Keyan Guo

Keyan Guo, Alexander Hu, Jaden Mu et al.

Hate speech has emerged as a major problem plaguing our social spaces today. While there have been significant efforts to address this problem, existing methods are still significantly limited in effectively detecting hate speech online. A major limitation of existing methods is that hate speech detection is a highly contextual problem, and these methods cannot fully capture the context of hate speech to make accurate predictions. Recently, large language models (LLMs) have demonstrated state-of-the-art performance in several natural language tasks. LLMs have undergone extensive training using vast amounts of natural language data, enabling them to grasp intricate contextual details. Hence, they could be used as knowledge bases for context-aware hate speech detection. However, a fundamental problem with using LLMs to detect hate speech is that there are no studies on effectively prompting LLMs for context-aware hate speech detection. In this study, we conduct a large-scale study of hate speech detection, employing five established hate speech datasets. We discover that LLMs not only match but often surpass the performance of current benchmark machine learning models in identifying hate speech. By proposing four diverse prompting strategies that optimize the use of LLMs in detecting hate speech. Our study reveals that a meticulously crafted reasoning prompt can effectively capture the context of hate speech by fully utilizing the knowledge base in LLMs, significantly outperforming existing techniques. Furthermore, although LLMs can provide a rich knowledge base for the contextual detection of hate speech, suitable prompting strategies play a crucial role in effectively leveraging this knowledge base for efficient detection.

Ebuka Okpala, Nishant Vishwamitra, Keyan Guo et al.

Cyberharassment is a critical, socially relevant cybersecurity problem because of the adverse effects it can have on targeted groups or individuals. While progress has been made in understanding cyber-harassment, its detection, attacks on artificial intelligence (AI) based cyberharassment systems, and the social problems in cyberharassment detectors, little has been done in designing experiential learning educational materials that engage students in this emerging social cybersecurity in the era of AI. Experiential learning opportunities are usually provided through capstone projects and engineering design courses in STEM programs such as computer science. While capstone projects are an excellent example of experiential learning, given the interdisciplinary nature of this emerging social cybersecurity problem, it can be challenging to use them to engage non-computing students without prior knowledge of AI. Because of this, we were motivated to develop a hands-on lab platform that provided experiential learning experiences to non-computing students with little or no background knowledge in AI and discussed the lessons learned in developing this lab. In this lab used by social science students at North Carolina A&T State University across two semesters (spring and fall) in 2022, students are given a detailed lab manual and are to complete a set of well-detailed tasks. Through this process, students learn AI concepts and the application of AI for cyberharassment detection. Using pre- and post-surveys, we asked students to rate their knowledge or skills in AI and their understanding of the concepts learned. The results revealed that the students moderately understood the concepts of AI and cyberharassment.