Using LLMs to Discover Legal Factors

Factors are a foundational component of legal analysis and computational models of legal reasoning. These factor-based representations enable lawyers, judges, and AI and Law researchers to reason about legal cases. In this paper, we introduce a methodology that leverages large language models (LLMs) to discover lists of factors that effectively represent a legal domain. Our method takes as input raw court opinions and produces a set of factors and associated definitions. We demonstrate that a semi-automated approach, incorporating minimal human involvement, produces factor representations that can predict case outcomes with moderate success, if not yet as well as expert-defined factors can.

It Cannot Be Right If It Was Written by AI: On Lawyers' Preferences of Documents Perceived as Authored by an LLM vs a Human

Large Language Models (LLMs) enable a future in which certain types of legal documents may be generated automatically. This has a great potential to streamline legal processes, lower the cost of legal services, and dramatically increase access to justice. While many researchers focus their efforts on proposing and evaluating LLM-based applications supporting tasks in the legal domain, there is a notable lack of investigations into how legal professionals perceive content if they believe it has been generated by an LLM. Yet, this is a critical point as over-reliance or unfounded skepticism may influence whether such documents bring about appropriate legal consequences. This study is the necessary analysis in the context of the ongoing transition towards mature generative AI systems. Specifically, we examined whether the perception of legal documents' by lawyers (n=75) varies based on their assumed origin (human-crafted vs AI-generated). The participants evaluated the documents focusing on their correctness and language quality. Our analysis revealed a clear preference for documents perceived as crafted by a human over those believed to be generated by AI. At the same time, most of the participants are expecting the future in which documents will be generated automatically. These findings could be leveraged by legal practitioners, policy makers and legislators to implement and adopt legal document generation technology responsibly, and to fuel the necessary discussions into how legal processes should be updated to reflect the recent technological developments.

Understanding the Role of Temperature in Diverse Question Generation by GPT-4

We conduct a preliminary study of the effect of GPT's temperature parameter on the diversity of GPT4-generated questions. We find that using higher temperature values leads to significantly higher diversity, with different temperatures exposing different types of similarity between generated sets of questions. We also demonstrate that diverse question generation is especially difficult for questions targeting lower levels of Bloom's Taxonomy.

A Comparative Study of AI-Generated and Human-crafted MCQs in Programming Education

There is a constant need for educators to develop and maintain effective up-to-date assessments. While there is a growing body of research in computing education on utilizing large language models (LLMs) in generation and engagement with coding exercises, the use of LLMs for generating programming MCQs has not been extensively explored. We analyzed the capability of GPT-4 to produce multiple-choice questions (MCQs) aligned with specific learning objectives (LOs) from Python programming classes in higher education. Specifically, we developed an LLM-powered (GPT-4) system for generation of MCQs from high-level course context and module-level LOs. We evaluated 651 LLM-generated and 449 human-crafted MCQs aligned to 246 LOs from 6 Python courses. We found that GPT-4 was capable of producing MCQs with clear language, a single correct choice, and high-quality distractors. We also observed that the generated MCQs appeared to be well-aligned with the LOs. Our findings can be leveraged by educators wishing to take advantage of the state-of-the-art generative models to support MCQ authoring efforts.

From Text to Structure: Using Large Language Models to Support the Development of Legal Expert Systems

Encoding legislative text in a formal representation is an important prerequisite to different tasks in the field of AI & Law. For example, rule-based expert systems focused on legislation can support laypeople in understanding how legislation applies to them and provide them with helpful context and information. However, the process of analyzing legislation and other sources to encode it in the desired formal representation can be time-consuming and represents a bottleneck in the development of such systems. Here, we investigate to what degree large language models (LLMs), such as GPT-4, are able to automatically extract structured representations from legislation. We use LLMs to create pathways from legislation, according to the JusticeBot methodology for legal decision support systems, evaluate the pathways and compare them to manually created pathways. The results are promising, with 60% of generated pathways being rated as equivalent or better than manually created ones in a blind comparison. The approach suggests a promising path to leverage the capabilities of LLMs to ease the costly development of systems based on symbolic approaches that are transparent and explainable.

Efficient Classification of Student Help Requests in Programming Courses Using Large Language Models

The accurate classification of student help requests with respect to the type of help being sought can enable the tailoring of effective responses. Automatically classifying such requests is non-trivial, but large language models (LLMs) appear to offer an accessible, cost-effective solution. This study evaluates the performance of the GPT-3.5 and GPT-4 models for classifying help requests from students in an introductory programming class. In zero-shot trials, GPT-3.5 and GPT-4 exhibited comparable performance on most categories, while GPT-4 outperformed GPT-3.5 in classifying sub-categories for requests related to debugging. Fine-tuning the GPT-3.5 model improved its performance to such an extent that it approximated the accuracy and consistency across categories observed between two human raters. Overall, this study demonstrates the feasibility of using LLMs to enhance educational systems through the automated classification of student needs.

Using Large Language Models to Support Thematic Analysis in Empirical Legal Studies

Thematic analysis and other variants of inductive coding are widely used qualitative analytic methods within empirical legal studies (ELS). We propose a novel framework facilitating effective collaboration of a legal expert with a large language model (LLM) for generating initial codes (phase 2 of thematic analysis), searching for themes (phase 3), and classifying the data in terms of the themes (to kick-start phase 4). We employed the framework for an analysis of a dataset (n=785) of facts descriptions from criminal court opinions regarding thefts. The goal of the analysis was to discover classes of typical thefts. Our results show that the LLM, namely OpenAI's GPT-4, generated reasonable initial codes, and it was capable of improving the quality of the codes based on expert feedback. They also suggest that the model performed well in zero-shot classification of facts descriptions in terms of the themes. Finally, the themes autonomously discovered by the LLM appear to map fairly well to the themes arrived at by legal experts. These findings can be leveraged by legal researchers to guide their decisions in integrating LLMs into their thematic analyses, as well as other inductive coding projects.

The Robots are Here: Navigating the Generative AI Revolution in Computing Education

Recent advancements in artificial intelligence (AI) are fundamentally reshaping computing, with large language models (LLMs) now effectively being able to generate and interpret source code and natural language instructions. These emergent capabilities have sparked urgent questions in the computing education community around how educators should adapt their pedagogy to address the challenges and to leverage the opportunities presented by this new technology. In this working group report, we undertake a comprehensive exploration of LLMs in the context of computing education and make five significant contributions. First, we provide a detailed review of the literature on LLMs in computing education and synthesise findings from 71 primary articles. Second, we report the findings of a survey of computing students and instructors from across 20 countries, capturing prevailing attitudes towards LLMs and their use in computing education contexts. Third, to understand how pedagogy is already changing, we offer insights collected from in-depth interviews with 22 computing educators from five continents who have already adapted their curricula and assessments. Fourth, we use the ACM Code of Ethics to frame a discussion of ethical issues raised by the use of large language models in computing education, and we provide concrete advice for policy makers, educators, and students. Finally, we benchmark the performance of LLMs on various computing education datasets, and highlight the extent to which the capabilities of current models are rapidly improving. Our aim is that this report will serve as a focal point for both researchers and practitioners who are exploring, adapting, using, and evaluating LLMs and LLM-based tools in computing classrooms.

LLMediator: GPT-4 Assisted Online Dispute Resolution

In this article, we introduce LLMediator, an experimental platform designed to enhance online dispute resolution (ODR) by utilizing capabilities of state-of-the-art large language models (LLMs) such as GPT-4. In the context of high-volume, low-intensity legal disputes, alternative dispute resolution methods such as negotiation and mediation offer accessible and cooperative solutions for laypeople. These approaches can be carried out online on ODR platforms. LLMediator aims to improve the efficacy of such processes by leveraging GPT-4 to reformulate user messages, draft mediator responses, and potentially autonomously engage in the discussions. We present and discuss several features of LLMediator and conduct initial qualitative evaluations, demonstrating the potential for LLMs to support ODR and facilitate amicable settlements. The initial proof of concept is promising and opens up avenues for further research in AI-assisted negotiation and mediation.

Harnessing LLMs in Curricular Design: Using GPT-4 to Support Authoring of Learning Objectives

We evaluated the capability of a generative pre-trained transformer (GPT-4) to automatically generate high-quality learning objectives (LOs) in the context of a practically oriented university course on Artificial Intelligence. Discussions of opportunities (e.g., content generation, explanation) and risks (e.g., cheating) of this emerging technology in education have intensified, but to date there has not been a study of the models' capabilities in supporting the course design and authoring of LOs. LOs articulate the knowledge and skills learners are intended to acquire by engaging with a course. To be effective, LOs must focus on what students are intended to achieve, focus on specific cognitive processes, and be measurable. Thus, authoring high-quality LOs is a challenging and time consuming (i.e., expensive) effort. We evaluated 127 LOs that were automatically generated based on a carefully crafted prompt (detailed guidelines on high-quality LOs authoring) submitted to GPT-4 for conceptual modules and projects of an AI Practitioner course. We analyzed the generated LOs if they follow certain best practices such as beginning with action verbs from Bloom's taxonomy in regards to the level of sophistication intended. Our analysis showed that the generated LOs are sensible, properly expressed (e.g., starting with an action verb), and that they largely operate at the appropriate level of Bloom's taxonomy, respecting the different nature of the conceptual modules (lower levels) and projects (higher levels). Our results can be leveraged by instructors and curricular designers wishing to take advantage of the state-of-the-art generative models to support their curricular and course design efforts.