The dataset is publicly available on the HuggingFace Data Hub at \url{https://huggingface.co/datasets/mohamed-khalil/ATHAR}.

Vision-based robot policy learning, which maps visual inputs to actions, necessitates a holistic understanding of diverse visual tasks beyond single-task needs like classification or segmentation. Inspired by this, we introduce Theia, a vision foundation model for robot learning that distills multiple off-the-shelf vision foundation models trained on varied vision tasks. Theia's rich visual representations encode diverse visual knowledge, enhancing downstream robot learning. Extensive experiments demonstrate that Theia outperforms its teacher models and prior robot learning models using less training data and smaller model sizes. Additionally, we quantify the quality of pre-trained visual representations and hypothesize that higher entropy in feature norm distributions leads to improved robot learning performance. Code and models are available at https://github.com/bdaiinstitute/theia.

Grasp detection is an essential task in robotics with various industrial applications. However, traditional methods often struggle with occlusions and do not utilize language for grasping. Incorporating natural language into grasp detection remains a challenging task and largely unexplored. To address this gap, we propose a new method for language-driven grasp detection with mask-guided attention by utilizing the transformer attention mechanism with semantic segmentation features. Our approach integrates visual data, segmentation mask features, and natural language instructions, significantly improving grasp detection accuracy. Our work introduces a new framework for language-driven grasp detection, paving the way for language-driven robotic applications. Intensive experiments show that our method outperforms other recent baselines by a clear margin, with a 10.0% success score improvement. We further validate our method in real-world robotic experiments, confirming the effectiveness of our approach.

Dialogical Argument Mining(DialAM) is an important branch of Argument Mining(AM). DialAM-2024 is a shared task focusing on dialogical argument mining, which requires us to identify argumentative relations and illocutionary relations among proposition nodes and locution nodes. To accomplish this, we propose a two-stage pipeline, which includes the Two-Step S-Node Prediction Model in Stage 1 and the YA-Node Prediction Model in Stage 2. We also augment the training data in both stages and introduce context in Stage 2. We successfully completed the task and achieved good results. Our team Pokemon ranked 1st in the ARI Focused score and 4th in the Global Focused score.

Imagine observing someone scratching their arm; to understand why, additional context would be necessary. However, spotting a mosquito nearby would immediately offer a likely explanation for the person's discomfort, thereby alleviating the need for further information. This example illustrates how subtle visual cues can challenge our cognitive skills and demonstrates the complexity of interpreting visual scenarios. To study these skills, we present Visual Riddles, a benchmark aimed to test vision and language models on visual riddles requiring commonsense and world knowledge. The benchmark comprises 400 visual riddles, each featuring a unique image created by a variety of text-to-image models, question, ground-truth answer, textual hint, and attribution. Human evaluation reveals that existing models lag significantly behind human performance, which is at 82\% accuracy, with Gemini-Pro-1.5 leading with 40\% accuracy. Our benchmark comes with automatic evaluation tasks to make assessment scalable. These findings underscore the potential of Visual Riddles as a valuable resource for enhancing vision and language models' capabilities in interpreting complex visual scenarios.

The emergence of Large Language Models (LLMs) has significantly impacted the field of Natural Language Processing and has transformed conversational tasks across various domains because of their widespread integration in applications and public access. The discussion surrounding the application of LLMs in education has raised ethical concerns, particularly concerning plagiarism and policy compliance. Despite the prowess of LLMs in conversational tasks, the limitations of reliability and hallucinations exacerbate the need to guardrail conversations, motivating our investigation of RAG in computer science higher education. We developed Retrieval Augmented Generation (RAG) applications for the two tasks of virtual teaching assistants and teaching aids. In our study, we collected the ratings and opinions of faculty members in undergraduate and graduate computer science university courses at various levels, using our personalized RAG systems for each course. This study is the first to gather faculty feedback on the application of LLM-based RAG in education. The investigation revealed that while faculty members acknowledge the potential of RAG systems as virtual teaching assistants and teaching aids, certain barriers and features are suggested for their full-scale deployment. These findings contribute to the ongoing discussion on the integration of advanced language models in educational settings, highlighting the need for careful consideration of ethical implications and the development of appropriate safeguards to ensure responsible and effective implementation.

Recent advances in artificial intelligence have seen Large Language Models (LLMs) demonstrate notable proficiency in causal discovery tasks. This study explores the factors influencing the performance of LLMs in causal discovery tasks. Utilizing open-source LLMs, we examine how the frequency of causal relations within their pre-training corpora affects their ability to accurately respond to causal discovery queries. Our findings reveal that a higher frequency of causal mentions correlates with better model performance, suggesting that extensive exposure to causal information during training enhances the models' causal discovery capabilities. Additionally, we investigate the impact of context on the validity of causal relations. Our results indicate that LLMs might exhibit divergent predictions for identical causal relations when presented in different contexts. This paper provides the first comprehensive analysis of how different factors contribute to LLM performance in causal discovery tasks.

To be included into chatbot systems, Large language models (LLMs) must be aligned with human conversational conventions. However, being trained mainly on web-scraped data gives existing LLMs a voice closer to informational text than actual human speech. In this paper, we examine the effect of decoding methods on the alignment between LLM-generated and human conversations, including Beam Search, Top K Sampling, and Nucleus Sampling. We present new measures of alignment in substance, style, and psychometric orientation, and experiment with two conversation datasets. Our results provide subtle insights: better alignment is attributed to fewer beams in Beam Search and lower values of P in Nucleus Sampling. We also find that task-oriented and open-ended datasets perform differently in terms of alignment, indicating the significance of taking into account the context of the interaction.

Using questions in written text is an effective strategy to enhance readability. However, what makes an active reading question good, what the linguistic role of these questions is, and what is their impact on human reading remains understudied. We introduce GuidingQ, a dataset of 10K in-text questions from textbooks and scientific articles. By analyzing the dataset, we present a comprehensive understanding of the use, distribution, and linguistic characteristics of these questions. Then, we explore various approaches to generate such questions using language models. Our results highlight the importance of capturing inter-question relationships and the challenge of question position identification in generating these questions. Finally, we conduct a human study to understand the implication of such questions on reading comprehension. We find that the generated questions are of high quality and are almost as effective as human-written questions in terms of improving readers' memorization and comprehension.