Eason Chen

Eason Chen, Niall Roche, Yuen-Hsien Tseng et al.

A Smart Legal Contract (SLC) is a specialized digital agreement comprising natural language and computable components. The Accord Project provides an open-source SLC framework containing three main modules: Cicero, Concerto, and Ergo. Currently, we need lawyers, programmers, and clients to work together with great effort to create a usable SLC using the Accord Project. This paper proposes a pipeline to automate the SLC creation process with several Natural Language Processing (NLP) models to convert law contracts to the Accord Project's Concerto model. After evaluating the proposed pipeline, we discovered that our NER pipeline accurately detects CiceroMark from Accord Project template text with an accuracy of 0.8. Additionally, our Question Answering method can extract one-third of the Concerto variables from the template text. We also delve into some limitations and possible future research for the proposed pipeline. Finally, we describe a web interface enabling users to build SLCs. This interface leverages the proposed pipeline to convert text documents to Smart Legal Contracts by using NLP models.

Eason Chen, Yuen Hsien Tseng, Kuo-Ping Lo

Distance teaching has become popular these years because of the COVID-19 epidemic. However, both students and teachers face several challenges in distance teaching, like being easy to distract. We proposed Focus+, a system designed to detect learners' status with the latest AI technology from their web camera to solve such challenges. By doing so, teachers can know students' status, and students can regulate their learning experience. In this research, we will discuss the expected model's design for training and evaluating the AI detection model of Focus+.

Eason Chen

In this research, by responding to users' utterances with multiple replies to create a group chat atmosphere, we alleviate the problem that Natural Language Generation chatbots might reply with inappropriate content, thus causing a bad user experience. Because according to our findings, users tend to pay attention to appropriate replies and ignore inappropriate replies. We conducted a 2 (single reply vs. five replies) x 2 (anonymous avatar vs. anime avatar) repeated measures experiment to compare the chatting experience in different conditions. The result shows that users will have a better chatting experience when receiving multiple replies at once from the NLG model compared to the single reply. Furthermore, according to the effect size of our result, to improve the chatting experience for NLG chatbots which is single reply and anonymous avatar, providing five replies will have more benefits than setting an anime avatar.

Eason Chen

We generated 25000 conversations labeled with Big Five Personality traits using prompt programming at GPT-3. Then we train Big Five classification models with these data and evaluate them with 2500 data from generated dialogues and real conversational datasets labeled in Big Five by human annotators. The results indicated that this approach is promising for creating effective training data. We then compare the performance by different training approaches and models. Our results suggest that using Adapter-Transformers and transfer learning from pre-trained RoBERTa sentiment analysis model will perform best with the generated data. Our best model obtained an accuracy of 0.71 in generated data and 0.65 in real datasets. Finally, we discuss this approach's potential limitations and confidence metric.

Eason Chen, Chenyu Lin, Xinyi Tang et al. · cmu

The rapid evolution of large language models (LLMs) has transformed human-computer interaction (HCI), but the interaction with LLMs is currently mainly focused on text-based interactions, while other multi-model approaches remain under-explored. This paper introduces VTutor, an open-source Software Development Kit (SDK) that combines generative AI with advanced animation technologies to create engaging, adaptable, and realistic APAs for human-AI multi-media interactions. VTutor leverages LLMs for real-time personalized feedback, advanced lip synchronization for natural speech alignment, and WebGL rendering for seamless web integration. Supporting various 2D and 3D character models, VTutor enables researchers and developers to design emotionally resonant, contextually adaptive learning agents. This toolkit enhances learner engagement, feedback receptivity, and human-AI interaction while promoting trustworthy AI principles in education. VTutor sets a new standard for next-generation APAs, offering an accessible, scalable solution for fostering meaningful and immersive human-AI interaction experiences. The VTutor project is open-sourced and welcomes community-driven contributions and showcases.

Eason Chen

In this paper, we proposed a conceptual model to predict the chat experience in a natural language generation dialog system. We evaluated the model with 120 participants with Partial Least Squares Structural Equation Modeling (PLS-SEM) and obtained an R-square (R2) with 0.541. The model considers various factors, including the prompts used for generation; coherence, sentiment, and similarity in the conversation; and users' perceived dialog agents' favorability. We then further explore the effectiveness of the subset of our proposed model. The results showed that users' favorability and coherence, sentiment, and similarity in the dialogue are positive predictors of users' chat experience. Moreover, we found users may prefer dialog agents with characteristics of Extroversion, Openness, Conscientiousness, Agreeableness, and Non-Neuroticism. Through our research, an adaptive dialog system might use collected data to infer factors in our model, predict the chat experience for users through these factors, and optimize it by adjusting prompts.

Hang Li, Tianlong Xu, Chaoli Zhang et al.

The recent surge in generative AI technologies, such as large language models and diffusion models, has boosted the development of AI applications in various domains, including science, finance, and education. Concurrently, adaptive learning, a concept that has gained substantial interest in the educational sphere, has proven its efficacy in enhancing students' learning efficiency. In this position paper, we aim to shed light on the intersectional studies of these two methods, which combine generative AI with adaptive learning concepts. By presenting discussions about the benefits, challenges, and potentials in this field, we argue that this union will contribute significantly to the development of the next-stage learning format in education.

Zifei FeiFei Han, Jionghao Lin, Ashish Gurung et al. · cmu

One-on-one tutoring is an effective instructional method for enhancing learning, yet its efficacy hinges on tutor competencies. Novice math tutors often prioritize content-specific guidance, neglecting aspects such as social-emotional learning. Social-emotional learning promotes equity and inclusion and nurturing relationships with students, which is crucial for holistic student development. Assessing the competencies of tutors accurately and efficiently can drive the development of tailored tutor training programs. However, evaluating novice tutor ability during real-time tutoring remains challenging as it typically requires experts-in-the-loop. To address this challenge, this preliminary study aims to harness Generative Pre-trained Transformers (GPT), such as GPT-3.5 and GPT-4 models, to automatically assess tutors' ability of using social-emotional tutoring strategies. Moreover, this study also reports on the financial dimensions and considerations of employing these models in real-time and at scale for automated assessment. The current study examined four prompting strategies: two basic Zero-shot prompt strategies, Tree of Thought prompt, and Retrieval-Augmented Generator (RAG) based prompt. The results indicate that the RAG prompt demonstrated more accurate performance (assessed by the level of hallucination and correctness in the generated assessment texts) and lower financial costs than the other strategies evaluated. These findings inform the development of personalized tutor training interventions to enhance the the educational effectiveness of tutored learning.

Aprille J. Xi, Eason Chen

The proliferation of deepfake technology poses significant challenges to the authenticity and trustworthiness of digital media, necessitating the development of robust detection methods. This study explores the application of Swin Transformers, a state-of-the-art architecture leveraging shifted windows for self-attention, in detecting and classifying deepfake images. Using the Real and Fake Face Detection dataset by Yonsei University's Computational Intelligence Photography Lab, we evaluate the Swin Transformer and hybrid models such as Swin-ResNet and Swin-KNN, focusing on their ability to identify subtle manipulation artifacts. Our results demonstrate that the Swin Transformer outperforms conventional CNN-based architectures, including VGG16, ResNet18, and AlexNet, achieving a test accuracy of 71.29%. Additionally, we present insights into hybrid model design, highlighting the complementary strengths of transformer and CNN-based approaches in deepfake detection. This study underscores the potential of transformer-based architectures for improving accuracy and generalizability in image-based manipulation detection, paving the way for more effective countermeasures against deepfake threats.

Eason Chen, Chuangji Li, Shizhuo Li et al. · cmu

Technology-enhanced learning environments often help students retrieve relevant learning content for questions arising during self-paced study. Large language models (LLMs) have emerged as novel aids for information retrieval during learning. While LLMs are effective for general-purpose question-answering, they typically lack alignment with the domain knowledge of specific course materials such as textbooks and slides. We investigate Retrieval-Augmented Generation (RAG) and GraphRAG, a knowledge graph-enhanced RAG approach, for page-level question answering in an undergraduate mathematics textbook. While RAG has been effective for retrieving discrete, contextually relevant passages, GraphRAG may excel in modeling interconnected concepts and hierarchical knowledge structures. We curate a dataset of 477 question-answer pairs, each tied to a distinct textbook page. We then compare the standard embedding-based RAG methods to GraphRAG for evaluating both retrieval accuracy-whether the correct page is retrieved-and generated answer quality via F1 scores. Our findings show that embedding-based RAG achieves higher retrieval accuracy and better F1 scores compared to GraphRAG, which tends to retrieve excessive and sometimes irrelevant content due to its entity-based structure. We also explored re-ranking the retrieved pages with LLM and observed mixed results, including performance drop and hallucinations when dealing with larger context windows. Overall, this study highlights both the promises and challenges of page-level retrieval systems in educational contexts, emphasizing the need for more refined retrieval methods to build reliable AI tutoring solutions in providing reference page numbers.

Eason Chen, Ray Huang, Han-Shin Chen et al.

Learning new programming skills requires tailored guidance. With the emergence of advanced Natural Language Generation models like the ChatGPT API, there is now a possibility of creating a convenient and personalized tutoring system with AI for computer science education. This paper presents GPTutor, a ChatGPT-powered programming tool, which is a Visual Studio Code extension using the ChatGPT API to provide programming code explanations. By integrating Visual Studio Code API, GPTutor can comprehensively analyze the provided code by referencing the relevant source codes. As a result, GPTutor can use designed prompts to explain the selected code with a pop-up message. GPTutor is now published at the Visual Studio Code Extension Marketplace, and its source code is openly accessible on GitHub. Preliminary evaluation indicates that GPTutor delivers the most concise and accurate explanations compared to vanilla ChatGPT and GitHub Copilot. Moreover, the feedback from students and teachers indicated that GPTutor is user-friendly and can explain given codes satisfactorily. Finally, we discuss possible future research directions for GPTutor. This includes enhancing its performance and personalization via further prompt programming, as well as evaluating the effectiveness of GPTutor with real users.