EvalTree: Profiling Language Model Weaknesses via Hierarchical Capability Trees

An ideal model evaluation should achieve two goals: identifying where the model fails and providing actionable improvement guidance. Toward these goals for Language Model (LM) evaluations, we formulate the problem of generating a weakness profile, a set of weaknesses expressed in natural language, given an LM's performance on every individual instance in a benchmark. We introduce a suite of quantitative assessments to compare different weakness profiling methods. We also propose a weakness profiling method EvalTree. It constructs a capability tree where each node represents a capability described in natural language and is linked to a subset of benchmark instances that specifically evaluate this capability; it then extracts nodes where the LM performs poorly to generate a weakness profile. On the MATH and WildChat benchmarks, we show that EvalTree outperforms baseline weakness profiling methods by identifying weaknesses more precisely and comprehensively. Weakness profiling further enables weakness-guided data collection, and training data collection guided by EvalTree-identified weaknesses improves LM performance more than other data collection strategies. We also show how EvalTree exposes flaws in Chatbot Arena's human-voter-based evaluation practice. To facilitate future work, we release our code and an interface that allows practitioners to interactively explore the capability trees built by EvalTree.

The StudyChat Dataset: Student Dialogues With ChatGPT in an Artificial Intelligence Course

The widespread availability of large language models (LLMs), such as ChatGPT, has significantly impacted education, raising both opportunities and challenges. Students can frequently interact with LLM-powered, interactive learning tools, but their usage patterns need to be analyzed to ensure ethical usage of these tools. To better understand how students interact with LLMs in an academic setting, we introduce \textbf{StudyChat}, a publicly available dataset capturing real-world student interactions with an LLM-powered tutoring chatbot in a semester-long, university-level artificial intelligence (AI) course. We deploy a web application that replicates ChatGPT's core functionalities, and use it to log student interactions with the LLM while working on programming assignments. We collect 1,197 conversations, which we annotate using a dialogue act labeling schema inspired by observed interaction patterns and prior research. Additionally, we analyze these interactions, highlight behavioral trends, and analyze how specific usage patterns relate to course outcomes. \textbf{StudyChat} provides a rich resource for the learning sciences and AI in education communities, enabling further research into the evolving role of LLMs in education.

NeuroChat: A Neuroadaptive AI Chatbot for Customizing Learning Experiences

Generative AI is transforming education by enabling personalized, on-demand learning experiences. However, AI tutors lack the ability to assess a learner's cognitive state in real time, limiting their adaptability. Meanwhile, electroencephalography (EEG)-based neuroadaptive systems have successfully enhanced engagement by dynamically adjusting learning content. This paper presents NeuroChat, a proof-of-concept neuroadaptive AI tutor that integrates real-time EEG-based engagement tracking with generative AI. NeuroChat continuously monitors a learner's cognitive engagement and dynamically adjusts content complexity, response style, and pacing using a closed-loop system. We evaluate this approach in a pilot study (n=24), comparing NeuroChat to a standard LLM-based chatbot. Results indicate that NeuroChat enhances cognitive and subjective engagement but does not show an immediate effect on learning outcomes. These findings demonstrate the feasibility of real-time cognitive feedback in LLMs, highlighting new directions for adaptive learning, AI tutoring, and human-AI interaction.

Improving Access to Trade and Investment Information in Thailand through Intelligent Document Retrieval

Overseas investment and trade can be daunting for beginners due to the vast amount of complex information. This paper presents a chatbot system that integrates natural language processing and information retrieval techniques to simplify the document retrieval process. The proposed system identifies the most relevant content, enabling users to navigate the intricate landscape of foreign trade and investment more efficiently. Our methodology combines the BM25 model and a deep learning model to rank and retrieve documents, aiming to reduce noise in the document content and enhance the accuracy of the results. Experiments with Thai natural language queries have demonstrated the effectiveness of our system in retrieving pertinent documents. A user satisfaction survey further validated the system's effectiveness. Most respondents found the system helpful and agreed with the suggested documents, indicating its potential as a valuable tool for Thai entrepreneurs navigating foreign trade and investment.

Multimodal Programming in Computer Science with Interactive Assistance Powered by Large Language Model

LLM chatbot interfaces allow students to get instant, interactive assistance with homework, but doing so carelessly may not advance educational objectives. In this study, an interactive homework help system based on DeepSeek R1 is developed and first implemented for students enrolled in a large computer science beginning programming course. In addition to an assist button in a well-known code editor, our assistant also has a feedback option in our command-line automatic evaluator. It wraps student work in a personalized prompt that advances our educational objectives without offering answers straight away. We have discovered that our assistant can recognize students' conceptual difficulties and provide ideas, plans, and template code in pedagogically appropriate ways. However, among other mistakes, it occasionally incorrectly labels the correct student code as incorrect or encourages students to use correct-but-lesson-inappropriate approaches, which can lead to long and frustrating journeys for the students. After discussing many development and deployment issues, we provide our conclusions and future actions.

Interpersonal Memory Matters: A New Task for Proactive Dialogue Utilizing Conversational History

Proactive dialogue systems aim to empower chatbots with the capability of leading conversations towards specific targets, thereby enhancing user engagement and service autonomy. Existing systems typically target pre-defined keywords or entities, neglecting user attributes and preferences implicit in dialogue history, hindering the development of long-term user intimacy. To address these challenges, we take a radical step towards building a more human-like conversational agent by integrating proactive dialogue systems with long-term memory into a unified framework. Specifically, we define a novel task named Memory-aware Proactive Dialogue (MapDia). By decomposing the task, we then propose an automatic data construction method and create the first Chinese Memory-aware Proactive Dataset (ChMapData). Furthermore, we introduce a joint framework based on Retrieval Augmented Generation (RAG), featuring three modules: Topic Summarization, Topic Retrieval, and Proactive Topic-shifting Detection and Generation, designed to steer dialogues towards relevant historical topics at the right time. The effectiveness of our dataset and models is validated through both automatic and human evaluations. We release the open-source framework and dataset at https://github.com/FrontierLabs/MapDia.

Dedicated Feedback and Edit Models Empower Inference-Time Scaling for Open-Ended General-Domain Tasks

Inference-Time Scaling has been critical to the success of recent models such as OpenAI o1 and DeepSeek R1. However, many techniques used to train models for inference-time scaling require tasks to have answers that can be verified, limiting their application to domains such as math, coding and logical reasoning. We take inspiration from how humans make first attempts, ask for detailed feedback from others and make improvements based on such feedback across a wide spectrum of open-ended endeavors. To this end, we collect data for and train dedicated Feedback and Edit Models that are capable of performing inference-time scaling for open-ended general-domain tasks. In our setup, one model generates an initial response, which are given feedback by a second model, that are then used by a third model to edit the response. We show that performance on Arena Hard, a benchmark strongly predictive of Chatbot Arena Elo can be boosted by scaling the number of initial response drafts, effective feedback and edited responses. When scaled optimally, our setup based on 70B models from the Llama 3 family can reach SoTA performance on Arena Hard at 92.7 as of 5 Mar 2025, surpassing OpenAI o1-preview-2024-09-12 with 90.4 and DeepSeek R1 with 92.3.

Collaborative Evaluation of Deepfake Text with Deliberation-Enhancing Dialogue Systems

The proliferation of generative models has presented significant challenges in distinguishing authentic human-authored content from deepfake content. Collaborative human efforts, augmented by AI tools, present a promising solution. In this study, we explore the potential of DeepFakeDeLiBot, a deliberation-enhancing chatbot, to support groups in detecting deepfake text. Our findings reveal that group-based problem-solving significantly improves the accuracy of identifying machine-generated paragraphs compared to individual efforts. While engagement with DeepFakeDeLiBot does not yield substantial performance gains overall, it enhances group dynamics by fostering greater participant engagement, consensus building, and the frequency and diversity of reasoning-based utterances. Additionally, participants with higher perceived effectiveness of group collaboration exhibited performance benefits from DeepFakeDeLiBot. These findings underscore the potential of deliberative chatbots in fostering interactive and productive group dynamics while ensuring accuracy in collaborative deepfake text detection. \textit{Dataset and source code used in this study will be made publicly available upon acceptance of the manuscript.

Architecture for a Trustworthy Quantum Chatbot

Large language model (LLM)-based tools such as ChatGPT seem useful for classical programming assignments. The more specialized the field, the more likely they lack reliability because of the lack of data to train them. In the case of quantum computing, the quality of answers of generic chatbots is low. C4Q is a chatbot focused on quantum programs that addresses this challenge through a software architecture that integrates specialized LLMs to classify requests and specialized question answering modules with a deterministic logical engine to provide trustworthy quantum computing support. This article describes the latest version (2.0) of C4Q, which delivers several enhancements: ready-to-run Qiskit code for gate definitions and circuit operations, expanded features to solve software engineering tasks such as the travelling salesperson problem and the knapsack problem, and a feedback mechanism for iterative improvement. Extensive testing of the backend confirms the system's reliability, while empirical evaluations show that C4Q 2.0's classification LLM reaches near-perfect accuracy. The evaluation of the result consists in a comparative study with three existing chatbots highlighting C4Q 2.0's maintainability and correctness, reflecting on how software architecture decisions, such as separating deterministic logic from probabilistic text generation impact the quality of the results.

Use Me Wisely: AI-Driven Assessment for LLM Prompting Skills Development

The use of large language model (LLM)-powered chatbots, such as ChatGPT, has become popular across various domains, supporting a range of tasks and processes. However, due to the intrinsic complexity of LLMs, effective prompting is more challenging than it may seem. This highlights the need for innovative educational and support strategies that are both widely accessible and seamlessly integrated into task workflows. Yet, LLM prompting is highly task- and domain-dependent, limiting the effectiveness of generic approaches. In this study, we explore whether LLM-based methods can facilitate learning assessments by using ad-hoc guidelines and a minimal number of annotated prompt samples. Our framework transforms these guidelines into features that can be identified within learners' prompts. Using these feature descriptions and annotated examples, we create few-shot learning detectors. We then evaluate different configurations of these detectors, testing three state-of-the-art LLMs and ensembles. We run experiments with cross-validation on a sample of original prompts, as well as tests on prompts collected from task-naive learners. Our results show how LLMs perform on feature detection. Notably, GPT- 4 demonstrates strong performance on most features, while closely related models, such as GPT-3 and GPT-3.5 Turbo (Instruct), show inconsistent behaviors in feature classification. These differences highlight the need for further research into how design choices impact feature selection and prompt detection. Our findings contribute to the fields of generative AI literacy and computer-supported learning assessment, offering valuable insights for both researchers and practitioners.