The growing prominence of large language models (LLMs) necessitates the exploration of their capabilities beyond English. This research investigates the Telugu language proficiency of ChatGPT and Gemini, two leading LLMs. Through a designed set of 20 questions encompassing greetings, grammar, vocabulary, common phrases, task completion, and situational reasoning, the study delves into their strengths and weaknesses in handling Telugu. The analysis aims to identify the LLM that demonstrates a deeper understanding of Telugu grammatical structures, possesses a broader vocabulary, and exhibits superior performance in tasks like writing and reasoning. By comparing their ability to comprehend and use everyday Telugu expressions, the research sheds light on their suitability for real-world language interaction. Furthermore, the evaluation of adaptability and reasoning capabilities provides insights into how each LLM leverages Telugu to respond to dynamic situations. This comparative analysis contributes to the ongoing discussion on multilingual capabilities in AI and paves the way for future research in developing LLMs that can seamlessly integrate with Telugu-speaking communities.

Automatic evaluation metrics for generated texts play an important role in the NLG field, especially with the rapid growth of LLMs. However, existing metrics are often limited to specific scenarios, making it challenging to meet the evaluation requirements of expanding LLM applications. Therefore, there is a demand for new, flexible, and effective metrics. In this study, we introduce RepEval, the first metric leveraging the projection of LLM representations for evaluation. RepEval requires minimal sample pairs for training, and through simple prompt modifications, it can easily transition to various tasks. Results on ten datasets from three tasks demonstrate the high effectiveness of our method, which exhibits stronger correlations with human judgments compared to previous metrics, even outperforming GPT-4. Our work underscores the richness of information regarding text quality embedded within LLM representations, offering insights for the development of new metrics.

3D visual grounding is a challenging task that often requires direct and dense supervision, notably the semantic label for each object in the scene. In this paper, we instead study the naturally supervised setting that learns from only 3D scene and QA pairs, where prior works underperform. We propose the Language-Regularized Concept Learner (LARC), which uses constraints from language as regularization to significantly improve the accuracy of neuro-symbolic concept learners in the naturally supervised setting. Our approach is based on two core insights: the first is that language constraints (e.g., a word's relation to another) can serve as effective regularization for structured representations in neuro-symbolic models; the second is that we can query large language models to distill such constraints from language properties. We show that LARC improves performance of prior works in naturally supervised 3D visual grounding, and demonstrates a wide range of 3D visual reasoning capabilities-from zero-shot composition, to data efficiency and transferability. Our method represents a promising step towards regularizing structured visual reasoning frameworks with language-based priors, for learning in settings without dense supervision.

External knowledge graphs (KGs) can be used to augment large language models (LLMs), while simultaneously providing an explainable knowledge base of facts that can be inspected by a human. This approach may be particularly valuable in domains where explainability is critical, like human trafficking data analysis. However, creating KGs can pose challenges. KGs parsed from documents may comprise explicit connections (those directly stated by a document) but miss implicit connections (those obvious to a human although not directly stated). To address these challenges, this preliminary research introduces the GAME-KG framework, standing for "Gaming for Augmenting Metadata and Enhancing Knowledge Graphs." GAME-KG is a federated approach to modifying explicit as well as implicit connections in KGs by using crowdsourced feedback collected through video games. GAME-KG is shown through two demonstrations: a Unity test scenario from Dark Shadows, a video game that collects feedback on KGs parsed from US Department of Justice (DOJ) Press Releases on human trafficking, and a following experiment where OpenAI's GPT-4 is prompted to answer questions based on a modified and unmodified KG. Initial results suggest that GAME-KG can be an effective framework for enhancing KGs, while simultaneously providing an explainable set of structured facts verified by humans.

Non-cognitive skills are crucial for personal and social life well-being, and such skill development can be supported by narrative-based (e.g., storytelling) technologies. While generative AI enables interactive and role-playing storytelling, little is known about how users engage with and perceive the use of AI in social life simulation for non-cognitive skills learning. To this end, we introduced SimuLife++, an interactive platform enabled by a large language model (LLM). The system allows users to act as protagonists, creating stories with one or multiple AI-based characters in diverse social scenarios. In particular, we expanded the Human-AI interaction to a Human-AI-AI collaboration by including a sage agent, who acts as a bystander to provide users with more insightful perspectives on their choices and conversations. Through a within-subject user study, we found that the inclusion of the sage agent significantly enhanced narrative immersion, according to the narrative transportation scale, leading to more messages, particularly in group chats. Participants' interactions with the sage agent were also associated with significantly higher scores in their perceived motivation, self-perceptions, and resilience and coping, indicating positive impacts on non-cognitive skills reflection. Participants' interview results further explained the sage agent's aid in decision-making, solving ethical dilemmas, and problem-solving; on the other hand, they suggested improvements in user control and balanced responses from multiple characters. We provide design implications on the application of generative AI in narrative solutions for non-cognitive skill development in broader social contexts.

Imbuing machines with the ability to talk has been a longtime pursuit of artificial intelligence (AI) research. From the very beginning, the community has not only aimed to synthesise high-fidelity speech that accurately conveys the semantic meaning of an utterance, but also to colour it with inflections that cover the same range of affective expressions that humans are capable of. After many years of research, it appears that we are on the cusp of achieving this when it comes to single, isolated utterances. This unveils an abundance of potential avenues to explore when it comes to combining these single utterances with the aim of synthesising more complex, longer-term behaviours. In the present chapter, we outline the methodological advances that brought us so far and sketch out the ongoing efforts to reach that coveted next level of artificial expressivity. We also discuss the societal implications coupled with rapidly advancing expressive speech synthesis (ESS) technology and highlight ways to mitigate those risks and ensure the alignment of ESS capabilities with ethical norms.

This paper introduces uRAG--a framework with a unified retrieval engine that serves multiple downstream retrieval-augmented generation (RAG) systems. Each RAG system consumes the retrieval results for a unique purpose, such as open-domain question answering, fact verification, entity linking, and relation extraction. We introduce a generic training guideline that standardizes the communication between the search engine and the downstream RAG systems that engage in optimizing the retrieval model. This lays the groundwork for us to build a large-scale experimentation ecosystem consisting of 18 RAG systems that engage in training and 18 unknown RAG systems that use the uRAG as the new users of the search engine. Using this experimentation ecosystem, we answer a number of fundamental research questions that improve our understanding of promises and challenges in developing search engines for machines.

In real-world scenarios, extensive manual annotation for continual learning is impractical due to prohibitive costs. Although prior arts, influenced by large-scale webly supervised training, suggest leveraging web-scraped data in continual learning, this poses challenges such as data imbalance, usage restrictions, and privacy concerns. Addressing the risks of continual webly supervised training, we present an online continual learning framework - Generative Name only Continual Learning (G-NoCL). The proposed G-NoCL uses a set of generators G along with the learner. When encountering new concepts (i.e., classes), G-NoCL employs the novel sample complexity-guided data ensembling technique DIverSity and COmplexity enhancing ensemBlER (DISCOBER) to optimally sample training data from generated data. Through extensive experimentation, we demonstrate superior performance of DISCOBER in G-NoCL online CL benchmarks, covering both In-Distribution (ID) and Out-of-Distribution (OOD) generalization evaluations, compared to naive generator-ensembling, web-supervised, and manually annotated data.

This paper presents a comprehensive exploration of relation extraction utilizing advanced language models, specifically Chain of Thought (CoT) and Graphical Reasoning (GRE) techniques. We demonstrate how leveraging in-context learning with GPT-3.5 can significantly enhance the extraction process, particularly through detailed example-based reasoning. Additionally, we introduce a novel graphical reasoning approach that dissects relation extraction into sequential sub-tasks, improving precision and adaptability in processing complex relational data. Our experiments, conducted on multiple datasets, including manually annotated data, show considerable improvements in performance metrics, underscoring the effectiveness of our methodologies.

Unlike traditional educational chatbots that rely on pre-programmed responses, large-language model-driven chatbots, such as ChatGPT, demonstrate remarkable versatility and have the potential to serve as a dynamic resource for addressing student needs from understanding advanced concepts to solving complex problems. This work explores the impact of such technology on student learning in an interdisciplinary, project-oriented data visualization course. Throughout the semester, students engaged with ChatGPT across four distinct projects, including data visualizations and implementing them using a variety of tools including Tableau, D3, and Vega-lite. We collected conversation logs and reflection surveys from the students after each assignment. In addition, we conducted interviews with selected students to gain deeper insights into their overall experiences with ChatGPT. Our analysis examined the advantages and barriers of using ChatGPT, students' querying behavior, the types of assistance sought, and its impact on assignment outcomes and engagement. Based on the findings, we discuss design considerations for an educational solution that goes beyond the basic interface of ChatGPT, specifically tailored for data visualization education.