Retrieval-augmented Generation to Improve Math Question-Answering: Trade-offs Between Groundedness and Human Preference

For middle-school math students, interactive question-answering (QA) with tutors is an effective way to learn. The flexibility and emergent capabilities of generative large language models (LLMs) has led to a surge of interest in automating portions of the tutoring process - including interactive QA to support conceptual discussion of mathematical concepts. However, LLM responses to math questions can be incorrect or mismatched to the educational context - such as being misaligned with a school's curriculum. One potential solution is retrieval-augmented generation (RAG), which involves incorporating a vetted external knowledge source in the LLM prompt to increase response quality. In this paper, we designed prompts that retrieve and use content from a high-quality open-source math textbook to generate responses to real student questions. We evaluate the efficacy of this RAG system for middle-school algebra and geometry QA by administering a multi-condition survey, finding that humans prefer responses generated using RAG, but not when responses are too grounded in the textbook content. We argue that while RAG is able to improve response quality, designers of math QA systems must consider trade-offs between generating responses preferred by students and responses closely matched to specific educational resources.

"Some other poor soul's problems": a peer recommendation intervention for health-related social support

Online health communities (OHCs) offer the promise of connecting with supportive peers. Forming these connections first requires finding relevant peers - a process that can be time-consuming. Peer recommendation systems are a computational approach to make finding peers easier during a health journey. By encouraging OHC users to alter their online social networks, peer recommendations could increase available support. But these benefits are hypothetical and based on mixed, observational evidence. To experimentally evaluate the effect of peer recommendations, we conceptualize these systems as health interventions designed to increase specific beneficial connection behaviors. In this paper, we designed a peer recommendation intervention to increase two behaviors: reading about peer experiences and interacting with peers. We conducted an initial feasibility assessment of this intervention by conducting a 12-week field study in which 79 users of CaringBridge received weekly peer recommendations via email. Our results support the usefulness and demand for peer recommendation and suggest benefits to evaluating larger peer recommendation interventions. Our contributions include practical guidance on the development and evaluation of peer recommendation interventions for OHCs.