Yuchao Jiang

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2papers

2 Papers

IRSep 23, 2025Code
The Ranking Blind Spot: Decision Hijacking in LLM-based Text Ranking

Yaoyao Qian, Yifan Zeng, Yuchao Jiang et al.

Large Language Models (LLMs) have demonstrated strong performance in information retrieval tasks like passage ranking. Our research examines how instruction-following capabilities in LLMs interact with multi-document comparison tasks, identifying what we term the "Ranking Blind Spot", a characteristic of LLM decision processes during comparative evaluation. We analyze how this ranking blind spot affects LLM evaluation systems through two approaches: Decision Objective Hijacking, which alters the evaluation goal in pairwise ranking systems, and Decision Criteria Hijacking, which modifies relevance standards across ranking schemes. These approaches demonstrate how content providers could potentially influence LLM-based ranking systems to affect document positioning. These attacks aim to force the LLM ranker to prefer a specific passage and rank it at the top. Malicious content providers can exploit this weakness, which helps them gain additional exposure by attacking the ranker. In our experiment, We empirically show that the proposed attacks are effective in various LLMs and can be generalized to multiple ranking schemes. We apply these attack to realistic examples to show their effectiveness. We also found stronger LLMs are more vulnerable to these attacks. Our code is available at: https://github.com/blindspotorg/RankingBlindSpot

CYNov 18, 2025
DiverseClaire: Simulating Students to Improve Introductory Programming Course Materials for All CS1 Learners

Wendy Wong, Yuchao Jiang, Yuekang Li

Although CS programs are booming, introductory courses like CS1 still adopt a one-size-fits-all formats that can exacerbate cognitive load and discourage learners with autism, ADHD, dyslexia and other neurological conditions. These call for compassionate pedagogies and Universal Design For Learning (UDL) to create learning environments and materials where cognitive diversity is welcomed. To address this, we introduce DiverseClaire a pilot study, which simulates students including neurodiverse profiles using LLMs and diverse personas. By leveraging Bloom's Taxonomy and UDL, DiverseClaire compared UDL-transformed lecture slides with traditional formats. To evaluate DiverseClaire controlled experiments, we used the evaluation metric the average score. The findings revealed that the simulated neurodiverse students struggled with learning due to lecture slides that were in inaccessible formats. These results highlight the need to provide course materials in multiple formats for diverse learner preferences. Data from our pilot study will be made available to assist future CS1 instructors.