Daily Papers

Automated audio captioning (AAC) aims to generate informative descriptions for various sounds from nature and/or human activities. In recent years, AAC has quickly attracted research interest, with state-of-the-art systems now relying on a sequence-to-sequence (seq2seq) backbone powered by strong models such as Transformers. Following the macro-trend of applied machine learning research, in this work, we strive to improve the performance of seq2seq AAC models by extensively leveraging pretrained models and large language models (LLMs). Specifically, we utilize BEATs to extract fine-grained audio features. Then, we employ Instructor LLM to fetch text embeddings of captions, and infuse their language-modality knowledge into BEATs audio features via an auxiliary InfoNCE loss function. Moreover, we propose a novel data augmentation method that uses ChatGPT to produce caption mix-ups (i.e., grammatical and compact combinations of two captions) which, together with the corresponding audio mixtures, increase not only the amount but also the complexity and diversity of training data. During inference, we propose to employ nucleus sampling and a hybrid reranking algorithm, which has not been explored in AAC research. Combining our efforts, our model achieves a new state-of-the-art 32.6 SPIDEr-FL score on the Clotho evaluation split, and wins the 2023 DCASE AAC challenge.

Recent progress in Large Language Models (LLMs) has drawn attention to their potential for accelerating drug discovery. However, a central problem remains: translating theoretical ideas into robust implementations in the highly specialized context of pharmaceutical research. This limitation prevents practitioners from making full use of the latest AI developments in drug discovery. To address this challenge, we introduce DrugAgent, a multi-agent framework that automates machine learning (ML) programming for drug discovery tasks. DrugAgent employs an LLM Planner that formulates high-level ideas and an LLM Instructor that identifies and integrates domain knowledge when implementing those ideas. We present case studies on three representative drug discovery tasks. Our results show that DrugAgent consistently outperforms leading baselines, including a relative improvement of 4.92% in ROC-AUC compared to ReAct for drug-target interaction (DTI). DrugAgent is publicly available at https://anonymous.4open.science/r/drugagent-5C42/.

Socratic questioning is an effective teaching strategy, encouraging critical thinking and problem-solving. The conversational capabilities of large language models (LLMs) show great potential for providing scalable, real-time student guidance. However, current LLMs often give away solutions directly, making them ineffective instructors. We tackle this issue in the code debugging domain with TreeInstruct, an Instructor agent guided by a novel state space-based planning algorithm. TreeInstruct asks probing questions to help students independently identify and resolve errors. It estimates a student's conceptual and syntactical knowledge to dynamically construct a question tree based on their responses and current knowledge state, effectively addressing both independent and dependent mistakes concurrently in a multi-turn interaction setting. In addition to using an existing single-bug debugging benchmark, we construct a more challenging multi-bug dataset of 150 coding problems, incorrect solutions, and bug fixes -- all carefully constructed and annotated by experts. Extensive evaluation shows TreeInstruct's state-of-the-art performance on both datasets, proving it to be a more effective instructor than baselines. Furthermore, a real-world case study with five students of varying skill levels further demonstrates TreeInstruct's ability to guide students to debug their code efficiently with minimal turns and highly Socratic questioning.

We introduce AI University (AI-U), a flexible framework for AI-driven course content delivery that adapts to instructors' teaching styles. At its core, AI-U fine-tunes a large language model (LLM) with retrieval-augmented generation (RAG) to generate instructor-aligned responses from lecture videos, notes, and textbooks. Using a graduate-level finite-element-method (FEM) course as a case study, we present a scalable pipeline to systematically construct training data, fine-tune an open-source LLM with Low-Rank Adaptation (LoRA), and optimize its responses through RAG-based synthesis. Our evaluation - combining cosine similarity, LLM-based assessment, and expert review - demonstrates strong alignment with course materials. We also have developed a prototype web application, available at https://my-ai-university.com, that enhances traceability by linking AI-generated responses to specific sections of the relevant course material and time-stamped instances of the open-access video lectures. Our expert model is found to have greater cosine similarity with a reference on 86% of test cases. An LLM judge also found our expert model to outperform the base Llama 3.2 model approximately four times out of five. AI-U offers a scalable approach to AI-assisted education, paving the way for broader adoption in higher education. Here, our framework has been presented in the setting of a class on FEM - a subject that is central to training PhD and Master students in engineering science. However, this setting is a particular instance of a broader context: fine-tuning LLMs to research content in science.

The advent of large language models (LLMs), such as GPT, Gemini, and DeepSeek, has significantly advanced natural language processing, giving rise to sophisticated chatbots capable of diverse language-related tasks. The transition from these traditional LLM chatbots to more advanced AI agents represents a pivotal evolutionary step. However, existing evaluation frameworks often blur the distinctions between LLM chatbots and AI agents, leading to confusion among researchers selecting appropriate benchmarks. To bridge this gap, this paper introduces a systematic analysis of current evaluation approaches, grounded in an evolutionary perspective. We provide a detailed analytical framework that clearly differentiates AI agents from LLM chatbots along five key aspects: complex environment, multi-source instructor, dynamic feedback, multi-modal perception, and advanced capability. Further, we categorize existing evaluation benchmarks based on external environments driving forces, and resulting advanced internal capabilities. For each category, we delineate relevant evaluation attributes, presented comprehensively in practical reference tables. Finally, we synthesize current trends and outline future evaluation methodologies through four critical lenses: environment, agent, evaluator, and metrics. Our findings offer actionable guidance for researchers, facilitating the informed selection and application of benchmarks in AI agent evaluation, thus fostering continued advancement in this rapidly evolving research domain.

Large language models (LLMs) offer promise in generating educational content, providing instructor feedback, and reducing teacher workload on assessments. While prior studies have focused on studying LLM-powered learning analytics, limited research has examined how effective LLMs are in a bilingual context. In this paper, we study the effectiveness of multilingual large language models (MLLMs) across monolingual (English-only, Spanish-only) and bilingual (Spanglish) student writing. We present a learning analytics use case that details LLM performance in assessing acceptable and unacceptable explanations of Science and Social Science concepts. Our findings reveal a significant bias in the grading performance of pre-trained models for bilingual writing compared to English-only and Spanish-only writing. Following this, we fine-tune open-source MLLMs including Llama 3.1 and Mistral NeMo using synthetic datasets generated in English, Spanish, and Spanglish. Our experiments indicate that the models perform significantly better for all three languages after fine-tuning with bilingual data. This study highlights the potential of enhancing MLLM effectiveness to support authentic language practices amongst bilingual learners. It also aims to illustrate the value of incorporating non-English languages into the design and implementation of language models in education.

Massive open online courses (MOOCs) unlock the doors to free education for anyone around the globe with access to a computer and the internet. Despite this democratization of learning, the massive enrollment in these courses means it is almost impossible for one instructor to assess every student's writing assignment. As a result, peer grading, often guided by a straightforward rubric, is the method of choice. While convenient, peer grading often falls short in terms of reliability and validity. In this study, using 18 distinct settings, we explore the feasibility of leveraging large language models (LLMs) to replace peer grading in MOOCs. Specifically, we focus on two state-of-the-art LLMs: GPT-4 and GPT-3.5, across three distinct courses: Introductory Astronomy, Astrobiology, and the History and Philosophy of Astronomy. To instruct LLMs, we use three different prompts based on a variant of the zero-shot chain-of-thought (Zero-shot-CoT) prompting technique: Zero-shot-CoT combined with instructor-provided correct answers; Zero-shot-CoT in conjunction with both instructor-formulated answers and rubrics; and Zero-shot-CoT with instructor-offered correct answers and LLM-generated rubrics. Our results show that Zero-shot-CoT, when integrated with instructor-provided answers and rubrics, produces grades that are more aligned with those assigned by instructors compared to peer grading. However, the History and Philosophy of Astronomy course proves to be more challenging in terms of grading as opposed to other courses. Finally, our study reveals a promising direction for automating grading systems for MOOCs, especially in subjects with well-defined rubrics.

Instruction generation is a vital and multidisciplinary research area with broad applications. Existing instruction generation models are limited to generating instructions in a single style from a particular dataset, and the style and content of generated instructions cannot be controlled. Moreover, most existing instruction generation methods also disregard the spatial modeling of the navigation environment. Leveraging the capabilities of Large Language Models (LLMs), we propose C-Instructor, which utilizes the chain-of-thought-style prompt for style-controllable and content-controllable instruction generation. Firstly, we propose a Chain of Thought with Landmarks (CoTL) mechanism, which guides the LLM to identify key landmarks and then generate complete instructions. CoTL renders generated instructions more accessible to follow and offers greater controllability over the manipulation of landmark objects. Furthermore, we present a Spatial Topology Modeling Task to facilitate the understanding of the spatial structure of the environment. Finally, we introduce a Style-Mixed Training policy, harnessing the prior knowledge of LLMs to enable style control for instruction generation based on different prompts within a single model instance. Extensive experiments demonstrate that instructions generated by C-Instructor outperform those generated by previous methods in text metrics, navigation guidance evaluation, and user studies.