Autoregressive language models dominate modern text generation, yet their sequential nature introduces fundamental limitations: decoding is slow, and maintaining global coherence remains challenging. Diffusion models offer a promising alternative by enabling parallel generation and flexible control; however, their application to text generation is hindered by the high dimensionality of token-level representations. We introduce Cosmos, a novel approach to text generation that operates entirely in a compressed, smooth latent space tailored specifically for diffusion. This space is learned using an autoencoder trained simultaneously for token-level reconstruction and alignment with frozen activations from a pretrained language encoder, providing robust semantic grounding and enabling effective perturbation-based augmentations. Empirically, we demonstrate that text representations can be compressed by $8\times$ while maintaining generation quality comparable to token-level diffusion models. Furthermore, increasing the latent sequence length allows Cosmos to surpass both diffusion-based and autoregressive baselines. We evaluate Cosmos on four diverse generative tasks including story generation, question generation, summarization, and detoxification and compare it with various generative paradigms. Cosmos achieves comparable or superior generation quality while offering more than $2\times$ faster inference.
This study presents a question-based knowledge encoding approach that improves retrieval-augmented generation (RAG) systems without requiring fine-tuning or traditional chunking. We encode textual content using generated questions that span the lexical and semantic space, creating targeted retrieval cues combined with a custom syntactic reranking method. In single-hop retrieval over 109 scientific papers, our approach achieves a Recall@3 of 0.84, outperforming traditional chunking methods by 60 percent. We also introduce "paper-cards", concise paper summaries under 300 characters, which enhance BM25 retrieval, increasing MRR@3 from 0.56 to 0.85 on simplified technical queries. For multihop tasks, our reranking method reaches an F1 score of 0.52 with LLaMA2-Chat-7B on the LongBench 2WikiMultihopQA dataset, surpassing chunking and fine-tuned baselines which score 0.328 and 0.412 respectively. This method eliminates fine-tuning requirements, reduces retrieval latency, enables intuitive question-driven knowledge access, and decreases vector storage demands by 80%, positioning it as a scalable and efficient RAG alternative.
The widespread adoption of chat interfaces based on Large Language Models (LLMs) raises concerns about promoting superficial learning and undermining the development of critical thinking skills. Instead of relying on LLMs purely for retrieving factual information, this work explores their potential to foster deeper reasoning by generating critical questions that challenge unsupported or vague claims in debate interventions. This study is part of a shared task of the 12th Workshop on Argument Mining, co-located with ACL 2025, focused on automatic critical question generation. We propose a two-step framework involving two small-scale open source language models: a Questioner that generates multiple candidate questions and a Judge that selects the most relevant ones. Our system ranked first in the shared task competition, demonstrating the potential of the proposed LLM-based approach to encourage critical engagement with argumentative texts.
Large language models (LLMs) can effectively elicit human preferences through multi-turn dialogue. Complex tasks can be accomplished through iterative clarifying questions and final responses generated by an LLM acting as a questioner (STaR-GATE; Andukuri et al., 2024}). However, existing approaches based on self-taught reasoning struggle to identify optimal dialogue trajectories and avoid irrelevant questions to the tasks. To address this limitation, we propose TO-GATE, a novel framework that enhances question generation through trajectory optimization, which consists of two key components: a clarification resolver that generates optimal questioning trajectories, and a summarizer that ensures task-aligned final responses. The trajectory optimization enables the model to produce effective elicitation questions and summary responses tailored to specific tasks. Experimental results demonstrate that TO-GATE significantly outperforms baseline methods, achieving a 9.32% improvement on standard preference elicitation tasks.
The advancement of reasoning capabilities in Large Language Models (LLMs) requires substantial amounts of high-quality reasoning data, particularly in mathematics. Existing data synthesis methods, such as data augmentation from annotated training sets or direct question generation based on relevant knowledge points and documents, have expanded datasets but face challenges in mastering the inner logic of the problem during generation and ensuring the verifiability of the solutions. To address these issues, we propose RV-Syn, a novel Rational and Verifiable mathematical Synthesis approach. RV-Syn constructs a structured mathematical operation function library based on initial seed problems and generates computational graphs as solutions by combining Python-formatted functions from this library. These graphs are then back-translated into complex problems. Based on the constructed computation graph, we achieve solution-guided logic-aware problem generation. Furthermore, the executability of the computational graph ensures the verifiability of the solving process. Experimental results show that RV-Syn surpasses existing synthesis methods, including those involving human-generated problems, achieving greater efficient data scaling. This approach provides a scalable framework for generating high-quality reasoning datasets.
Integrating Artificial Intelligence (AI) in educational settings has brought new learning approaches, transforming the practices of both students and educators. Among the various technologies driving this transformation, Large Language Models (LLMs) have emerged as powerful tools for creating educational materials and question answering, but there are still space for new applications. Educators commonly use Multiple-Choice Questions (MCQs) to assess student knowledge, but manually generating these questions is resource-intensive and requires significant time and cognitive effort. In our opinion, LLMs offer a promising solution to these challenges. This paper presents a novel comparative analysis of three widely known LLMs - Llama 2, Mistral, and GPT-3.5 - to explore their potential for creating informative and challenging MCQs. In our approach, we do not rely on the knowledge of the LLM, but we inject the knowledge into the prompt to contrast the hallucinations, giving the educators control over the test's source text, too. Our experiment involving 21 educators shows that GPT-3.5 generates the most effective MCQs across several known metrics. Additionally, it shows that there is still some reluctance to adopt AI in the educational field. This study sheds light on the potential of LLMs to generate MCQs and improve the educational experience, providing valuable insights for the future.
The availability of Large Language Models (LLMs) presents a unique opportunity to reinvigorate research on Knowledge Engineering (KE) automation, a trend already evident in recent efforts developing LLM-based methods and tools for the automatic generation of Competency Questions (CQs). However, the evaluation of these tools lacks standardisation. This undermines the methodological rigour and hinders the replication and comparison of results. To address this gap, we introduce Bench4KE, an extensible API-based benchmarking system for KE automation. Its first release focuses on evaluating tools that generate CQs automatically. CQs are natural language questions used by ontology engineers to define the functional requirements of an ontology. Bench4KE provides a curated gold standard consisting of CQ datasets from four real-world ontology projects. It uses a suite of similarity metrics to assess the quality of the CQs generated. We present a comparative analysis of four recent CQ generation systems, which are based on LLMs, establishing a baseline for future research. Bench4KE is also designed to accommodate additional KE automation tasks, such as SPARQL query generation, ontology testing and drafting. Code and datasets are publicly available under the Apache 2.0 license.
The exponential growth of scientific publications has made it increasingly difficult for researchers to stay updated and synthesize knowledge effectively. This paper presents XSum, a modular pipeline for multi-document summarization (MDS) in the scientific domain using Retrieval-Augmented Generation (RAG). The pipeline includes two core components: a question-generation module and an editor module. The question-generation module dynamically generates questions adapted to the input papers, ensuring the retrieval of relevant and accurate information. The editor module synthesizes the retrieved content into coherent and well-structured summaries that adhere to academic standards for proper citation. Evaluated on the SurveySum dataset, XSum demonstrates strong performance, achieving considerable improvements in metrics such as CheckEval, G-Eval and Ref-F1 compared to existing approaches. This work provides a transparent, adaptable framework for scientific summarization with potential applications in a wide range of domains. Code available at https://github.com/webis-de/scolia25-xsum
Multi-hop question generation (MQG) aims to generate questions that require synthesizing multiple information snippets from documents to derive target answers. The primary challenge lies in effectively pinpointing crucial information snippets related to question-answer (QA) pairs, typically relying on keywords. However, existing works fail to fully utilize the guiding potential of keywords and neglect to differentiate the distinct roles of question-specific and document-specific keywords. To address this, we define dual-perspective keywords (i.e., question and document keywords) and propose a Dual-Perspective Keyword-Guided (DPKG) framework, which seamlessly integrates keywords into the multi-hop question generation process. We argue that question keywords capture the questioner's intent, whereas document keywords reflect the content related to the QA pair. Functionally, question and document keywords work together to pinpoint essential information snippets in the document, with question keywords required to appear in the generated question. The DPKG framework consists of an expanded transformer encoder and two answer-aware transformer decoders for keyword and question generation, respectively. Extensive experiments demonstrate the effectiveness of our work, showcasing its promising performance and underscoring its significant value in the MQG task.
The increasing context length of modern language models has created a need for evaluating their ability to retrieve and process information across extensive documents. While existing benchmarks test long-context capabilities, they often lack a structured way to systematically vary question complexity. We introduce KG-QAGen (Knowledge-Graph-based Question-Answer Generation), a framework that (1) extracts QA pairs at multiple complexity levels (2) by leveraging structured representations of financial agreements (3) along three key dimensions -- multi-hop retrieval, set operations, and answer plurality -- enabling fine-grained assessment of model performance across controlled difficulty levels. Using this framework, we construct a dataset of 20,139 QA pairs (the largest number among the long-context benchmarks) and open-source a part of it. We evaluate 13 proprietary and open-source LLMs and observe that even the best-performing models are struggling with set-based comparisons and multi-hop logical inference. Our analysis reveals systematic failure modes tied to semantic misinterpretation and inability to handle implicit relations.
Geospatial code generation is emerging as a key direction in the integration of artificial intelligence and geoscientific analysis. However, there remains a lack of standardized tools for automatic evaluation in this domain. To address this gap, we propose AutoGEEval, the first multimodal, unit-level automated evaluation framework for geospatial code generation tasks on the Google Earth Engine (GEE) platform powered by large language models (LLMs). Built upon the GEE Python API, AutoGEEval establishes a benchmark suite (AutoGEEval-Bench) comprising 1325 test cases that span 26 GEE data types. The framework integrates both question generation and answer verification components to enable an end-to-end automated evaluation pipeline-from function invocation to execution validation. AutoGEEval supports multidimensional quantitative analysis of model outputs in terms of accuracy, resource consumption, execution efficiency, and error types. We evaluate 18 state-of-the-art LLMs-including general-purpose, reasoning-augmented, code-centric, and geoscience-specialized models-revealing their performance characteristics and potential optimization pathways in GEE code generation. This work provides a unified protocol and foundational resource for the development and assessment of geospatial code generation models, advancing the frontier of automated natural language to domain-specific code translation.
Massive Open Online Courses (MOOCs) lack direct interaction between learners and instructors, making it challenging for learners to understand new knowledge concepts. Recently, learners have increasingly used Large Language Models (LLMs) to support them in acquiring new knowledge. However, LLMs are prone to hallucinations which limits their reliability. Retrieval-Augmented Generation (RAG) addresses this issue by retrieving relevant documents before generating a response. However, the application of RAG across different MOOCs is limited by unstructured learning material. Furthermore, current RAG systems do not actively guide learners toward their learning needs. To address these challenges, we propose a Graph RAG pipeline that leverages Educational Knowledge Graphs (EduKGs) and Personal Knowledge Graphs (PKGs) to guide learners to understand knowledge concepts in the MOOC platform CourseMapper. Specifically, we implement (1) a PKG-based Question Generation method to recommend personalized questions for learners in context, and (2) an EduKG-based Question Answering method that leverages the relationships between knowledge concepts in the EduKG to answer learner selected questions. To evaluate both methods, we conducted a study with 3 expert instructors on 3 different MOOCs in the MOOC platform CourseMapper. The results of the evaluation show the potential of Graph RAG to empower learners to understand new knowledge concepts in a personalized learning experience.
We demonstrate that large language models can effectively self-improve through self-judging without requiring reference solutions, leveraging the inherent asymmetry between generating and verifying solutions. Our experiments on Countdown puzzles and MIT Integration Bee problems show that models can provide reliable reward signals without ground truth answers, enabling reinforcement learning in domains previously not possible. By implementing self-judging, we achieve significant performance gains maintaining alignment with formal verification. When combined with synthetic question generation, we establish a complete self-improvement loop where models generate practice problems, solve them, and evaluate their own performance-achieving an 8% improvement with Qwen 2.5 7B over baseline and surpassing GPT-4o performance on integration tasks. Our findings demonstrate that LLM judges can provide effective reward signals for training models, unlocking many reinforcement learning environments previously limited by the difficulty of creating programmatic rewards. This suggests a potential paradigm shift toward AI systems that continuously improve through self-directed learning rather than human-guided training, potentially accelerating progress in domains with scarce training data or complex evaluation requirements.
KAQG introduces a decisive breakthrough for Retrieval-Augmented Generation (RAG) by explicitly tackling the two chronic weaknesses of current pipelines: transparent multi-step reasoning and fine-grained cognitive difficulty control. This transforms RAG from a passive retriever into an accountable generator of calibrated exam items. Technically, the framework fuses knowledge graphs, RAG retrieval, and educational assessment theory into a single pipeline. Domain passages are parsed into a structured graph; graph-aware retrieval feeds fact chains to an LLM; and an assessment layer governed by Bloom's Taxonomy levels and Item Response Theory (IRT) transforms those chains into psychometrically sound questions. This cross-disciplinary marriage yields two scholarly contributions: it shows how semantic graph contexts guide LLM reasoning paths, and it operationalizes difficulty metrics within the generation process, producing items whose IRT parameters match expert benchmarks. Every module, from KG construction scripts to the multi-agent reasoning scheduler and the automatic IRT validator, is openly released on GitHub. This enables peer laboratories to replicate experiments, benchmark against baselines, and extend individual components without licensing barriers. Its reproducible design paves the way for rigorous ablation studies, cross-domain transfer experiments, and shared leaderboards on multi-step reasoning benchmarks.
Educational question generation (EQG) is a crucial component of intelligent educational systems, significantly aiding self-assessment, active learning, and personalized education. While EQG systems have emerged, existing datasets typically rely on predefined, carefully edited texts, failing to represent real-world classroom content, including lecture speech with a set of complementary slides. To bridge this gap, we collect a dataset of educational questions based on lectures from real-world classrooms. On this realistic dataset, we find that current methods for EQG struggle with accurately generating questions from educational videos, particularly in aligning with specific timestamps and target answers. Common challenges include selecting informative contexts from extensive transcripts and ensuring generated questions meaningfully incorporate the target answer. To address the challenges, we introduce a novel framework utilizing large language models for dynamically selecting and rewriting contexts based on target timestamps and answers. First, our framework selects contexts from both lecture transcripts and video keyframes based on answer relevance and temporal proximity. Then, we integrate the contexts selected from both modalities and rewrite them into answer-containing knowledge statements, to enhance the logical connection between the contexts and the desired answer. This approach significantly improves the quality and relevance of the generated questions. Our dataset and code are released in https://github.com/mengxiayu/COSER.
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.
Generating high-quality MCQs, especially those targeting diverse cognitive levels and incorporating common misconceptions into distractor design, is time-consuming and expertise-intensive, making manual creation impractical at scale. Current automated approaches typically generate questions at lower cognitive levels and fail to incorporate domain-specific misconceptions. This paper presents a hierarchical concept map-based framework that provides structured knowledge to guide LLMs in generating MCQs with distractors. We chose high-school physics as our test domain and began by developing a hierarchical concept map covering major Physics topics and their interconnections with an efficient database design. Next, through an automated pipeline, topic-relevant sections of these concept maps are retrieved to serve as a structured context for the LLM to generate questions and distractors that specifically target common misconceptions. Lastly, an automated validation is completed to ensure that the generated MCQs meet the requirements provided. We evaluate our framework against two baseline approaches: a base LLM and a RAG-based generation. We conducted expert evaluations and student assessments of the generated MCQs. Expert evaluation shows that our method significantly outperforms the baseline approaches, achieving a success rate of 75.20% in meeting all quality criteria compared to approximately 37% for both baseline methods. Student assessment data reveal that our concept map-driven approach achieved a significantly lower guess success rate of 28.05% compared to 37.10% for the baselines, indicating a more effective assessment of conceptual understanding. The results demonstrate that our concept map-based approach enables robust assessment across cognitive levels and instant identification of conceptual gaps, facilitating faster feedback loops and targeted interventions at scale.
How can a monolingual English speaker determine whether an automatic translation in French is good enough to be shared? Existing MT error detection and quality estimation (QE) techniques do not address this practical scenario. We introduce AskQE, a question generation and answering framework designed to detect critical MT errors and provide actionable feedback, helping users decide whether to accept or reject MT outputs even without the knowledge of the target language. Using ContraTICO, a dataset of contrastive synthetic MT errors in the COVID-19 domain, we explore design choices for AskQE and develop an optimized version relying on LLaMA-3 70B and entailed facts to guide question generation. We evaluate the resulting system on the BioMQM dataset of naturally occurring MT errors, where AskQE has higher Kendall's Tau correlation and decision accuracy with human ratings compared to other QE metrics.
Ontology-based question generation is an important application of semantic-aware systems that enables the creation of large question banks for diverse learning environments. The effectiveness of these systems, both in terms of the calibre and cognitive difficulty of the resulting questions, depends heavily on the quality and modelling approach of the underlying ontologies, making it crucial to assess their fitness for this task. To date, there has been no comprehensive investigation into the specific ontology aspects or characteristics that affect the question generation process. Therefore, this paper proposes a set of requirements and task-specific metrics for evaluating the fitness of ontologies for question generation tasks in pedagogical settings. Using the ROMEO methodology, a structured framework for deriving task-specific metrics, an expert-based approach is employed to assess the performance of various ontologies in Automatic Question Generation (AQG) tasks, which is then evaluated over a set of ontologies. Our results demonstrate that ontology characteristics significantly impact the effectiveness of question generation, with different ontologies exhibiting varying performance levels. This highlights the importance of assessing ontology quality with respect to AQG tasks.
Humans continuously make new discoveries, and understanding temporal sequence of events leading to these breakthroughs is essential for advancing science and society. This ability to reason over time allows us to identify future steps and understand the effects of financial and political decisions on our lives. However, large language models (LLMs) are typically trained on static datasets, limiting their ability to perform effective temporal reasoning. To assess the temporal reasoning capabilities of LLMs, we present the TRANSIENTTABLES dataset, which comprises 3,971 questions derived from over 14,000 tables, spanning 1,238 entities across multiple time periods. We introduce a template-based question-generation pipeline that harnesses LLMs to refine both templates and questions. Additionally, we establish baseline results using state-of-the-art LLMs to create a benchmark. We also introduce novel modeling strategies centered around task decomposition, enhancing LLM performance.