An empathic GPT-based chatbot to talk about mental disorders with Spanish teenagers

This paper presents a chatbot-based system to engage young Spanish people in the awareness of certain mental disorders through a self-disclosure technique. The study was carried out in a population of teenagers aged between 12 and 18 years. The dialogue engine mixes closed and open conversations, so certain controlled messages are sent to focus the chat on a specific disorder, which will change over time. Once a set of trial questions is answered, the system can initiate the conversation on the disorder under the focus according to the user's sensibility to that disorder, in an attempt to establish a more empathetic communication. Then, an open conversation based on the GPT-3 language model is initiated, allowing the user to express themselves with more freedom. The results show that these systems are of interest to young people and could help them become aware of certain mental disorders.

An Open-Source Dual-Loss Embedding Model for Semantic Retrieval in Higher Education

Recent advances in AI have catalyzed the adoption of intelligent educational tools, yet many semantic retrieval systems remain ill-suited to the unique linguistic and structural characteristics of academic content. This study presents two open-source embedding models fine-tuned for educational question answering, particularly in the context of course syllabi. A synthetic dataset of 3,197 sentence pairs, spanning synonymous terminology, paraphrased questions, and implicit-explicit mappings, was constructed through a combination of manual curation and large language model (LLM)-assisted generation. Two training strategies were evaluated: (1) a baseline model fine-tuned using MultipleNegativesRankingLoss (MNRL), and (2) a dual-loss model that combines MNRL with CosineSimilarityLoss to improve both semantic ranking and similarity calibration. Evaluations were conducted on 28 university course syllabi using a fixed set of natural language questions categorized into course, faculty, and teaching assistant information. Results demonstrate that both fine-tuned models outperform strong open-source baselines, including all-MiniLM-L6-v2 and multi-qa-MiniLM-L6-cos-v1, and that the dual-loss model narrows the performance gap with high-performing proprietary embeddings such as OpenAI's text-embedding-3 series. This work contributes reusable, domain-aligned embedding models and provides a replicable framework for educational semantic retrieval, supporting downstream applications such as academic chatbots, retrieval-augmented generation (RAG) systems, and learning management system (LMS) integrations.

Steerable Chatbots: Personalizing LLMs with Preference-Based Activation Steering

As large language models (LLMs) improve in their capacity to serve as personal AI assistants, their ability to output uniquely tailored, personalized responses that align with the soft preferences of their users is essential for enhancing user satisfaction and retention. However, untrained lay users have poor prompt specification abilities and often struggle with conveying their latent preferences to AI assistants. To address this, we leverage activation steering to guide LLMs to align with interpretable preference dimensions during inference. In contrast to memory-based personalization methods that require longer user history, steering is extremely lightweight and can be easily controlled by the user via an linear strength factor. We embed steering into three different interactive chatbot interfaces and conduct a within-subjects user study (n=14) to investigate how end users prefer to personalize their conversations. The results demonstrate the effectiveness of preference-based steering for aligning real-world conversations with hidden user preferences, and highlight further insights on how diverse values around control, usability, and transparency lead users to prefer different interfaces.

A Proposal for Evaluating the Operational Risk for ChatBots based on Large Language Models

The emergence of Generative AI (Gen AI) and Large Language Models (LLMs) has enabled more advanced chatbots capable of human-like interactions. However, these conversational agents introduce a broader set of operational risks that extend beyond traditional cybersecurity considerations. In this work, we propose a novel, instrumented risk-assessment metric that simultaneously evaluates potential threats to three key stakeholders: the service-providing organization, end users, and third parties. Our approach incorporates the technical complexity required to induce erroneous behaviors in the chatbot--ranging from non-induced failures to advanced prompt-injection attacks--as well as contextual factors such as the target industry, user age range, and vulnerability severity. To validate our metric, we leverage Garak, an open-source framework for LLM vulnerability testing. We further enhance Garak to capture a variety of threat vectors (e.g., misinformation, code hallucinations, social engineering, and malicious code generation). Our methodology is demonstrated in a scenario involving chatbots that employ retrieval-augmented generation (RAG), showing how the aggregated risk scores guide both short-term mitigation and longer-term improvements in model design and deployment. The results underscore the importance of multi-dimensional risk assessments in operationalizing secure, reliable AI-driven conversational systems.

Large Language Models are often politically extreme, usually ideologically inconsistent, and persuasive even in informational contexts

Large Language Models (LLMs) are a transformational technology, fundamentally changing how people obtain information and interact with the world. As people become increasingly reliant on them for an enormous variety of tasks, a body of academic research has developed to examine these models for inherent biases, especially political biases, often finding them small. We challenge this prevailing wisdom. First, by comparing 31 LLMs to legislators, judges, and a nationally representative sample of U.S. voters, we show that LLMs' apparently small overall partisan preference is the net result of offsetting extreme views on specific topics, much like moderate voters. Second, in a randomized experiment, we show that LLMs can promulgate their preferences into political persuasiveness even in information-seeking contexts: voters randomized to discuss political issues with an LLM chatbot are as much as 5 percentage points more likely to express the same preferences as that chatbot. Contrary to expectations, these persuasive effects are not moderated by familiarity with LLMs, news consumption, or interest in politics. LLMs, especially those controlled by private companies or governments, may become a powerful and targeted vector for political influence.

LlamaFirewall: An open source guardrail system for building secure AI agents

Large language models (LLMs) have evolved from simple chatbots into autonomous agents capable of performing complex tasks such as editing production code, orchestrating workflows, and taking higher-stakes actions based on untrusted inputs like webpages and emails. These capabilities introduce new security risks that existing security measures, such as model fine-tuning or chatbot-focused guardrails, do not fully address. Given the higher stakes and the absence of deterministic solutions to mitigate these risks, there is a critical need for a real-time guardrail monitor to serve as a final layer of defense, and support system level, use case specific safety policy definition and enforcement. We introduce LlamaFirewall, an open-source security focused guardrail framework designed to serve as a final layer of defense against security risks associated with AI Agents. Our framework mitigates risks such as prompt injection, agent misalignment, and insecure code risks through three powerful guardrails: PromptGuard 2, a universal jailbreak detector that demonstrates clear state of the art performance; Agent Alignment Checks, a chain-of-thought auditor that inspects agent reasoning for prompt injection and goal misalignment, which, while still experimental, shows stronger efficacy at preventing indirect injections in general scenarios than previously proposed approaches; and CodeShield, an online static analysis engine that is both fast and extensible, aimed at preventing the generation of insecure or dangerous code by coding agents. Additionally, we include easy-to-use customizable scanners that make it possible for any developer who can write a regular expression or an LLM prompt to quickly update an agent's security guardrails.

Social Biases in Knowledge Representations of Wikidata separates Global North from Global South

Knowledge Graphs have become increasingly popular due to their wide usage in various downstream applications, including information retrieval, chatbot development, language model construction, and many others. Link prediction (LP) is a crucial downstream task for knowledge graphs, as it helps to address the problem of the incompleteness of the knowledge graphs. However, previous research has shown that knowledge graphs, often created in a (semi) automatic manner, are not free from social biases. These biases can have harmful effects on downstream applications, especially by leading to unfair behavior toward minority groups. To understand this issue in detail, we develop a framework -- AuditLP -- deploying fairness metrics to identify biased outcomes in LP, specifically how occupations are classified as either male or female-dominated based on gender as a sensitive attribute. We have experimented with the sensitive attribute of age and observed that occupations are categorized as young-biased, old-biased, and age-neutral. We conduct our experiments on a large number of knowledge triples that belong to 21 different geographies extracted from the open-sourced knowledge graph, Wikidata. Our study shows that the variance in the biased outcomes across geographies neatly mirrors the socio-economic and cultural division of the world, resulting in a transparent partition of the Global North from the Global South.

The use of Artificial Intelligence for Intervention and Assessment in Individuals with ASD

This paper explores the use of Artificial Intelligence (AI) as a tool for diagnosis, assessment, and intervention for individuals with Autism Spectrum Disorder (ASD). It focuses particularly on AI's role in early diagnosis, utilizing advanced machine learning techniques and data analysis. Recent studies demonstrate that deep learning algorithms can identify behavioral patterns through biometric data analysis, video-based interaction assessments, and linguistic feature extraction, providing a more accurate and timely diagnosis compared to traditional methods. Additionally, AI automates diagnostic tools, reducing subjective biases and enabling the development of personalized assessment protocols for ASD monitoring. At the same time, the paper examines AI-powered intervention technologies, emphasizing educational robots and adaptive communication tools. Social robotic assistants, such as NAO and Kaspar, have been shown to enhance social skills in children by offering structured, repetitive interactions that reinforce learning. Furthermore, AI-driven Augmentative and Alternative Communication (AAC) systems allow children with ASD to express themselves more effectively, while machine-learning chatbots provide language development support through personalized responses. The study presents research findings supporting the effectiveness of these AI applications while addressing challenges such as long-term evaluation and customization to individual needs. In conclusion, the paper highlights the significance of AI as an innovative tool in ASD diagnosis and intervention, advocating for further research to assess its long-term impact.

LLaMA-Omni2: LLM-based Real-time Spoken Chatbot with Autoregressive Streaming Speech Synthesis

Real-time, intelligent, and natural speech interaction is an essential part of the next-generation human-computer interaction. Recent advancements have showcased the potential of building intelligent spoken chatbots based on large language models (LLMs). In this paper, we introduce LLaMA-Omni 2, a series of speech language models (SpeechLMs) ranging from 0.5B to 14B parameters, capable of achieving high-quality real-time speech interaction. LLaMA-Omni 2 is built upon the Qwen2.5 series models, integrating a speech encoder and an autoregressive streaming speech decoder. Despite being trained on only 200K multi-turn speech dialogue samples, LLaMA-Omni 2 demonstrates strong performance on several spoken question answering and speech instruction following benchmarks, surpassing previous state-of-the-art SpeechLMs like GLM-4-Voice, which was trained on millions of hours of speech data.

Student Perspectives on the Benefits and Risks of AI in Education

The use of chatbots equipped with artificial intelligence (AI) in educational settings has increased in recent years, showing potential to support teaching and learning. However, the adoption of these technologies has raised concerns about their impact on academic integrity, students' ability to problem-solve independently, and potential underlying biases. To better understand students' perspectives and experiences with these tools, a survey was conducted at a large public university in the United States. Through thematic analysis, 262 undergraduate students' responses regarding their perceived benefits and risks of AI chatbots in education were identified and categorized into themes. The results discuss several benefits identified by the students, with feedback and study support, instruction capabilities, and access to information being the most cited. Their primary concerns included risks to academic integrity, accuracy of information, loss of critical thinking skills, the potential development of overreliance, and ethical considerations such as data privacy, system bias, environmental impact, and preservation of human elements in education. While student perceptions align with previously discussed benefits and risks of AI in education, they show heightened concerns about distinguishing between human and AI generated work - particularly in cases where authentic work is flagged as AI-generated. To address students' concerns, institutions can establish clear policies regarding AI use and develop curriculum around AI literacy. With these in place, practitioners can effectively develop and implement educational systems that leverage AI's potential in areas such as immediate feedback and personalized learning support. This approach can enhance the quality of students' educational experiences while preserving the integrity of the learning process with AI.