Qianou Ma

Yann Hicke, Anmol Agarwal, Qianou Ma et al.

Responding to the thousands of student questions on online QA platforms each semester has a considerable human cost, particularly in computing courses with rapidly growing enrollments. To address the challenges of scalable and intelligent question-answering (QA), we introduce an innovative solution that leverages open-source Large Language Models (LLMs) from the LLaMA-2 family to ensure data privacy. Our approach combines augmentation techniques such as retrieval augmented generation (RAG), supervised fine-tuning (SFT), and learning from human preferences data using Direct Preference Optimization (DPO). Through extensive experimentation on a Piazza dataset from an introductory CS course, comprising 10,000 QA pairs and 1,500 pairs of preference data, we demonstrate a significant 30% improvement in the quality of answers, with RAG being a particularly impactful addition. Our contributions include the development of a novel architecture for educational QA, extensive evaluations of LLM performance utilizing both human assessments and LLM-based metrics, and insights into the challenges and future directions of educational data processing. This work paves the way for the development of AI-TA, an intelligent QA assistant customizable for courses with an online QA platform

Qianou Ma, Weirui Peng, Chenyang Yang et al.

Prompting LLMs for complex tasks (e.g., building a trip advisor chatbot) needs humans to clearly articulate customized requirements (e.g., "start the response with a tl;dr"). However, existing prompt engineering instructions often lack focused training on requirement articulation and instead tend to emphasize increasingly automatable strategies (e.g., tricks like adding role-plays and "think step-by-step"). To address the gap, we introduce Requirement-Oriented Prompt Engineering (ROPE), a paradigm that focuses human attention on generating clear, complete requirements during prompting. We implement ROPE through an assessment and training suite that provides deliberate practice with LLM-generated feedback. In a randomized controlled experiment with 30 novices, ROPE significantly outperforms conventional prompt engineering training (20% vs. 1% gains), a gap that automatic prompt optimization cannot close. Furthermore, we demonstrate a direct correlation between the quality of input requirements and LLM outputs. Our work paves the way to empower more end-users to build complex LLM applications.

Qianou Ma, Megan Chai, Yike Tan et al.

As Generative AI (GenAI) becomes widespread, it is increasingly important for the public to understand the model's behaviors and biases. However, existing AI literacy efforts miss opportunities to engage the general public to reflect on enduring GenAI bias and behaviors (e.g., how GenAI defaults to its internal bias in response to ambiguous or challenging prompts). In this work, we introduce ImaginAItion, a multiplayer game to help adults better reflect on GenAI bias and understand GenAI behaviors. ImaginAItion is grounded in reflective play to surface GenAI limitations by encouraging players to manipulate prompt specificity (e.g., an underspecified prompt "CEO" defaults to a white man). From ten sessions (n=30), we find that the game significantly improved players' understanding of GenAI behaviors by 35% in accuracy. Qualitative analysis showed how game mechanisms supported player reflections, including on prompting strategies to mitigate GenAI bias. Our work demonstrates a viable pathway to scale GenAI literacy through playful, social interventions resilient to rapidly evolving technologies.

Atharva Naik, Jessica Ruhan Yin, Anusha Kamath et al. · cmu

An advantage of Large Language Models (LLMs) is their contextualization capability - providing different responses based on student inputs like solution strategy or prior discussion, to potentially better engage students than standard feedback. We present a design and evaluation of a proof-of-concept LLM application to offer students dynamic and contextualized feedback. Specifically, we augment an Online Programming Exercise bot for a college-level Cloud Computing course with ChatGPT, which offers students contextualized reflection triggers during a collaborative query optimization task in database design. We demonstrate that LLMs can be used to generate highly situated reflection triggers that incorporate details of the collaborative discussion happening in context. We discuss in depth the exploration of the design space of the triggers and their correspondence with the learning objectives as well as the impact on student learning in a pilot study with 34 students.