Yash Chandak

Hyunji Alex Nam, Yash Chandak, Emma Brunskill

From incorporating LLMs in education, to identifying new drugs and improving ways to charge batteries, innovators constantly try new strategies in search of better long-term outcomes for students, patients and consumers. One major bottleneck in this innovation cycle is the amount of time it takes to observe the downstream effects of a decision policy that incorporates new interventions. The key question is whether we can quickly evaluate long-term outcomes of a new decision policy without making long-term observations. Organizations often have access to prior data about past decision policies and their outcomes, evaluated over the full horizon of interest. Motivated by this, we introduce a new setting for short-long policy evaluation for sequential decision making tasks. Our proposed methods significantly outperform prior results on simulators of HIV treatment, kidney dialysis and battery charging. We also demonstrate that our methods can be useful for applications in AI safety by quickly identifying when a new decision policy is likely to have substantially lower performance than past policies.

Allen Nie, Yash Chandak, Miroslav Suzara et al.

Large language models (LLMs) are quickly being adopted in a wide range of learning experiences, especially via ubiquitous and broadly accessible chat interfaces like ChatGPT and Copilot. This type of interface is readily available to students and teachers around the world, yet relatively little research has been done to assess the impact of such generic tools on student learning. Coding education is an interesting test case, both because LLMs have strong performance on coding tasks, and because LLM-powered support tools are rapidly becoming part of the workflow of professional software engineers. To help understand the impact of generic LLM use on coding education, we conducted a large-scale randomized control trial with 5,831 students from 146 countries in an online coding class in which we provided some students with access to a chat interface with GPT-4. We estimate positive benefits on exam performance for adopters, the students who used the tool, but over all students, the advertisement of GPT-4 led to a significant average decrease in exam participation. We observe similar decreases in other forms of course engagement. However, this decrease is modulated by the student's country of origin. Offering access to LLMs to students from low human development index countries increased their exam participation rate on average. Our results suggest there may be promising benefits to using LLMs in an introductory coding class, but also potential harms for engagement, which makes their longer term impact on student success unclear. Our work highlights the need for additional investigations to help understand the potential impact of future adoption and integration of LLMs into classrooms.