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.

Token-Level Graphs for Short Text Classification

The classification of short texts is a common subtask in Information Retrieval (IR). Recent advances in graph machine learning have led to interest in graph-based approaches for low resource scenarios, showing promise in such settings. However, existing methods face limitations such as not accounting for different meanings of the same words or constraints from transductive approaches. We propose an approach which constructs text graphs entirely based on tokens obtained through pre-trained language models (PLMs). By applying a PLM to tokenize and embed the texts when creating the graph(-nodes), our method captures contextual and semantic information, overcomes vocabulary constraints, and allows for context-dependent word meanings. Our approach also makes classification more efficient with reduced parameters compared to classical PLM fine-tuning, resulting in more robust training with few samples. Experimental results demonstrate how our method consistently achieves higher scores or on-par performance with existing methods, presenting an advancement in graph-based text classification techniques. To support reproducibility of our work we make all implementations publicly available to the community\footnote{\url{https://github.com/doGregor/TokenGraph}}.

Modeling Social Media Recommendation Impacts Using Academic Networks: A Graph Neural Network Approach

The widespread use of social media has highlighted potential negative impacts on society and individuals, largely driven by recommendation algorithms that shape user behavior and social dynamics. Understanding these algorithms is essential but challenging due to the complex, distributed nature of social media networks as well as limited access to real-world data. This study proposes to use academic social networks as a proxy for investigating recommendation systems in social media. By employing Graph Neural Networks (GNNs), we develop a model that separates the prediction of academic infosphere from behavior prediction, allowing us to simulate recommender-generated infospheres and assess the model's performance in predicting future co-authorships. Our approach aims to improve our understanding of recommendation systems' roles and social networks modeling. To support the reproducibility of our work we publicly make available our implementations: https://github.com/DimNeuroLab/academic_network_project

Challenges in Pre-Training Graph Neural Networks for Context-Based Fake News Detection: An Evaluation of Current Strategies and Resource Limitations

Pre-training of neural networks has recently revolutionized the field of Natural Language Processing (NLP) and has before demonstrated its effectiveness in computer vision. At the same time, advances around the detection of fake news were mainly driven by the context-based paradigm, where different types of signals (e.g. from social media) form graph-like structures that hold contextual information apart from the news article to classify. We propose to merge these two developments by applying pre-training of Graph Neural Networks (GNNs) in the domain of context-based fake news detection. Our experiments provide an evaluation of different pre-training strategies for graph-based misinformation detection and demonstrate that transfer learning does currently not lead to significant improvements over training a model from scratch in the domain. We argue that a major current issue is the lack of suitable large-scale resources that can be used for pre-training.

Learning to Prompt in the Classroom to Understand AI Limits: A pilot study

Artificial intelligence's progress holds great promise in assisting society in addressing pressing societal issues. In particular Large Language Models (LLM) and the derived chatbots, like ChatGPT, have highly improved the natural language processing capabilities of AI systems allowing them to process an unprecedented amount of unstructured data. The consequent hype has also backfired, raising negative sentiment even after novel AI methods' surprising contributions. One of the causes, but also an important issue per se, is the rising and misleading feeling of being able to access and process any form of knowledge to solve problems in any domain with no effort or previous expertise in AI or problem domain, disregarding current LLMs limits, such as hallucinations and reasoning limits. Acknowledging AI fallibility is crucial to address the impact of dogmatic overconfidence in possibly erroneous suggestions generated by LLMs. At the same time, it can reduce fear and other negative attitudes toward AI. AI literacy interventions are necessary that allow the public to understand such LLM limits and learn how to use them in a more effective manner, i.e. learning to "prompt". With this aim, a pilot educational intervention was performed in a high school with 30 students. It involved (i) presenting high-level concepts about intelligence, AI, and LLM, (ii) an initial naive practice with ChatGPT in a non-trivial task, and finally (iii) applying currently-accepted prompting strategies. Encouraging preliminary results have been collected such as students reporting a) high appreciation of the activity, b) improved quality of the interaction with the LLM during the educational activity, c) decreased negative sentiments toward AI, d) increased understanding of limitations and specifically We aim to study factors that impact AI acceptance and to refine and repeat this activity in more controlled settings.

Developing Effective Educational Chatbots with ChatGPT prompts: Insights from Preliminary Tests in a Case Study on Social Media Literacy

Educational chatbots come with a promise of interactive and personalized learning experiences, yet their development has been limited by the restricted free interaction capabilities of available platforms and the difficulty of encoding knowledge in a suitable format. Recent advances in language learning models with zero-shot learning capabilities, such as ChatGPT, suggest a new possibility for developing educational chatbots using a prompt-based approach. We present a case study with a simple system that enables mixed-turn chatbot interactions and we discuss the insights and preliminary guidelines obtained from initial tests. We examine ChatGPT's ability to pursue multiple interconnected learning objectives, adapt the educational activity to users' characteristics, such as culture, age, and level of education, and its ability to use diverse educational strategies and conversational styles. Although the results are encouraging, challenges are posed by the limited history maintained for the conversation and the highly structured form of responses by ChatGPT, as well as their variability, which can lead to an unexpected switch of the chatbot's role from a teacher to a therapist. We provide some initial guidelines to address these issues and to facilitate the development of effective educational chatbots.

Exploring Fake News Detection with Heterogeneous Social Media Context Graphs

Fake news detection has become a research area that goes way beyond a purely academic interest as it has direct implications on our society as a whole. Recent advances have primarily focused on textbased approaches. However, it has become clear that to be effective one needs to incorporate additional, contextual information such as spreading behaviour of news articles and user interaction patterns on social media. We propose to construct heterogeneous social context graphs around news articles and reformulate the problem as a graph classification task. Exploring the incorporation of different types of information (to get an idea as to what level of social context is most effective) and using different graph neural network architectures indicates that this approach is highly effective with robust results on a common benchmark dataset.

A New Dataset for Topic-Based Paragraph Classification in Genocide-Related Court Transcripts

Recent progress in natural language processing has been impressive in many different areas with transformer-based approaches setting new benchmarks for a wide range of applications. This development has also lowered the barriers for people outside the NLP community to tap into the tools and resources applied to a variety of domain-specific applications. The bottleneck however still remains the lack of annotated gold-standard collections as soon as one's research or professional interest falls outside the scope of what is readily available. One such area is genocide-related research (also including the work of experts who have a professional interest in accessing, exploring and searching large-scale document collections on the topic, such as lawyers). We present GTC (Genocide Transcript Corpus), the first annotated corpus of genocide-related court transcripts which serves three purposes: (1) to provide a first reference corpus for the community, (2) to establish benchmark performances (using state-of-the-art transformer-based approaches) for the new classification task of paragraph identification of violence-related witness statements, (3) to explore first steps towards transfer learning within the domain. We consider our contribution to be addressing in particular this year's hot topic on Language Technology for All.