Michael J. Ryan

Dora Zhao, Hannah Cha, Michael J. Ryan et al.

Although generative AI is being deployed into classrooms with promises of aiding teachers, educators caution that these tools can have unintended pedagogical repercussions, including cultural misrepresentation and bias. These concerns are heightened in low-resource language and Indigenous education settings, where AI systems frequently underperform. We investigate these challenges in Hawai`i, where public schools operate under a statewide mandate to integrate Hawaiian language and culture into education. Through four co-design workshops with 22 public school educators, we surfaced concerns about using generative AI in educational settings, particularly around cultural misrepresentation, and corresponding designs for auditing tools that address these issues. We find that educators envision tools grounded in specific Hawaiian cultural values and practices, such as tracing the genealogy of knowledge in source materials. Building on these insights, we conceptualize AI auditing as a community-oriented process rather than the work of isolated individuals, and discuss implications for designing auditing tools.

Tarek Naous, Michael J. Ryan, Alan Ritter et al.

As the reach of large language models (LMs) expands globally, their ability to cater to diverse cultural contexts becomes crucial. Despite advancements in multilingual capabilities, models are not designed with appropriate cultural nuances. In this paper, we show that multilingual and Arabic monolingual LMs exhibit bias towards entities associated with Western culture. We introduce CAMeL, a novel resource of 628 naturally-occurring prompts and 20,368 entities spanning eight types that contrast Arab and Western cultures. CAMeL provides a foundation for measuring cultural biases in LMs through both extrinsic and intrinsic evaluations. Using CAMeL, we examine the cross-cultural performance in Arabic of 16 different LMs on tasks such as story generation, NER, and sentiment analysis, where we find concerning cases of stereotyping and cultural unfairness. We further test their text-infilling performance, revealing the incapability of appropriate adaptation to Arab cultural contexts. Finally, we analyze 6 Arabic pre-training corpora and find that commonly used sources such as Wikipedia may not be best suited to build culturally aware LMs, if used as they are without adjustment. We will make CAMeL publicly available at: https://github.com/tareknaous/camel

Minzhi Li, William Barr Held, Michael J Ryan et al. · gatech

As AI chatbots become ubiquitous, voice interaction presents a compelling way to enable rapid, high-bandwidth communication for both semantic and social signals. This has driven research into Large Audio Models (LAMs) to power voice-native experiences. However, aligning LAM development with user goals requires a clear understanding of user needs and preferences to establish reliable progress metrics. This study addresses these challenges by introducing an interactive approach to evaluate LAMs and collecting 7,500 LAM interactions from 484 participants. Through topic modeling of user queries, we identify primary use cases for audio interfaces. We then analyze user preference rankings and qualitative feedback to determine which models best align with user needs. Finally, we evaluate how static benchmarks predict interactive performance - our analysis reveals no individual benchmark strongly correlates with interactive results ($τ\leq 0.33$ for all benchmarks). While combining multiple coarse-grained features yields modest predictive power ($R^2$=$0.30$), only two out of twenty datasets on spoken question answering and age prediction show significantly positive correlations. This suggests a clear need to develop LAM evaluations that better correlate with user preferences.