The ability to compare objects, scenes, or situations is crucial for effective decision-making and problem-solving in everyday life. For instance, comparing the freshness of apples enables better choices during grocery shopping, while comparing sofa designs helps optimize the aesthetics of our living space. Despite its significance, the comparative capability is largely unexplored in artificial general intelligence (AGI).

Difficulty-controllable question generation for reading comprehension has gained significant attention in the field of education as a fundamental tool for adaptive learning support. Although several neural question generation methods have recently succeeded in controlling difficulty, conventional approaches still face two major limitations. First, they cannot directly generate multiple-choice questions, which are the most widely used question type in educational contexts. Second, they are not explicitly trained to optimize the accuracy of difficulty control, leaving room for further improvement in difficulty controllability. To address these limitations, this study proposes a novel difficulty-controllable multiple-choice question generation method for reading comprehension which leverages a large language model trained using a direct preference optimization technique to improve the accuracy of difficulty control.

The ability to compare objects, scenes, or situations is crucial for effective decision-making and problem-solving in everyday life. For instance, comparing the freshness of apples enables better choices during grocery shopping, while comparing sofa designs helps optimize the aesthetics of our living space. Despite its significance, the comparative capability is largely unexplored in artificial general intelligence (AGI).

In a conversational system, dynamically generating follow-up questions based on context can help users explore information and provide a better user experience. Humans are usually able to ask questions that involve some general life knowledge and demonstrate higher order cognitive skills. However, the questions generated by existing methods are often limited to shallow contextual questions that are uninspiring and have a large gap to the human level. In this paper, we propose a three-stage external knowledge-enhanced follow-up question generation method, which generates questions by identifying contextual topics, constructing a knowledge graph (KG) online, and finally combining these with a large language model to generate the final question. The model generates information-rich and exploratory follow-up questions by introducing external common sense knowledge and performing a knowledge fusion operation. Experiments show that compared to baseline models, our method generates questions that are more informative and closer to human questioning levels while maintaining contextual relevance.

Web-based educational videos offer flexible learning opportunities and are becoming increasingly popular. However, improving user engagement and knowledge retention remains a challenge. Automatically generated questions can activate learners and support their knowledge acquisition. Further, they can help teachers and learners assess their understanding. While large language and vision-language models have been employed in various tasks, their application to question generation for educational videos remains underexplored. In this paper, we investigate the capabilities of current vision-language models for generating learning-oriented questions for educational video content. We assess (1) out-of-the-box models' performance; (2) fine-tuning effects on content-specific question generation; (3) the impact of different video modalities on question quality; and (4) in a qualitative study, question relevance, answerability, and difficulty levels of generated questions. Our findings delineate the capabilities of current vision-language models, highlighting the need for fine-tuning and addressing challenges in question diversity and relevance. We identify requirements for future multimodal datasets and outline promising research directions.

Training conversational question-answering (QA) systems requires a substantial amount of in-domain data, which is often scarce in practice. A common solution to this challenge is to generate synthetic data. Traditional methods typically follow a top-down approach, where a large language model (LLM) generates multi-turn dialogues from a broad prompt. Although this method produces coherent conversations, it offers limited fine-grained control over the content and is susceptible to hallucinations. We introduce a bottom-up conversation synthesis approach, where QA pairs are generated first and then combined into a coherent dialogue. This method offers greater control and precision by dividing the process into two distinct steps, allowing refined instructions and validations to be handled separately. Additionally, this structure allows the use of non-local models in stages that do not involve proprietary knowledge, enhancing the overall quality of the generated data. Both human and automated evaluations demonstrate that our approach produces more realistic and higher-quality dialogues compared to top-down methods.

Question generation in education is a time-consuming and cognitively demanding task, as it requires creating questions that are both contextually relevant and pedagogically sound. Current automated question generation methods often generate questions that are out of context. In this work, we explore advanced techniques for automated question generation in educational contexts, focusing on In-Context Learning (ICL), Retrieval-Augmented Generation (RAG), and a novel Hybrid Model that merges both methods. We implement GPT-4 for ICL using few-shot examples and BART with a retrieval module for RAG. The Hybrid Model combines RAG and ICL to address these issues and improve question quality. Evaluation is conducted using automated metrics, followed by human evaluation metrics. Our results show that both the ICL approach and the Hybrid Model consistently outperform other methods, including baseline models, by generating more contextually accurate and relevant questions.

Clinical Question Answering (QA) systems enable doctors to quickly access patient information from electronic health records (EHRs). However, training these systems requires significant annotated data, which is limited due to the expertise needed and the privacy concerns associated with clinical data. This paper explores generating Clinical QA data using large language models (LLMs) in a zero-shot setting. We find that naive prompting often results in easy questions that do not reflect the complexity of clinical scenarios. To address this, we propose two prompting strategies: 1) instructing the model to generate questions that do not overlap with the input context, and 2) summarizing the input record using a predefined schema to scaffold question generation. Experiments on two Clinical QA datasets demonstrate that our method generates more challenging questions, significantly improving fine-tuning performance over baselines. We compare synthetic and gold data and find a gap between their training efficacy resulting from the quality of synthetically generated answers.

In recent years, large language models (LLMs) and generative AI have revolutionized natural language processing (NLP), offering unprecedented capabilities in education. This chapter explores the transformative potential of LLMs in automated question generation and answer assessment. It begins by examining the mechanisms behind LLMs, emphasizing their ability to comprehend and generate human-like text. The chapter then discusses methodologies for creating diverse, contextually relevant questions, enhancing learning through tailored, adaptive strategies. Key prompting techniques, such as zero-shot and chain-of-thought prompting, are evaluated for their effectiveness in generating high-quality questions, including open-ended and multiple-choice formats in various languages. Advanced NLP methods like fine-tuning and prompt-tuning are explored for their role in generating task-specific questions, despite associated costs. The chapter also covers the human evaluation of generated questions, highlighting quality variations across different methods and areas for improvement. Furthermore, it delves into automated answer assessment, demonstrating how LLMs can accurately evaluate responses, provide constructive feedback, and identify nuanced understanding or misconceptions. Examples illustrate both successful assessments and areas needing improvement. The discussion underscores the potential of LLMs to replace costly, time-consuming human assessments when appropriately guided, showcasing their advanced understanding and reasoning capabilities in streamlining educational processes.

Semantic text embedding is essential to many tasks in Natural Language Processing (NLP). While black-box models are capable of generating high-quality embeddings, their lack of interpretability limits their use in tasks that demand transparency. Recent approaches have improved interpretability by leveraging domain-expert-crafted or LLM-generated questions, but these methods rely heavily on expert input or well-prompt design, which restricts their generalizability and ability to generate discriminative questions across a wide range of tasks. To address these challenges, we introduce CQG-MBQA (Contrastive Question Generation - Multi-task Binary Question Answering), a general framework for producing interpretable semantic text embeddings across diverse tasks. Our framework systematically generates highly discriminative, low cognitive load yes/no questions through the CQG method and answers them efficiently with the MBQA model, resulting in interpretable embeddings in a cost-effective manner. We validate the effectiveness and interpretability of CQG-MBQA through extensive experiments and ablation studies, demonstrating that it delivers embedding quality comparable to many advanced black-box models while maintaining inherently interpretability. Additionally, CQG-MBQA outperforms other interpretable text embedding methods across various downstream tasks. Text embedding is a cornerstone of Natural Language Processing (NLP), transforming texts--whether sentences, paragraphs, or full documents--into embedding vectors that capture their semantic meaning. In semantic embedding spaces, the similarity between texts is represented by the proximity of their embedding vectors, typically measured using distance measures like Euclidean distance, cosine distance, or inner product. Black-box text embedding methods, such as Sentence-BERT (Reimers & Gurevych, 2019), SimCSE (Gao et al., 2021), WhitenedCSE (Zhuo et al., 2023), and AnglE (Li & Li, 2024), excel at generating high-quality embeddings by training on vast amounts of data. These models are highly effective at capturing semantic similarities, making them indispensable for a variety of NLP tasks (Muennighoff et al., 2023). However, their black-box nature leaves the embeddings opaque to human users.