FairQueue: Rethinking Prompt Learning for Fair Text-to-Image Generation

Recently, prompt learning has emerged as the state-of-the-art (SOTA) for fair text-to-image (T2I) generation. Specifically, this approach leverages readily available reference images to learn inclusive prompts for each target Sensitive Attribute (tSA), allowing for fair image generation. In this work, we first reveal that this prompt learning-based approach results in degraded sample quality. Our analysis shows that the approach's training objective -- which aims to align the embedding differences of learned prompts and reference images -- could be sub-optimal, resulting in distortion of the learned prompts and degraded generated images. To further substantiate this claim, as our major contribution, we deep dive into the denoising subnetwork of the T2I model to track down the effect of these learned prompts by analyzing the cross-attention maps. In our analysis, we propose a novel prompt switching analysis: I2H and H2I. Furthermore, we propose new quantitative characterization of cross-attention maps. Our analysis reveals abnormalities in the early denoising steps, perpetuating improper global structure that results in degradation in the generated samples. Building on insights from our analysis, we propose two ideas: (i) Prompt Queuing and (ii) Attention Amplification to address the quality issue. Extensive experimental results on a wide range of tSAs show that our proposed method outperforms SOTA approach's image generation quality, while achieving competitive fairness. More resources at FairQueue Project site: https://sutd-visual-computing-group.github.io/FairQueue

A Piece of Theatre: Investigating How Teachers Design LLM Chatbots to Assist Adolescent Cyberbullying Education

Cyberbullying harms teenagers' mental health, and teaching them upstanding intervention is crucial. Wizard-of-Oz studies show chatbots can scale up personalized and interactive cyberbullying education, but implementing such chatbots is a challenging and delicate task. We created a no-code chatbot design tool for K-12 teachers. Using large language models and prompt chaining, our tool allows teachers to prototype bespoke dialogue flows and chatbot utterances. In offering this tool, we explore teachers' distinctive needs when designing chatbots to assist their teaching, and how chatbot design tools might better support them. Our findings reveal that teachers welcome the tool enthusiastically. Moreover, they see themselves as playwrights guiding both the students' and the chatbot's behaviors, while allowing for some improvisation. Their goal is to enable students to rehearse both desirable and undesirable reactions to cyberbullying in a safe environment. We discuss the design opportunities LLM-Chains offer for empowering teachers and the research opportunities this work opens up.