Fumian Chen

Dayu Yang, Fumian Chen, Hui Fang

Large Language Models (LLMs) have demonstrated great potential in Conversational Recommender Systems (CRS). However, the application of LLMs to CRS has exposed a notable discrepancy in behavior between LLM-based CRS and human recommenders: LLMs often appear inflexible and passive, frequently rushing to complete the recommendation task without sufficient inquiry.This behavior discrepancy can lead to decreased accuracy in recommendations and lower user satisfaction. Despite its importance, existing studies in CRS lack a study about how to measure such behavior discrepancy. To fill this gap, we propose Behavior Alignment, a new evaluation metric to measure how well the recommendation strategies made by a LLM-based CRS are consistent with human recommenders'. Our experiment results show that the new metric is better aligned with human preferences and can better differentiate how systems perform than existing evaluation metrics. As Behavior Alignment requires explicit and costly human annotations on the recommendation strategies, we also propose a classification-based method to implicitly measure the Behavior Alignment based on the responses. The evaluation results confirm the robustness of the method.

Fumian Chen, Sotheara Veng, Joshua Wilson et al.

Academic writing skills are crucial for students' success, but can feel overwhelming without proper guidance and practice, particularly when writing in a second language. Traditionally, students ask instructors or search dictionaries, which are not universally accessible. Early writing assistants emerged as rule-based systems that focused on detecting misspellings, subject-verb disagreements, and basic punctuation errors; however, they are inaccurate and lack contextual understanding. Machine learning-based assistants demonstrate a strong ability for language understanding but are expensive to train. Large language models (LLMs) have shown remarkable capabilities in generating responses in natural languages based on given prompts. Still, they have a fundamental limitation in education: they generate essays without teaching, which can have detrimental effects on learning when misused. To address this limitation, we develop CoachGPT, which leverages large language models (LLMs) to assist individuals with limited educational resources and those who prefer self-paced learning in academic writing. CoachGPT is an AI agent-based web application that (1) takes instructions from experienced educators, (2) converts instructions into sub-tasks, and (3) provides real-time feedback and suggestions using large language models. This unique scaffolding structure makes CoachGPT unique among existing writing assistants. Compared to existing writing assistants, CoachGPT provides a more immersive writing experience with personalized feedback and guidance. Our user studies prove the usefulness of CoachGPT and the potential of large language models for academic writing.