Minsu Park

Seokwon Song, Minsu Park, Gunhee Kim

Source attribution aims to enhance the reliability of AI-generated answers by including references for each statement, helping users validate the provided answers. However, existing work has primarily focused on text-only scenario and largely overlooked the role of multimodality. We introduce MAVIS, the first benchmark designed to evaluate multimodal source attribution systems that understand user intent behind visual questions, retrieve multimodal evidence, and generate long-form answers with citations. Our dataset comprises 157K visual QA instances, where each answer is annotated with fact-level citations referring to multimodal documents. We develop fine-grained automatic metrics along three dimensions of informativeness, groundedness, and fluency, and demonstrate their strong correlation with human judgments. Our key findings are threefold: (1) LVLMs with multimodal RAG generate more informative and fluent answers than unimodal RAG, but they exhibit weaker groundedness for image documents than for text documents, a gap amplified in multimodal settings. (2) Given the same multimodal documents, there is a trade-off between informativeness and groundedness across different prompting methods. (3) Our proposed method highlights mitigating contextual bias in interpreting image documents as a crucial direction for future research. The dataset and experimental code are available at https://github.com/seokwon99/MAVIS

Cosimo Galeone, Minsu Park, Giuseppe Ettorre et al.

Deployed language models must produce outputs that are both correct and format-compliant. We study this structured-output reliability gap using two mathematical benchmarks -- GSM8K and MATH -- as a controlled testbed: ground truth is unambiguous and the output contract is strict (JSON with required fields). We evaluate three 7-9B models under five prompting strategies and report output accuracy -- the joint event of mathematical correctness and valid JSON structure -- as the primary metric. A systematic format failure emerges: NAIVE prompting (no system prompt) achieves up to 85% task accuracy on GSM8K but 0% output accuracy across all models and datasets. REFERENCE prompting (a minimal hand-written JSON format prompt) fares little better, yielding 0% output accuracy for two of four models tested. Constrained decoding enforces syntactic validity but incurs 3.6x-8.2x latency overhead and in several settings degrades task performance substantially. To overcome this limitation, we developed AloLab, an iterative system-prompt optimizer (meta-agent: Claude Sonnet 4.5) requiring only black-box API access to the target model; it reaches 84-87% output accuracy on GSM8K and 34-40% on MATH across five independent runs per model, with 29/30 paired McNemar comparisons against the best static prompt significant at p < 0.05, at near-NAIVE inference latency and without model fine-tuning. The same format failure extends to GPT-4o (OpenAI, 2024), a proprietary closed-source model: REFERENCE achieves 0% output accuracy due to systematic markdown-fence wrapping, while AloLab reaches 95.2% [94.8, 95.6]. An ablation replacing the Sonnet 4.5 meta-agent with Claude 3 Haiku reduces mean output accuracy to 61.0% and increases run-to-run standard deviation from <1 pp to 21.8 pp, confirming that meta-agent capability is a primary driver of optimization quality.

Hazem Ibrahim, Fengyuan Liu, Rohail Asim et al.

The emergence of large language models has led to the development of powerful tools such as ChatGPT that can produce text indistinguishable from human-generated work. With the increasing accessibility of such technology, students across the globe may utilize it to help with their school work -- a possibility that has sparked discussions on the integrity of student evaluations in the age of artificial intelligence (AI). To date, it is unclear how such tools perform compared to students on university-level courses. Further, students' perspectives regarding the use of such tools, and educators' perspectives on treating their use as plagiarism, remain unknown. Here, we compare the performance of ChatGPT against students on 32 university-level courses. We also assess the degree to which its use can be detected by two classifiers designed specifically for this purpose. Additionally, we conduct a survey across five countries, as well as a more in-depth survey at the authors' institution, to discern students' and educators' perceptions of ChatGPT's use. We find that ChatGPT's performance is comparable, if not superior, to that of students in many courses. Moreover, current AI-text classifiers cannot reliably detect ChatGPT's use in school work, due to their propensity to classify human-written answers as AI-generated, as well as the ease with which AI-generated text can be edited to evade detection. Finally, we find an emerging consensus among students to use the tool, and among educators to treat this as plagiarism. Our findings offer insights that could guide policy discussions addressing the integration of AI into educational frameworks.