The generative large language models (LLMs) are increasingly used for data augmentation tasks, where text samples are paraphrased (or generated anew) and then used for classifier fine-tuning. Existing works on augmentation leverage the few-shot scenarios, where samples are given to LLMs as part of prompts, leading to better augmentations. Yet, the samples are mostly selected randomly and a comprehensive overview of the effects of other (more ``informed'') sample selection strategies is lacking. In this work, we compare sample selection strategies existing in few-shot learning literature and investigate their effects in LLM-based textual augmentation. We evaluate this on in-distribution and out-of-distribution classifier performance. Results indicate, that while some ``informed'' selection strategies increase the performance of models, especially for out-of-distribution data, it happens only seldom and with marginal performance increases. Unless further advances are made, a default of random sample selection remains a good option for augmentation practitioners.

The latest generative large language models (LLMs) have found their application in data augmentation tasks, where small numbers of text samples are LLM-paraphrased and then used to fine-tune the model. However, more research is needed to assess how different prompts, seed data selection strategies, filtering methods, or model settings affect the quality of paraphrased data (and downstream models). In this study, we investigate three text diversity incentive methods well established in crowdsourcing: taboo words, hints by previous outlier solutions, and chaining on previous outlier solutions. Using these incentive methods as part of instructions to LLMs augmenting text datasets, we measure their effects on generated texts' lexical diversity and downstream model performance. We compare the effects over 5 different LLMs and 6 datasets. We show that diversity is most increased by taboo words, while downstream model performance is highest when previously created paraphrases are used as hints.

Worked examples (solutions to typical programming problems presented as a source code in a certain language and are used to explain the topics from a programming class) are among the most popular types of learning content in programming classes. Most approaches and tools for presenting these examples to students are based on line-by-line explanations of the example code. However, instructors rarely have time to provide line-by-line explanations for a large number of examples typically used in a programming class. In this paper, we explore and assess a human-AI collaboration approach to authoring worked examples for Java programming. We introduce an authoring system for creating Java worked examples that generates a starting version of code explanations and presents it to the instructor to edit if necessary. We also present a study that assesses the quality of explanations created with this approach.

The emergence of generative large language models (LLMs) raises the question: what will be its impact on crowdsourcing? Traditionally, crowdsourcing has been used for acquiring solutions to a wide variety of human-intelligence tasks, including ones involving text generation, modification or evaluation. For some of these tasks, models like ChatGPT can potentially substitute human workers. In this study, we investigate whether this is the case for the task of paraphrase generation for intent classification. We apply data collection methodology of an existing crowdsourcing study (similar scale, prompts and seed data) using ChatGPT and Falcon-40B. We show that ChatGPT-created paraphrases are more diverse and lead to at least as robust models.

Recent studies have shown that students follow stable behavioral patterns while learning in online educational systems. These behavioral patterns can further be used to group the students into different clusters. However, as these clusters include both high-and low-performance students, the relation between the behavioral patterns and student performance is yet to be clarified. In this work, we study the relation between students' learning behaviors and their performance, in a self-organized online learning system that allows them to freely practice with various problems and worked examples. We represent each student's behavior as a vector of high-support sequential micro-patterns. Assuming that some behavioral patterns are shared across high-and low-performance students, and some are specific to each group, we group the students according to their performance. Having this assumption, we discover both the prevalent behavioral patterns in each group, and the shared patterns across groups using discriminative non-negative matrix factorization. Our experiments show that there are such common and specific patterns in students' behavior that are discriminative among students with different performances.