In designing multiple-choice questions (MCQs) in education, creating plausible distractors is crucial for identifying students' misconceptions and gaps in knowledge and accurately assessing their understanding. However, prior studies on distractor generation have not paid sufficient attention to enhancing the difficulty of distractors, resulting in reduced effectiveness of MCQs. This study presents a pipeline for training a model to generate distractors that are more likely to be selected by students. First, we train a pairwise ranker to reason about students' misconceptions and assess the relative plausibility of two distractors. Using this model, we create a dataset of pairwise distractor ranks and then train a distractor generator via Direct Preference Optimization (DPO) to generate more plausible distractors. Experiments on computer science subjects (Python, DB, MLDL) demonstrate that our pairwise ranker effectively identifies students' potential misunderstandings and achieves ranking accuracy comparable to human experts. Furthermore, our distractor generator outperforms several baselines in generating plausible distractors and produces questions with a higher item discrimination index (DI).
This paper explores the synergy between human cognition and Large Language Models (LLMs), highlighting how generative AI can drive personalized learning at scale. We discuss parallels between LLMs and human cognition, emphasizing both the promise and new perspectives on integrating AI systems into education. After examining challenges in aligning technology with pedagogy, we review AutoTutor-one of the earliest Intelligent Tutoring Systems (ITS)-and detail its successes, limitations, and unfulfilled aspirations. We then introduce the Socratic Playground, a next-generation ITS that uses advanced transformer-based models to overcome AutoTutor's constraints and provide personalized, adaptive tutoring. To illustrate its evolving capabilities, we present a JSON-based tutoring prompt that systematically guides learner reflection while tracking misconceptions. Throughout, we underscore the importance of placing pedagogy at the forefront, ensuring that technology's power is harnessed to enhance teaching and learning rather than overshadow it.
Understanding how large language models (LLMs) acquire, retain, and apply knowledge remains an open challenge. This paper introduces a novel framework, K-(CSA)^2, which categorizes LLM knowledge along two dimensions: correctness and confidence. The framework defines six categories of knowledge, ranging from highly confident correctness to confidently held misconceptions, enabling a nuanced evaluation of model comprehension beyond binary accuracy. Using this framework, we demonstrate how techniques like chain-of-thought prompting and reinforcement learning with human feedback fundamentally alter the knowledge structures of internal (pre-trained) and external (context-dependent) knowledge in LLMs. CoT particularly enhances base model performance and shows synergistic benefits when applied to aligned LLMs. Moreover, our layer-wise analysis reveals that higher layers in LLMs encode more high-confidence knowledge, while low-confidence knowledge tends to emerge in middle-to-lower layers.
Sequential decision problems are widely studied across many areas of science. A key challenge when learning policies from historical data - a practice commonly referred to as off-policy learning - is how to ``identify'' the impact of a policy of interest when the observed data are not randomized. Off-policy learning has mainly been studied in two settings: dynamic treatment regimes (DTRs), where the focus is on controlling confounding in medical problems with short decision horizons, and offline reinforcement learning (RL), where the focus is on dimension reduction in closed systems such as games. The gap between these two well studied settings has limited the wider application of off-policy learning to many real-world problems. Using the theory for causal inference based on acyclic directed mixed graph (ADMGs), we provide a set of graphical identification criteria in general decision processes that encompass both DTRs and MDPs. We discuss how our results relate to the often implicit causal assumptions made in the DTR and RL literatures and further clarify several common misconceptions. Finally, we present a realistic simulation study for the dynamic pricing problem encountered in container logistics, and demonstrate how violations of our graphical criteria can lead to suboptimal policies.
The capability of Large Language Models (LLMs) to plan remains a topic of debate. Some critics argue that strategies to boost LLMs' reasoning skills are ineffective in planning tasks, while others report strong outcomes merely from training models on a planning corpus. This study reassesses recent strategies by developing an end-to-end LLM planner and employing diverse metrics for a thorough evaluation. We find that merely fine-tuning LLMs on a corpus of planning instances does not lead to robust planning skills, as indicated by poor performance on out-of-distribution test sets. At the same time, we find that various strategies, including Chain-of-Thought, do enhance the probability of a plan being executable. This indicates progress towards better plan quality, despite not directly enhancing the final validity rate. Among the strategies we evaluated, reinforcement learning with our novel `Longest Contiguous Common Subsequence' reward emerged as the most effective, contributing to both plan validity and executability. Overall, our research addresses key misconceptions in the LLM-planning literature; we validate incremental progress in plan executability, although plan validity remains a challenge. Hence, future strategies should focus on both these aspects, drawing insights from our findings.
Large multimodal models (LMMs) have shown remarkable performance in the visual commonsense reasoning (VCR) task, which aims to answer a multiple-choice question based on visual commonsense within an image. However, the ability of LMMs to correct potential visual commonsense errors in the distractor upon their occurrence is yet under-explored. Drawing inspiration from how a human teacher crafts challenging distractors to test students' comprehension of the concepts or skills and assists them in identifying and correcting errors toward the answer, we are the pioneering research for LMMs to simulate this error correction process. To this end, we employ GPT-4 as a ``teacher'' to collect the explainable feedback dataset VCR-DF for error correction, which serves as a benchmark to evaluate the ability of LMMs to identify misconceptions and clarify reasons behind the error in VCR distractors toward final answers. In addition, we propose an LMM-based Pedagogical Expert Instructed Feedback Generation (PEIFG) model to incorporate the learnable expert prompts and multimodal instruction as guidance for feedback generation. Experimental results show that our PEIFG significantly outperforms existing LMMs. We believe that our benchmark provides a new direction for evaluating the capabilities of LMMs.
Despite the utility that Generative AI (GenAI) tools provide for tasks such as writing code, the use of these tools raises important legal questions and potential risks, particularly those associated with copyright law. As lawmakers and regulators engage with those questions, the views of users can provide relevant perspectives. In this paper, we provide: (1) a survey of 574 developers on the licensing and copyright aspects of GenAI for coding, as well as follow-up interviews; (2) a snapshot of developers' views at a time when GenAI and perceptions of it are rapidly evolving; and (3) an analysis of developers' views, yielding insights and recommendations that can inform future regulatory decisions in this evolving field. Our results show the benefits developers derive from GenAI, how they view the use of AI-generated code as similar to using other existing code, the varied opinions they have on who should own or be compensated for such code, that they are concerned about data leakage via GenAI, and much more, providing organizations and policymakers with valuable insights into how the technology is being used and what concerns stakeholders would like to see addressed.
We characterize three near-field sub-regions for phased array antennas by elaborating on the boundaries {\it Fraunhofer}, {\it radial-focal}, and {\it non-radiating} distances. The {\it Fraunhofer distance} which is the boundary between near and far field has been well studied in the literature on the principal axis (PA) of single-element center-fed antennas, where PA denotes the axis perpendicular to the antenna surface passing from the antenna center. The results are also valid for phased arrays if the PA coincides with the boresight, which is not commonly the case in practice. In this work, we completely characterize the Fraunhofer distance by considering various angles between the PA and the boresight. For the {\it radial-focal distance}, below which beamfocusing is feasible in the radial domain, a formal characterization of the corresponding region based on the general model of near-field channels (GNC) is missing in the literature. We investigate this and elaborate that the maximum-ratio-transmission (MRT) beamforming based on the simple uniform spherical wave (USW) channel model results in a radial gap between the achieved and the desired focal points. While the gap vanishes when the array size $N$ becomes sufficiently large, we propose a practical algorithm to remove this gap in the non-asymptotic case when $N$ is not very large. Finally, the {\it non-radiating} distance, below which the reactive power dominates active power, has been studied in the literature for single-element antennas. We analytically explore this for phased arrays and show how different excitation phases of the antenna array impact it. We also clarify some misconceptions about the non-radiating and Fresnel distances prevailing in the literature.
The automatic generation of hints by Large Language Models (LLMs) within Intelligent Tutoring Systems (ITSs) has shown potential to enhance student learning. However, generating pedagogically sound hints that address student misconceptions and adhere to specific educational objectives remains challenging. This work explores using LLMs (GPT-4o and Llama-3-8B-instruct) as teachers to generate effective hints for students simulated through LLMs (GPT-3.5-turbo, Llama-3-8B-Instruct, or Mistral-7B-instruct-v0.3) tackling math exercises designed for human high-school students, and designed using cognitive science principles. We present here the study of several dimensions: 1) identifying error patterns made by simulated students on secondary-level math exercises; 2) developing various prompts for GPT-4o as a teacher and evaluating their effectiveness in generating hints that enable simulated students to self-correct; and 3) testing the best-performing prompts, based on their ability to produce relevant hints and facilitate error correction, with Llama-3-8B-Instruct as the teacher, allowing for a performance comparison with GPT-4o. The results show that model errors increase with higher temperature settings. Notably, when hints are generated by GPT-4o, the most effective prompts include prompts tailored to specific errors as well as prompts providing general hints based on common mathematical errors. Interestingly, Llama-3-8B-Instruct as a teacher showed better overall performance than GPT-4o. Also the problem-solving and response revision capabilities of the LLMs as students, particularly GPT-3.5-turbo, improved significantly after receiving hints, especially at lower temperature settings. However, models like Mistral-7B-Instruct demonstrated a decline in performance as the temperature increased.
Accurately modeling student cognition is crucial for developing effective AI-driven educational technologies. A key challenge is creating realistic student models that satisfy two essential properties: (1) accurately replicating specific misconceptions, and (2) correctly solving problems where these misconceptions are not applicable. This dual requirement reflects the complex nature of student understanding, where misconceptions coexist with correct knowledge. This paper investigates whether Large Language Models (LLMs) can be instruction-tuned to meet this dual requirement and effectively simulate student thinking in algebra. We introduce MalAlgoPy, a novel Python library that generates datasets reflecting authentic student solution patterns through a graph-based representation of algebraic problem-solving. Utilizing MalAlgoPy, we define and examine Cognitive Student Models (CSMs) - LLMs instruction tuned to faithfully emulate realistic student behavior. Our findings reveal that LLMs trained on misconception examples can efficiently learn to replicate errors. However, the training diminishes the model's ability to solve problems correctly, particularly for problem types where the misconceptions are not applicable, thus failing to satisfy second property of CSMs. We demonstrate that by carefully calibrating the ratio of correct to misconception examples in the training data - sometimes as low as 0.25 - it is possible to develop CSMs that satisfy both properties. Our insights enhance our understanding of AI-based student models and pave the way for effective adaptive learning systems.
The training data for many Large Language Models (LLMs) is contaminated with test data. This means that public benchmarks used to assess LLMs are compromised, suggesting a performance gap between benchmark scores and actual capabilities. Ideally, a private holdout set could be used to accurately verify scores. Unfortunately, such datasets do not exist for most benchmarks, and post-hoc construction of sufficiently similar datasets is non-trivial. To address these issues, we introduce a systematic methodology for (i) retrospectively constructing a holdout dataset for a target dataset, (ii) demonstrating the statistical indistinguishability of this retro-holdout dataset, and (iii) comparing LLMs on the two datasets to quantify the performance gap due to the dataset's public availability. Applying these methods to TruthfulQA, we construct and release Retro-Misconceptions, on which we evaluate twenty LLMs and find that some have inflated scores by as much as 16 percentage points. Our results demonstrate that public benchmark scores do not always accurately assess model properties, and underscore the importance of improved data practices in the field.
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.
Medical Dialogue Systems aim to provide automated healthcare support through patient-agent conversations. Previous efforts typically regard patients as ideal users -- one who accurately and consistently reports their health conditions. However, in reality, patients often misreport their symptoms, leading to discrepancies between their reports and actual health conditions. Overlooking patient misreport will affect the quality of healthcare consultations provided by MDS. To address this issue, we argue that MDS should ''listen to patients'' and tackle two key challenges: how to detect and mitigate patient misreport effectively. In this work, we propose PaMis, a framework of detecting and mitigating Patient Misreport for medical dialogue generation. PaMis first constructs dialogue entity graphs, then detects patient misreport based on graph entropy, and mitigates patient misreport by formulating clarifying questions. Experiments indicate that PaMis effectively enhances medical response generation, enabling models like GPT-4 to detect and mitigate patient misreports, and provide high-quality healthcare assistance.
People's decision-making abilities often fail to improve or may even erode when they rely on AI for decision-support, even when the AI provides informative explanations. We argue this is partly because people intuitively seek contrastive explanations, which clarify the difference between the AI's decision and their own reasoning, while most AI systems offer "unilateral" explanations that justify the AI's decision but do not account for users' thinking. To align human-AI knowledge on decision tasks, we introduce a framework for generating human-centered contrastive explanations that explain the difference between AI's choice and a predicted, likely human choice about the same task. Results from a large-scale experiment (N = 628) demonstrate that contrastive explanations significantly enhance users' independent decision-making skills compared to unilateral explanations, without sacrificing decision accuracy. Amid rising deskilling concerns, our research demonstrates that incorporating human reasoning into AI design can foster human skill development.
Background: One of the key FDA-approved medications for Opioid Use Disorder (OUD) is buprenorphine. Despite its popularity, individuals often report various information needs regarding buprenorphine treatment on social media platforms like Reddit. However, the key challenge is to characterize these needs. In this study, we propose a theme-based framework to curate and analyze large-scale data from social media to characterize self-reported treatment information needs (TINs). Methods: We collected 15,253 posts from r/Suboxone, one of the largest Reddit sub-community for buprenorphine products. Following the standard protocol, we first identified and defined five main themes from the data and then coded 6,000 posts based on these themes, where one post can be labeled with applicable one to three themes. Finally, we determined the most frequently appearing sub-themes (topics) for each theme by analyzing samples from each group. Results: Among the 6,000 posts, 40.3% contained a single theme, 36% two themes, and 13.9% three themes. The most frequent topics for each theme or theme combination came with several key findings - prevalent reporting of psychological and physical effects during recovery, complexities in accessing buprenorphine, and significant information gaps regarding medication administration, tapering, and usage of substances during different stages of recovery. Moreover, self-treatment strategies and peer-driven advice reveal valuable insights and potential misconceptions. Conclusions: The findings obtained using our proposed framework can inform better patient education and patient-provider communication, design systematic interventions to address treatment-related misconceptions and rumors, and streamline the generation of hypotheses for future research.
Recent advances in large language models (LLMs) have led to the development of artificial intelligence (AI)-powered tutoring chatbots, showing promise in providing broad access to high-quality personalized education. Existing works have studied how to make LLMs follow tutoring principles, but have not studied broader uses of LLMs for supporting tutoring. Up until now, tracing student knowledge and analyzing misconceptions has been difficult and time-consuming to implement for open-ended dialogue tutoring. In this work, we investigate whether LLMs can be supportive of this task: we first use LLM prompting methods to identify the knowledge components/skills involved in each dialogue turn, i.e., a tutor utterance posing a task or a student utterance that responds to it. We also evaluate whether the student responds correctly to the tutor and verify the LLM's accuracy using human expert annotations. We then apply a range of knowledge tracing (KT) methods on the resulting labeled data to track student knowledge levels over an entire dialogue. We conduct experiments on two tutoring dialogue datasets, and show that a novel yet simple LLM-based method, LLMKT, significantly outperforms existing KT methods in predicting student response correctness in dialogues. We perform extensive qualitative analyses to highlight the challenges in dialogueKT and outline multiple avenues for future work.
In the rapidly advancing realm of educational technology, it becomes critical to accurately trace and understand student knowledge states. Conventional Knowledge Tracing (KT) models have mainly focused on binary responses (i.e., correct and incorrect answers) to questions. Unfortunately, they largely overlook the essential information in students' actual answer choices, particularly for Multiple Choice Questions (MCQs), which could help reveal each learner's misconceptions or knowledge gaps. To tackle these challenges, we propose the Concept map-driven Response disentanglement method for enhancing Knowledge Tracing (CRKT) model. CRKT benefits KT by directly leveraging answer choices--beyond merely identifying correct or incorrect answers--to distinguish responses with different incorrect choices. We further introduce the novel use of unchosen responses by employing disentangled representations to get insights from options not selected by students. Additionally, CRKT tracks the student's knowledge state at the concept level and encodes the concept map, representing the relationships between them, to better predict unseen concepts. This approach is expected to provide actionable feedback, improving the learning experience. Our comprehensive experiments across multiple datasets demonstrate CRKT's effectiveness, achieving superior performance in prediction accuracy and interpretability over state-of-the-art models.
We investigate the theoretical foundations of classifier-free guidance (CFG). CFG is the dominant method of conditional sampling for text-to-image diffusion models, yet unlike other aspects of diffusion, it remains on shaky theoretical footing. In this paper, we disprove common misconceptions, by showing that CFG interacts differently with DDPM (Ho et al., 2020) and DDIM (Song et al., 2021), and neither sampler with CFG generates the gamma-powered distribution $p(x|c)^\gamma p(x)^{1-\gamma}$. Then, we clarify the behavior of CFG by showing that it is a kind of predictor-corrector method (Song et al., 2020) that alternates between denoising and sharpening, which we call predictor-corrector guidance (PCG). We prove that in the SDE limit, CFG is actually equivalent to combining a DDIM predictor for the conditional distribution together with a Langevin dynamics corrector for a gamma-powered distribution (with a carefully chosen gamma). Our work thus provides a lens to theoretically understand CFG by embedding it in a broader design space of principled sampling methods.
Artificial Intelligence (AI) is one of today's most relevant emergent technologies. In view thereof, this paper proposes that more attention should be paid to the philosophical aspects of AI technology and its use. It is argued that this deficit is generally combined with philosophical misconceptions about the growth of knowledge. To identify these misconceptions, reference is made to the ideas of the philosopher of science Karl Popper and the physicist David Deutsch. The works of both thinkers aim against mistaken theories of knowledge, such as inductivism, empiricism, and instrumentalism. This paper shows that these theories bear similarities to how current AI technology operates. It also shows that these theories are very much alive in the (public) discourse on AI, often called Bayesianism. In line with Popper and Deutsch, it is proposed that all these theories are based on mistaken philosophies of knowledge. This includes an analysis of the implications of these mistaken philosophies for the use of AI in science and society, including some of the likely problem situations that will arise. This paper finally provides a realistic outlook on Artificial General Intelligence (AGI) and three propositions on A(G)I and philosophy (i.e., epistemology).
Neural networks (NNs) hold great promise for advancing inverse design via topology optimization (TO), yet misconceptions about their application persist. This article focuses on neural topology optimization (neural TO), which leverages NNs to reparameterize the decision space and reshape the optimization landscape. While the method is still in its infancy, our analysis tools reveal critical insights into the NNs' impact on the optimization process. We demonstrate that the choice of NN architecture significantly influences the objective landscape and the optimizer's path to an optimum. Notably, NNs introduce non-convexities even in otherwise convex landscapes, potentially delaying convergence in convex problems but enhancing exploration for non-convex problems. This analysis lays the groundwork for future advancements by highlighting: 1) the potential of neural TO for non-convex problems and dedicated GPU hardware (the "good"), 2) the limitations in smooth landscapes (the "bad"), and 3) the complex challenge of selecting optimal NN architectures and hyperparameters for superior performance (the "ugly").