Fatemeh Rahbari

Jihyun Janice Ahn, Ryo Kamoi, Berk Atil et al.

LLMs often generate seemingly valid answers to flawed or ill-posed inputs. This is not due to missing knowledge: under discriminative prompting, the same models can mostly identify such issues, yet fail to reflect this in standard generative responses. This reveals a fundamental know-act gap between discriminative recognition and generative behavior. Prior work largely characterizes this issue in narrow settings, such as math word problems or question answering, with limited focus on how to integrate these two modes. In this work, we present a comprehensive analysis using FaultyScience, a newly constructed large-scale, cross-disciplinary benchmark of faulty scientific questions. We show that the gap is pervasive and stems from token-level autoregression, which entangles task selection (validate vs. answer) with content generation, preventing discriminative knowledge from being utilized. To address this, we propose DeIllusionLLM, a task-level autoregressive framework that explicitly models this decision. Through self-distillation, the model unifies discriminative judgment and generative reasoning within a single backbone. Empirically, DeIllusionLLM substantially reduces answer-despite-error failures under natural prompting while maintaining general reasoning performance, demonstrating that self-distillation is an effective and scalable solution for bridging the discriminative-generative know-act gap

Suman Saha, Fatemeh Rahbari, Farhan Sadique et al.

This paper explores integrating microlearning strategies into university curricula, particularly in computer science education, to counteract the decline in class attendance and engagement in US universities after COVID. As students increasingly opt for remote learning and recorded lectures, traditional educational approaches struggle to maintain engagement and effectiveness. Microlearning, which breaks complex subjects into manageable units, is proposed to address shorter attention spans and enhance educational outcomes. It uses interactive formats such as videos, quizzes, flashcards, and scenario-based exercises, which are especially beneficial for topics like algorithms and programming logic requiring deep understanding and ongoing practice. Adoption of microlearning is often limited by the effort needed to create such materials. This paper proposes leveraging AI tools, specifically ChatGPT, to reduce the workload for educators by automating the creation of supplementary materials. While AI can automate certain tasks, educators remain essential in guiding and shaping the learning process. This AI-enhanced approach ensures course content is kept current with the latest research and technology, with educators providing context and insights. By examining AI capabilities in microlearning, this study shows the potential to transform educational practices and outcomes in computer science, offering a practical model for combining advanced technology with established teaching methods.