Awaking the Slides: A Tuning-free and Knowledge-regulated AI Tutoring System via Language Model Coordination

The vast pre-existing slides serve as rich and important materials to carry lecture knowledge. However, effectively leveraging lecture slides to serve students is difficult due to the multi-modal nature of slide content and the heterogeneous teaching actions. We study the problem of discovering effective designs that convert a slide into an interactive lecture. We develop Slide2Lecture, a tuning-free and knowledge-regulated intelligent tutoring system that can (1) effectively convert an input lecture slide into a structured teaching agenda consisting of a set of heterogeneous teaching actions; (2) create and manage an interactive lecture that generates responsive interactions catering to student learning demands while regulating the interactions to follow teaching actions. Slide2Lecture contains a complete pipeline for learners to obtain an interactive classroom experience to learn the slide. For teachers and developers, Slide2Lecture enables customization to cater to personalized demands. The evaluation rated by annotators and students shows that Slide2Lecture is effective in outperforming the remaining implementation. Slide2Lecture's online deployment has made more than 200K interaction with students in the 3K lecture sessions. We open source Slide2Lecture's implementation in https://anonymous.4open.science/r/slide2lecture-4210/.

From MOOC to MAIC: Reshaping Online Teaching and Learning through LLM-driven Agents

Since the first instances of online education, where courses were uploaded to accessible and shared online platforms, this form of scaling the dissemination of human knowledge to reach a broader audience has sparked extensive discussion and widespread adoption. Recognizing that personalized learning still holds significant potential for improvement, new AI technologies have been continuously integrated into this learning format, resulting in a variety of educational AI applications such as educational recommendation and intelligent tutoring. The emergence of intelligence in large language models (LLMs) has allowed for these educational enhancements to be built upon a unified foundational model, enabling deeper integration. In this context, we propose MAIC (Massive AI-empowered Course), a new form of online education that leverages LLM-driven multi-agent systems to construct an AI-augmented classroom, balancing scalability with adaptivity. Beyond exploring the conceptual framework and technical innovations, we conduct preliminary experiments at Tsinghua University, one of China's leading universities. Drawing from over 100,000 learning records of more than 500 students, we obtain a series of valuable observations and initial analyses. This project will continue to evolve, ultimately aiming to establish a comprehensive open platform that supports and unifies research, technology, and applications in exploring the possibilities of online education in the era of large model AI. We envision this platform as a collaborative hub, bringing together educators, researchers, and innovators to collectively explore the future of AI-driven online education.

Simulating Classroom Education with LLM-Empowered Agents

Large language models (LLMs) have been employed in various intelligent educational tasks to assist teaching. While preliminary explorations have focused on independent LLM-empowered agents for specific educational tasks, the potential for LLMs within a multi-agent collaborative framework to simulate a classroom with real user participation remains unexplored. In this work, we propose SimClass, a multi-agent classroom simulation framework involving user participation. We recognize representative class roles and introduce a novel class control mechanism for automatic classroom teaching, and conduct user experiments in two real-world courses. Utilizing the Flanders Interactive Analysis System and Community of Inquiry theoretical frame works from educational analysis, we demonstrate that LLMs can simulate traditional classroom interaction patterns effectively while enhancing user's experience. We also observe emergent group behaviors among agents in SimClass, where agents collaborate to create enlivening interactions in classrooms to improve user learning process. We hope this work pioneers the application of LLM-empowered multi-agent systems in virtual classroom teaching.

SpreadsheetBench: Towards Challenging Real World Spreadsheet Manipulation

We introduce SpreadsheetBench, a challenging spreadsheet manipulation benchmark exclusively derived from real-world scenarios, designed to immerse current large language models (LLMs) in the actual workflow of spreadsheet users. Unlike existing benchmarks that rely on synthesized queries and simplified spreadsheet files, SpreadsheetBench is built from 912 real questions gathered from online Excel forums, which reflect the intricate needs of users. The associated spreadsheets from the forums contain a variety of tabular data such as multiple tables, non-standard relational tables, and abundant non-textual elements. Furthermore, we propose a more reliable evaluation metric akin to online judge platforms, where multiple spreadsheet files are created as test cases for each instruction, ensuring the evaluation of robust solutions capable of handling spreadsheets with varying values. Our comprehensive evaluation of various LLMs under both single-round and multi-round inference settings reveals a substantial gap between the state-of-the-art (SOTA) models and human performance, highlighting the benchmark's difficulty.

R-Eval: A Unified Toolkit for Evaluating Domain Knowledge of Retrieval Augmented Large Language Models

Large language models have achieved remarkable success on general NLP tasks, but they may fall short for domain-specific problems. Recently, various Retrieval-Augmented Large Language Models (RALLMs) are proposed to address this shortcoming. However, existing evaluation tools only provide a few baselines and evaluate them on various domains without mining the depth of domain knowledge. In this paper, we address the challenges of evaluating RALLMs by introducing the R-Eval toolkit, a Python toolkit designed to streamline the evaluation of different RAG workflows in conjunction with LLMs. Our toolkit, which supports popular built-in RAG workflows and allows for the incorporation of customized testing data on the specific domain, is designed to be user-friendly, modular, and extensible. We conduct an evaluation of 21 RALLMs across three task levels and two representative domains, revealing significant variations in the effectiveness of RALLMs across different tasks and domains. Our analysis emphasizes the importance of considering both task and domain requirements when choosing a RAG workflow and LLM combination. We are committed to continuously maintaining our platform at https://github.com/THU-KEG/R-Eval to facilitate both the industry and the researchers.

Knowledge-to-Jailbreak: One Knowledge Point Worth One Attack

Large language models (LLMs) have been increasingly applied to various domains, which triggers increasing concerns about LLMs' safety on specialized domains, e.g. medicine. However, testing the domain-specific safety of LLMs is challenging due to the lack of domain knowledge-driven attacks in existing benchmarks. To bridge this gap, we propose a new task, knowledge-to-jailbreak, which aims to generate jailbreaks from domain knowledge to evaluate the safety of LLMs when applied to those domains. We collect a large-scale dataset with 12,974 knowledge-jailbreak pairs and fine-tune a large language model as jailbreak-generator, to produce domain knowledge-specific jailbreaks. Experiments on 13 domains and 8 target LLMs demonstrate the effectiveness of jailbreak-generator in generating jailbreaks that are both relevant to the given knowledge and harmful to the target LLMs. We also apply our method to an out-of-domain knowledge base, showing that jailbreak-generator can generate jailbreaks that are comparable in harmfulness to those crafted by human experts. Data and code: https://github.com/THU-KEG/Knowledge-to-Jailbreak/.

A Solution-based LLM API-using Methodology for Academic Information Seeking

Applying large language models (LLMs) for academic API usage shows promise in reducing researchers' academic information seeking efforts. However, current LLM API-using methods struggle with complex API coupling commonly encountered in academic queries. To address this, we introduce SoAy, a solution-based LLM API-using methodology for academic information seeking. It uses code with a solution as the reasoning method, where a solution is a pre-constructed API calling sequence. The addition of the solution reduces the difficulty for the model to understand the complex relationships between APIs. Code improves the efficiency of reasoning. To evaluate SoAy, we introduce SoAyBench, an evaluation benchmark accompanied by SoAyEval, built upon a cloned environment of APIs from AMiner. Experimental results demonstrate a 34.58-75.99\% performance improvement compared to state-of-the-art LLM API-based baselines. All datasets, codes, tuned models, and deployed online services are publicly accessible at https://github.com/RUCKBReasoning/SoAy.

Explainable Few-shot Knowledge Tracing

Knowledge tracing (KT), aiming to mine students' mastery of knowledge by their exercise records and predict their performance on future test questions, is a critical task in educational assessment. While researchers achieved tremendous success with the rapid development of deep learning techniques, current knowledge tracing tasks fall into the cracks from real-world teaching scenarios. Relying heavily on extensive student data and solely predicting numerical performances differs from the settings where teachers assess students' knowledge state from limited practices and provide explanatory feedback. To fill this gap, we explore a new task formulation: Explainable Few-shot Knowledge Tracing. By leveraging the powerful reasoning and generation abilities of large language models (LLMs), we then propose a cognition-guided framework that can track the student knowledge from a few student records while providing natural language explanations. Experimental results from three widely used datasets show that LLMs can perform comparable or superior to competitive deep knowledge tracing methods. We also discuss potential directions and call for future improvements in relevant topics.

Transferable and Efficient Non-Factual Content Detection via Probe Training with Offline Consistency Checking

Detecting non-factual content is a longstanding goal to increase the trustworthiness of large language models (LLMs) generations. Current factuality probes, trained using humanannotated labels, exhibit limited transferability to out-of-distribution content, while online selfconsistency checking imposes extensive computation burden due to the necessity of generating multiple outputs. This paper proposes PINOSE, which trains a probing model on offline self-consistency checking results, thereby circumventing the need for human-annotated data and achieving transferability across diverse data distributions. As the consistency check process is offline, PINOSE reduces the computational burden of generating multiple responses by online consistency verification. Additionally, it examines various aspects of internal states prior to response decoding, contributing to more effective detection of factual inaccuracies. Experiment results on both factuality detection and question answering benchmarks show that PINOSE achieves surpassing results than existing factuality detection methods. Our code and datasets are publicly available on this anonymized repository.

Untangle the KNOT: Interweaving Conflicting Knowledge and Reasoning Skills in Large Language Models

Providing knowledge documents for large language models (LLMs) has emerged as a promising solution to update the static knowledge inherent in their parameters. However, knowledge in the document may conflict with the memory of LLMs due to outdated or incorrect knowledge in the LLMs' parameters. This leads to the necessity of examining the capability of LLMs to assimilate supplemental external knowledge that conflicts with their memory. While previous studies have explained to what extent LLMs extract conflicting knowledge from the provided text, they neglect the necessity to reason with conflicting knowledge. Furthermore, there lack a detailed analysis on strategies to enable LLMs to resolve conflicting knowledge via prompting, decoding strategy, and supervised fine-tuning. To address these limitations, we construct a new dataset, dubbed KNOT, for knowledge conflict resolution examination in the form of question answering. KNOT facilitates in-depth analysis by dividing reasoning with conflicting knowledge into three levels: (1) Direct Extraction, which directly extracts conflicting knowledge to answer questions. (2) Explicit Reasoning, which reasons with conflicting knowledge when the reasoning path is explicitly provided in the question. (3) Implicit Reasoning, where reasoning with conflicting knowledge requires LLMs to infer the reasoning path independently to answer questions. We also conduct extensive experiments on KNOT to establish empirical guidelines for LLMs to utilize conflicting knowledge in complex circumstances. Dataset and associated codes can be accessed at https://github.com/THU-KEG/KNOT .