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.

We present OmniJARVIS, a novel Vision-Language-Action (VLA) model for open-world instruction-following agents in open-world Minecraft. Compared to prior works that either emit textual goals to separate controllers or produce the control command directly, OmniJARVIS seeks a different path to ensure both strong reasoning and efficient decision-making capabilities via unified tokenization of multimodal interaction data. First, we introduce a self-supervised approach to learn a behavior encoder that produces discretized tokens for behavior trajectories $\tau$ = {$o_0$, $a_0$, $\dots$} and an imitation learning (IL) policy decoder conditioned on these tokens. These additional behavior tokens will be augmented to the vocabulary of pretrained Multimodal Language Models (MLMs). With this encoder, we then pack long-term multimodal interactions involving task instructions, memories, thoughts, observations, textual responses, behavior trajectories, etc. into unified token sequences and model them with autoregressive transformers. Thanks to the semantically meaningful behavior tokens, the resulting VLA model, OmniJARVIS, can reason (by producing chain-of-thoughts), plan, answer questions, and act (by producing behavior tokens for the IL policy decoder). OmniJARVIS demonstrates excellent performances on a comprehensive collection of atomic, programmatic, and open-ended tasks in open-world Minecraft. Our analysis further unveils the crucial design principles in interaction data formation, unified tokenization, and its scaling potentials.

The widespread adoption of large language models (LLMs) has created a pressing need for an efficient, secure and private serving infrastructure, which allows researchers to run open source or custom fine-tuned LLMs and ensures users that their data remains private and is not stored without their consent. While high-performance computing (HPC) systems equipped with state-of-the-art GPUs are well-suited for training LLMs, their batch scheduling paradigm is not designed to support real-time serving of AI applications. Cloud systems, on the other hand, are well suited for web services but commonly lack access to the computational power of HPC clusters, especially expensive and scarce high-end GPUs, which are required for optimal inference speed. We propose an architecture with an implementation consisting of a web service that runs on a cloud VM with secure access to a scalable backend running a multitude of LLM models on HPC systems. By offering a web service using our HPC infrastructure to host LLMs, we leverage the trusted environment of local universities and research centers to offer a private and secure alternative to commercial LLM services. Our solution natively integrates with the HPC batch scheduler Slurm, enabling seamless deployment on HPC clusters, and is able to run side by side with regular Slurm workloads, while utilizing gaps in the schedule created by Slurm. In order to ensure the security of the HPC system, we use the SSH ForceCommand directive to construct a robust circuit breaker, which prevents successful attacks on the web-facing server from affecting the cluster. We have successfully deployed our system as a production service, and made the source code available at https://github.com/gwdg/chat-ai

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.

Some recently developed code large language models (Code LLMs) have been pre-trained on repository-level code data (Repo-Code LLMs), enabling these models to recognize repository structures and utilize cross-file information for code completion. However, in real-world development scenarios, simply concatenating the entire code repository often exceeds the context window limits of these Repo-Code LLMs, leading to significant performance degradation. In this study, we conducted extensive preliminary experiments and analyses on six Repo-Code LLMs. The results indicate that maintaining the topological dependencies of files and increasing the code file content in the completion prompts can improve completion accuracy; pruning the specific implementations of functions in all dependent files does not significantly reduce the accuracy of completions. Based on these findings, we proposed a strategy named Hierarchical Context Pruning (HCP) to construct completion prompts with high informational code content. The HCP models the code repository at the function level, maintaining the topological dependencies between code files while removing a large amount of irrelevant code content, significantly reduces the input length for repository-level code completion. We applied the HCP strategy in experiments with six Repo-Code LLMs, and the results demonstrate that our proposed method can significantly enhance completion accuracy while substantially reducing the length of input. Our code and data are available at https://github.com/Hambaobao/HCP-Coder.

Practical semantic parsers are expected to understand user utterances and map them to executable programs, even when these are ambiguous. We introduce a new benchmark, AMBROSIA, which we hope will inform and inspire the development of text-to-SQL parsers capable of recognizing and interpreting ambiguous requests. Our dataset contains questions showcasing three different types of ambiguity (scope ambiguity, attachment ambiguity, and vagueness), their interpretations, and corresponding SQL queries. In each case, the ambiguity persists even when the database context is provided. This is achieved through a novel approach that involves controlled generation of databases from scratch. We benchmark various LLMs on AMBROSIA, revealing that even the most advanced models struggle to identify and interpret ambiguity in questions.

The importance of addressing fairness and bias in artificial intelligence (AI) systems cannot be over-emphasized. Mainstream media has been awashed with news of incidents around stereotypes and bias in many of these systems in recent years. In this survey, we fill a gap with regards to the minimal study of fairness and bias in Large Multimodal Models (LMMs) compared to Large Language Models (LLMs), providing 50 examples of datasets and models along with the challenges affecting them; we identify a new category of quantifying bias (preuse), in addition to the two well-known ones in the literature: intrinsic and extrinsic; we critically discuss the various ways researchers are addressing these challenges. Our method involved two slightly different search queries on Google Scholar, which revealed that 33,400 and 538,000 links are the results for the terms "Fairness and bias in Large Multimodal Models" and "Fairness and bias in Large Language Models", respectively. We believe this work contributes to filling this gap and providing insight to researchers and other stakeholders on ways to address the challenge of fairness and bias in multimodal A!.

Large language models (LLMs) often struggle with temporal reasoning, crucial for tasks like historical event analysis and time-sensitive information retrieval. Despite advancements, state-of-the-art models falter in handling temporal information, especially when faced with irrelevant or noisy contexts. This paper addresses this gap by empirically examining the robustness of temporal question-answering (TQA) systems trained on various context types, including relevant, irrelevant, slightly altered, and no context. Our findings indicate that training with a mix of these contexts enhances model robustness and accuracy. Additionally, we show that the position of context relative to the question significantly impacts performance, with question-first positioning yielding better results. We introduce two new context-rich TQA datasets, ContextAQA and ContextTQE, and provide comprehensive evaluations and guidelines for training robust TQA models. Our work lays the foundation for developing reliable and context-aware temporal QA systems, with broader implications for enhancing LLM robustness against diverse and potentially adversarial information.

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.