Daily Papers

Conversational tutoring systems (CTSs) offer learning experiences driven by natural language interaction. They are known to promote high levels of cognitive engagement and benefit learning outcomes, particularly in reasoning tasks. Nonetheless, the time and cost required to author CTS content is a major obstacle to widespread adoption. In this paper, we introduce a novel type of CTS that leverages the recent advances in large language models (LLMs) in two ways: First, the system induces a tutoring script automatically from a lesson text. Second, the system automates the script orchestration via two LLM-based agents (Ruffle&Riley) with the roles of a student and a professor in a learning-by-teaching format. The system allows a free-form conversation that follows the ITS-typical inner and outer loop structure. In an initial between-subject online user study (N = 100) comparing Ruffle&Riley to simpler QA chatbots and reading activity, we found no significant differences in post-test scores. Nonetheless, in the learning experience survey, Ruffle&Riley users expressed higher ratings of understanding and remembering and further perceived the offered support as more helpful and the conversation as coherent. Our study provides insights for a new generation of scalable CTS technologies.

Large Language Models (LLMs) have a great potential to serve as readily available and cost-efficient Conversational Intelligent Tutoring Systems (CITS) for teaching L2 learners of English. Existing CITS, however, are designed to teach only simple concepts or lack the pedagogical depth necessary to address diverse learning strategies. To develop a more pedagogically informed CITS capable of teaching complex concepts, we construct a BIlingual PEDagogically-informed Tutoring Dataset (BIPED) of one-on-one, human-to-human English tutoring interactions. Through post-hoc analysis of the tutoring interactions, we come up with a lexicon of dialogue acts (34 tutor acts and 9 student acts), which we use to further annotate the collected dataset. Based on a two-step framework of first predicting the appropriate tutor act then generating the corresponding response, we implemented two CITS models using GPT-4 and SOLAR-KO, respectively. We experimentally demonstrate that the implemented models not only replicate the style of human teachers but also employ diverse and contextually appropriate pedagogical strategies.

We present a design framework called Conversational Learning with Analytical Step-by-Step Strategies (CLASS) for developing high-performance Intelligent Tutoring Systems (ITS). The CLASS framework aims to empower ITS with with two critical capabilities: imparting tutor-like step-by-step guidance and enabling tutor-like conversations in natural language to effectively engage learners. To empower ITS with the aforementioned capabilities, the CLASS framework employs two carefully curated synthetic datasets. The first scaffolding dataset encompasses a variety of elements, including problems, their corresponding subproblems, hints, incorrect solutions, and tailored feedback. This dataset provides ITS with essential problem-solving strategies necessary for guiding students through each step of the conversation. The second conversational dataset contains simulated student-tutor conversations that involve the application of problem-solving strategies learned from the first dataset. In the second dataset, the tutoring system adheres to a pre-defined response template, which helps to maintain consistency and structure in ITS's responses during its interactions. This structured methodology facilitates seamless integration of user feedback and yields valuable insights into ITS's internal decision-making process, allowing for continuous refinement and improvement of the system. We also present a proof-of-concept ITS, referred to as SPOCK, trained using the CLASS framework with a focus on college level introductory biology content. A carefully constructed protocol was developed for SPOCK's preliminary evaluation, examining aspects such as the factual accuracy and relevance of its responses. Experts in the field of biology offered favorable remarks, particularly highlighting SPOCK's capability to break down questions into manageable subproblems and provide step-by-step guidance to students.

High-quality conversational datasets are integral to the successful development of Intelligent Tutoring Systems (ITS) that employ a Large Language Model (LLM) backend. These datasets, when used to fine-tune the LLM backend, significantly enhance the quality of interactions between students and ITS. A common strategy for developing these datasets involves generating synthetic student-teacher dialogues using advanced GPT-4 models. However, challenges arise when these dialogues demand complex calculations, common in subjects like physics. Despite its advanced capabilities, GPT-4's performance falls short in reliably handling even simple multiplication tasks, marking a significant limitation in its utility for these subjects. To address these challenges, this paper introduces an innovative stateful prompt design. Our approach generates a mock conversation between a student and a tutorbot, both roles simulated by GPT-4. Each student response triggers a soliloquy (an inner monologue) in the GPT-tutorbot, which assesses whether its response would necessitate calculations. If so, it proceeds to script the required code in Python and then uses the resulting output to construct its response to the student. Our approach notably enhances the quality of synthetic conversation datasets, especially for subjects that are calculation-intensive. Our findings show that our Higgs model -- a LLaMA finetuned with datasets generated through our novel stateful prompt design -- proficiently utilizes Python for computations. Consequently, finetuning with our datasets enriched with code soliloquies enhances not just the accuracy but also the computational reliability of Higgs' responses.

Designing dialog tutors has been challenging as it involves modeling the diverse and complex pedagogical strategies employed by human tutors. Although there have been significant recent advances in neural conversational systems using large language models (LLMs) and growth in available dialog corpora, dialog tutoring has largely remained unaffected by these advances. In this paper, we rigorously analyze various generative language models on two dialog tutoring datasets for language learning using automatic and human evaluations to understand the new opportunities brought by these advances as well as the challenges we must overcome to build models that would be usable in real educational settings. We find that although current approaches can model tutoring in constrained learning scenarios when the number of concepts to be taught and possible teacher strategies are small, they perform poorly in less constrained scenarios. Our human quality evaluation shows that both models and ground-truth annotations exhibit low performance in terms of equitable tutoring, which measures learning opportunities for students and how engaging the dialog is. To understand the behavior of our models in a real tutoring setting, we conduct a user study using expert annotators and find a significantly large number of model reasoning errors in 45% of conversations. Finally, we connect our findings to outline future work.

While automatic dialogue tutors hold great potential in making education personalized and more accessible, research on such systems has been hampered by a lack of sufficiently large and high-quality datasets. Collecting such datasets remains challenging, as recording tutoring sessions raises privacy concerns and crowdsourcing leads to insufficient data quality. To address this, we propose a framework to generate such dialogues by pairing human teachers with a Large Language Model (LLM) prompted to represent common student errors. We describe how we use this framework to collect MathDial, a dataset of 3k one-to-one teacher-student tutoring dialogues grounded in multi-step math reasoning problems. While models like GPT-3 are good problem solvers, they fail at tutoring because they generate factually incorrect feedback or are prone to revealing solutions to students too early. To overcome this, we let teachers provide learning opportunities to students by guiding them using various scaffolding questions according to a taxonomy of teacher moves. We demonstrate MathDial and its extensive annotations can be used to finetune models to be more effective tutors (and not just solvers). We confirm this by automatic and human evaluation, notably in an interactive setting that measures the trade-off between student solving success and telling solutions. The dataset is released publicly.

Artificial intelligence is transforming education through data-driven, personalized learning solutions. This paper introduces AI Tutor, an innovative web application that provides personalized tutoring in any subject using state-of-the-art Large Language Model (LLM). AI Tutor ingests course materials to construct an adaptive knowledge base tailored to the course. When students pose questions, it retrieves the most relevant information and generates detailed, conversational responses citing supporting evidence. The system is powered by advanced large language models and Retrieval-Augmented Generation (RAG) techniques for accurate, natural question answering. We present a fully-functional web interface and video demonstration that showcase AI Tutor's versatility across diverse subjects and its ability to produce pedagogically cogent responses. While an initial prototype, this work represents a pioneering step toward AI-enabled tutoring systems that can democratize access to high-quality, customized educational support.

Educational chatbots are a promising tool for assisting student learning. However, the development of effective chatbots in education has been challenging, as high-quality data is seldom available in this domain. In this paper, we propose a framework for generating synthetic teacher-student interactions grounded in a set of textbooks. Our approaches capture one aspect of learning interactions where curious students with partial knowledge interactively ask a teacher questions about the material in the textbook. We highlight various quality criteria that such dialogues should fulfill and compare several approaches relying on either prompting or fine-tuning large language models. We use synthetic dialogues to train educational chatbots and show benefits of further fine-tuning in different educational domains. However, human evaluation shows that our best data synthesis method still suffers from hallucinations and tends to reiterate information from previous conversations. Our findings offer insights for future efforts in synthesizing conversational data that strikes a balance between size and quality. We will open-source our data and code.

NLP has recently made exciting progress toward training language models (LMs) with strong scientific problem-solving skills. However, model development has not focused on real-life use-cases of LMs for science, including applications in education that require processing long scientific documents. To address this, we introduce TutorEval and TutorChat. TutorEval is a diverse question-answering benchmark consisting of questions about long chapters from STEM textbooks, written by experts. TutorEval helps measure real-life usability of LMs as scientific assistants, and it is the first benchmark combining long contexts, free-form generation, and multi-disciplinary scientific knowledge. Moreover, we show that fine-tuning base models with existing dialogue datasets leads to poor performance on TutorEval. Therefore, we create TutorChat, a dataset of 80,000 long synthetic dialogues about textbooks. We use TutorChat to fine-tune Llemma models with 7B and 34B parameters. These LM tutors specialized in math have a 32K-token context window, and they excel at TutorEval while performing strongly on GSM8K and MATH. Our datasets build on open-source materials, and we release our models, data, and evaluations.

In this paper, we propose Tutoring bot, a generative chatbot trained on a large scale of tutor-student conversations for English-language learning. To mimic a human tutor's behavior in language education, the tutor bot leverages diverse educational instructions and grounds to each instruction as additional input context for the tutor response generation. As a single instruction generally involves multiple dialogue turns to give the student sufficient speaking practice, the tutor bot is required to monitor and capture when the current instruction should be kept or switched to the next instruction. For that, the tutor bot is learned to not only generate responses but also infer its teaching action and progress on the current conversation simultaneously by a multi-task learning scheme. Our Tutoring bot is deployed under a non-commercial use license at https://tutoringai.com.

In Conversational Recommendation System (CRS), an agent is asked to recommend a set of items to users within natural language conversations. To address the need for both conversational capability and personalized recommendations, prior works have utilized separate recommendation and dialogue modules. However, such approach inevitably results in a discrepancy between recommendation results and generated responses. To bridge the gap, we propose a multi-task learning for a unified CRS, where a single model jointly learns both tasks via Contextualized Knowledge Distillation (ConKD). We introduce two versions of ConKD: hard gate and soft gate. The former selectively gates between two task-specific teachers, while the latter integrates knowledge from both teachers. Our gates are computed on-the-fly in a context-specific manner, facilitating flexible integration of relevant knowledge. Extensive experiments demonstrate that our single model significantly improves recommendation performance while enhancing fluency, and achieves comparable results in terms of diversity.

The traditional process of building interactive machine learning systems can be viewed as a teacher-learner interaction scenario where the machine-learners are trained by one or more human-teachers. In this work, we explore the idea of using a conversational interface to investigate the interaction between human-teachers and interactive machine-learners. Specifically, we examine whether teachable AI agents can reliably learn from human-teachers through conversational interactions, and how this learning compare with traditional supervised learning algorithms. Results validate the concept of teachable conversational agents and highlight the factors relevant for the development of machine learning systems that intend to learn from conversational interactions.

In conversational question answering, systems must correctly interpret the interconnected interactions and generate knowledgeable answers, which may require the retrieval of relevant information from a background repository. Recent approaches to this problem leverage neural language models, although different alternatives can be considered in terms of modules for (a) representing user questions in context, (b) retrieving the relevant background information, and (c) generating the answer. This work presents a conversational question answering system designed specifically for the Search-Oriented Conversational AI (SCAI) shared task, and reports on a detailed analysis of its question rewriting module. In particular, we considered different variations of the question rewriting module to evaluate the influence on the subsequent components, and performed a careful analysis of the results obtained with the best system configuration. Our system achieved the best performance in the shared task and our analysis emphasizes the importance of the conversation context representation for the overall system performance.

A Conversational Recommender System (CRS) offers increased transparency and control to users by enabling them to engage with the system through a real-time multi-turn dialogue. Recently, Large Language Models (LLMs) have exhibited an unprecedented ability to converse naturally and incorporate world knowledge and common-sense reasoning into language understanding, unlocking the potential of this paradigm. However, effectively leveraging LLMs within a CRS introduces new technical challenges, including properly understanding and controlling a complex conversation and retrieving from external sources of information. These issues are exacerbated by a large, evolving item corpus and a lack of conversational data for training. In this paper, we provide a roadmap for building an end-to-end large-scale CRS using LLMs. In particular, we propose new implementations for user preference understanding, flexible dialogue management and explainable recommendations as part of an integrated architecture powered by LLMs. For improved personalization, we describe how an LLM can consume interpretable natural language user profiles and use them to modulate session-level context. To overcome conversational data limitations in the absence of an existing production CRS, we propose techniques for building a controllable LLM-based user simulator to generate synthetic conversations. As a proof of concept we introduce RecLLM, a large-scale CRS for YouTube videos built on LaMDA, and demonstrate its fluency and diverse functionality through some illustrative example conversations.

Recommender systems are software applications that help users to find items of interest in situations of information overload. Current research often assumes a one-shot interaction paradigm, where the users' preferences are estimated based on past observed behavior and where the presentation of a ranked list of suggestions is the main, one-directional form of user interaction. Conversational recommender systems (CRS) take a different approach and support a richer set of interactions. These interactions can, for example, help to improve the preference elicitation process or allow the user to ask questions about the recommendations and to give feedback. The interest in CRS has significantly increased in the past few years. This development is mainly due to the significant progress in the area of natural language processing, the emergence of new voice-controlled home assistants, and the increased use of chatbot technology. With this paper, we provide a detailed survey of existing approaches to conversational recommendation. We categorize these approaches in various dimensions, e.g., in terms of the supported user intents or the knowledge they use in the background. Moreover, we discuss technological approaches, review how CRS are evaluated, and finally identify a number of gaps that deserve more research in the future.

The recent success of large language models (LLMs) has shown great potential to develop more powerful conversational recommender systems (CRSs), which rely on natural language conversations to satisfy user needs. In this paper, we embark on an investigation into the utilization of ChatGPT for conversational recommendation, revealing the inadequacy of the existing evaluation protocol. It might over-emphasize the matching with the ground-truth items or utterances generated by human annotators, while neglecting the interactive nature of being a capable CRS. To overcome the limitation, we further propose an interactive Evaluation approach based on LLMs named iEvaLM that harnesses LLM-based user simulators. Our evaluation approach can simulate various interaction scenarios between users and systems. Through the experiments on two publicly available CRS datasets, we demonstrate notable improvements compared to the prevailing evaluation protocol. Furthermore, we emphasize the evaluation of explainability, and ChatGPT showcases persuasive explanation generation for its recommendations. Our study contributes to a deeper comprehension of the untapped potential of LLMs for CRSs and provides a more flexible and easy-to-use evaluation framework for future research endeavors. The codes and data are publicly available at https://github.com/RUCAIBox/iEvaLM-CRS.

Conversational recommendation systems (CRS) aim to recommend suitable items to users through natural language conversation. However, most CRS approaches do not effectively utilize the signal provided by these conversations. They rely heavily on explicit external knowledge e.g., knowledge graphs to augment the models' understanding of the items and attributes, which is quite hard to scale. To alleviate this, we propose an alternative information retrieval (IR)-styled approach to the CRS item recommendation task, where we represent conversations as queries and items as documents to be retrieved. We expand the document representation used for retrieval with conversations from the training set. With a simple BM25-based retriever, we show that our task formulation compares favorably with much more complex baselines using complex external knowledge on a popular CRS benchmark. We demonstrate further improvements using user-centric modeling and data augmentation to counter the cold start problem for CRSs.

Conversational recommender system is an emerging area that has garnered an increasing interest in the community, especially with the advancements in large language models (LLMs) that enable diverse reasoning over conversational input. Despite the progress, the field has many aspects left to explore. The currently available public datasets for conversational recommendation lack specific user preferences and explanations for recommendations, hindering high-quality recommendations. To address such challenges, we present a novel conversational recommendation dataset named PEARL, synthesized with persona- and knowledge-augmented LLM simulators. We obtain detailed persona and knowledge from real-world reviews and construct a large-scale dataset with over 57k dialogues. Our experimental results demonstrate that utterances in PEARL include more specific user preferences, show expertise in the target domain, and provide recommendations more relevant to the dialogue context than those in prior datasets.

Conversational systems based on Large Language Models (LLMs), such as ChatGPT, show exceptional proficiency in context understanding and response generation. However, despite their impressive capabilities, they still possess limitations, such as providing randomly-guessed answers to ambiguous queries or failing to refuse users' requests, both of which are considered aspects of a conversational agent's proactivity. This raises the question of whether LLM-based conversational systems are equipped to handle proactive dialogue problems. In this work, we conduct a comprehensive analysis of LLM-based conversational systems, specifically focusing on three aspects of proactive dialogue systems: clarification, target-guided, and non-collaborative dialogues. To trigger the proactivity of LLMs, we propose the Proactive Chain-of-Thought prompting scheme, which augments LLMs with the goal planning capability over descriptive reasoning chains. Empirical findings are discussed to promote future studies on LLM-based proactive dialogue systems.

While recently developed NLP explainability methods let us open the black box in various ways (Madsen et al., 2022), a missing ingredient in this endeavor is an interactive tool offering a conversational interface. Such a dialogue system can help users explore datasets and models with explanations in a contextualized manner, e.g. via clarification or follow-up questions, and through a natural language interface. We adapt the conversational explanation framework TalkToModel (Slack et al., 2022) to the NLP domain, add new NLP-specific operations such as free-text rationalization, and illustrate its generalizability on three NLP tasks (dialogue act classification, question answering, hate speech detection). To recognize user queries for explanations, we evaluate fine-tuned and few-shot prompting models and implement a novel Adapter-based approach. We then conduct two user studies on (1) the perceived correctness and helpfulness of the dialogues, and (2) the simulatability, i.e. how objectively helpful dialogical explanations are for humans in figuring out the model's predicted label when it's not shown. We found rationalization and feature attribution were helpful in explaining the model behavior. Moreover, users could more reliably predict the model outcome based on an explanation dialogue rather than one-off explanations.

Conversational recommender systems (CRS) aim to proactively elicit user preference and recommend high-quality items through natural language conversations. Typically, a CRS consists of a recommendation module to predict preferred items for users and a conversation module to generate appropriate responses. To develop an effective CRS, it is essential to seamlessly integrate the two modules. Existing works either design semantic alignment strategies, or share knowledge resources and representations between the two modules. However, these approaches still rely on different architectures or techniques to develop the two modules, making it difficult for effective module integration. To address this problem, we propose a unified CRS model named UniCRS based on knowledge-enhanced prompt learning. Our approach unifies the recommendation and conversation subtasks into the prompt learning paradigm, and utilizes knowledge-enhanced prompts based on a fixed pre-trained language model (PLM) to fulfill both subtasks in a unified approach. In the prompt design, we include fused knowledge representations, task-specific soft tokens, and the dialogue context, which can provide sufficient contextual information to adapt the PLM for the CRS task. Besides, for the recommendation subtask, we also incorporate the generated response template as an important part of the prompt, to enhance the information interaction between the two subtasks. Extensive experiments on two public CRS datasets have demonstrated the effectiveness of our approach.

Large language models (LLMs) present an opportunity to scale high-quality personalized education to all. A promising approach towards this means is to build dialog tutoring models that scaffold students' problem-solving. However, even though existing LLMs perform well in solving reasoning questions, they struggle to precisely detect student's errors and tailor their feedback to these errors. Inspired by real-world teaching practice where teachers identify student errors and customize their response based on them, we focus on verifying student solutions and show how grounding to such verification improves the overall quality of tutor response generation. We collect a dataset of 1K stepwise math reasoning chains with the first error step annotated by teachers. We show empirically that finding the mistake in a student solution is challenging for current models. We propose and evaluate several verifiers for detecting these errors. Using both automatic and human evaluation we show that the student solution verifiers steer the generation model towards highly targeted responses to student errors which are more often correct with less hallucinations compared to existing baselines.

The widespread availability of large language models (LLMs), such as ChatGPT, has significantly impacted education, raising both opportunities and challenges. Students can frequently interact with LLM-powered, interactive learning tools, but their usage patterns need to be analyzed to ensure ethical usage of these tools. To better understand how students interact with LLMs in an academic setting, we introduce StudyChat, a publicly available dataset capturing real-world student interactions with an LLM-powered tutoring chatbot in a semester-long, university-level artificial intelligence (AI) course. We deploy a web application that replicates ChatGPT's core functionalities, and use it to log student interactions with the LLM while working on programming assignments. We collect 1,197 conversations, which we annotate using a dialogue act labeling schema inspired by observed interaction patterns and prior research. Additionally, we analyze these interactions, highlight behavioral trends, and analyze how specific usage patterns relate to course outcomes. StudyChat provides a rich resource for the learning sciences and AI in education communities, enabling further research into the evolving role of LLMs in education.

Large Language Models (LLMs), such as ChatGPT, are quickly advancing AI to the frontiers of practical consumer use and leading industries to re-evaluate how they allocate resources for content production. Authoring of open educational resources and hint content within adaptive tutoring systems is labor intensive. Should LLMs like ChatGPT produce educational content on par with human-authored content, the implications would be significant for further scaling of computer tutoring system approaches. In this paper, we conduct the first learning gain evaluation of ChatGPT by comparing the efficacy of its hints with hints authored by human tutors with 77 participants across two algebra topic areas, Elementary Algebra and Intermediate Algebra. We find that 70% of hints produced by ChatGPT passed our manual quality checks and that both human and ChatGPT conditions produced positive learning gains. However, gains were only statistically significant for human tutor created hints. Learning gains from human-created hints were substantially and statistically significantly higher than ChatGPT hints in both topic areas, though ChatGPT participants in the Intermediate Algebra experiment were near ceiling and not even with the control at pre-test. We discuss the limitations of our study and suggest several future directions for the field. Problem and hint content used in the experiment is provided for replicability.

Large language models (LLMs) excel at answering questions but remain passive learners--absorbing static data without the ability to question and refine knowledge. This paper explores how LLMs can transition to interactive, question-driven learning through student-teacher dialogues. We introduce INTERACT (INTEReractive Learning for Adaptive Concept Transfer), a framework in which a "student" LLM engages a "teacher" LLM through iterative inquiries to acquire knowledge across 1,347 contexts, including song lyrics, news articles, movie plots, academic papers, and images. Our experiments show that across a wide range of scenarios and LLM architectures, interactive learning consistently enhances performance, achieving up to a 25% improvement, with 'cold-start' student models matching static learning baselines in as few as five dialogue turns. Interactive setups can also mitigate the disadvantages of weaker teachers, showcasing the robustness of question-driven learning.

This paper presents TAMUSA-Chat, a research-oriented framework for building domain-adapted large language model conversational systems. The work addresses critical challenges in adapting general-purpose foundation models to institutional contexts through supervised fine-tuning, retrieval-augmented generation, and systematic evaluation methodologies. We describe the complete architecture encompassing data acquisition from institutional sources, preprocessing pipelines, embedding construction, model training workflows, and deployment strategies. The system integrates modular components enabling reproducible experimentation with training configurations, hyper-parameters, and evaluation protocols. Our implementation demonstrates how academic institutions can develop contextually grounded conversational agents while maintaining transparency, governance compliance, and responsible AI practices. Through empirical analysis of fine-tuning behavior across model sizes and training iterations, we provide insights into domain adaptation efficiency, computational resource requirements, and quality-cost trade-offs. The publicly available codebase at https://github.com/alsmadi/TAMUSA_LLM_Based_Chat_app supports continued research into institutional LLM deployment, evaluation methodologies, and ethical considerations for educational AI systems.

We describe a system for building task-oriented dialogue systems combining the in-context learning abilities of large language models (LLMs) with the deterministic execution of business logic. LLMs are used to translate between the surface form of the conversation and a domain-specific language (DSL) which is used to progress the business logic. We compare our approach to the intent-based NLU approach predominantly used in industry today. Our experiments show that developing chatbots with our system requires significantly less effort than established approaches, that these chatbots can successfully navigate complex dialogues which are extremely challenging for NLU-based systems, and that our system has desirable properties for scaling task-oriented dialogue systems to a large number of tasks. We make our implementation available for use and further study.

Despite end-to-end neural systems making significant progress in the last decade for task-oriented as well as chit-chat based dialogue systems, most dialogue systems rely on hybrid approaches which use a combination of rule-based, retrieval and generative approaches for generating a set of ranked responses. Such dialogue systems need to rely on a fallback mechanism to respond to out-of-domain or novel user queries which are not answerable within the scope of the dialog system. While, dialog systems today rely on static and unnatural responses like "I don't know the answer to that question" or "I'm not sure about that", we design a neural approach which generates responses which are contextually aware with the user query as well as say no to the user. Such customized responses provide paraphrasing ability and contextualization as well as improve the interaction with the user and reduce dialogue monotonicity. Our simple approach makes use of rules over dependency parses and a text-to-text transformer fine-tuned on synthetic data of question-response pairs generating highly relevant, grammatical as well as diverse questions. We perform automatic and manual evaluations to demonstrate the efficacy of the system.

Recommender systems exploit interaction history to estimate user preference, having been heavily used in a wide range of industry applications. However, static recommendation models are difficult to answer two important questions well due to inherent shortcomings: (a) What exactly does a user like? (b) Why does a user like an item? The shortcomings are due to the way that static models learn user preference, i.e., without explicit instructions and active feedback from users. The recent rise of conversational recommender systems (CRSs) changes this situation fundamentally. In a CRS, users and the system can dynamically communicate through natural language interactions, which provide unprecedented opportunities to explicitly obtain the exact preference of users. Considerable efforts, spread across disparate settings and applications, have been put into developing CRSs. Existing models, technologies, and evaluation methods for CRSs are far from mature. In this paper, we provide a systematic review of the techniques used in current CRSs. We summarize the key challenges of developing CRSs in five directions: (1) Question-based user preference elicitation. (2) Multi-turn conversational recommendation strategies. (3) Dialogue understanding and generation. (4) Exploitation-exploration trade-offs. (5) Evaluation and user simulation. These research directions involve multiple research fields like information retrieval (IR), natural language processing (NLP), and human-computer interaction (HCI). Based on these research directions, we discuss some future challenges and opportunities. We provide a road map for researchers from multiple communities to get started in this area. We hope this survey can help to identify and address challenges in CRSs and inspire future research.

Conversational recommender systems (CRS) generate recommendations through an interactive process. However, not all CRS approaches use human conversations as their source of interaction data; the majority of prior CRS work simulates interactions by exchanging entity-level information. As a result, claims of prior CRS work do not generalise to real-world settings where conversations take unexpected turns, or where conversational and intent understanding is not perfect. To tackle this challenge, the research community has started to examine holistic CRS, which are trained using conversational data collected from real-world scenarios. Despite their emergence, such holistic approaches are under-explored. We present a comprehensive survey of holistic CRS methods by summarizing the literature in a structured manner. Our survey recognises holistic CRS approaches as having three components: 1) a backbone language model, the optional use of 2) external knowledge, and/or 3) external guidance. We also give a detailed analysis of CRS datasets and evaluation methods in real application scenarios. We offer our insight as to the current challenges of holistic CRS and possible future trends.

Conversational recommender systems offer the promise of interactive, engaging ways for users to find items they enjoy. We seek to improve conversational recommendation via three dimensions: 1) We aim to mimic a common mode of human interaction for recommendation: experts justify their suggestions, a seeker explains why they don't like the item, and both parties iterate through the dialog to find a suitable item. 2) We leverage ideas from conversational critiquing to allow users to flexibly interact with natural language justifications by critiquing subjective aspects. 3) We adapt conversational recommendation to a wider range of domains where crowd-sourced ground truth dialogs are not available. We develop a new two-part framework for training conversational recommender systems. First, we train a recommender system to jointly suggest items and justify its reasoning with subjective aspects. We then fine-tune this model to incorporate iterative user feedback via self-supervised bot-play. Experiments on three real-world datasets demonstrate that our system can be applied to different recommendation models across diverse domains to achieve superior performance in conversational recommendation compared to state-of-the-art methods. We also evaluate our model on human users, showing that systems trained under our framework provide more useful, helpful, and knowledgeable recommendations in warm- and cold-start settings.

Conversational interfaces provide a flexible and easy way for users to seek information that may otherwise be difficult or inconvenient to obtain. However, existing interfaces generally fall into one of two categories: FAQs, where users must have a concrete question in order to retrieve a general answer, or dialogs, where users must follow a predefined path but may receive a personalized answer. In this paper, we introduce Conversational Tree Search (CTS) as a new task that bridges the gap between FAQ-style information retrieval and task-oriented dialog, allowing domain-experts to define dialog trees which can then be converted to an efficient dialog policy that learns only to ask the questions necessary to navigate a user to their goal. We collect a dataset for the travel reimbursement domain and demonstrate a baseline as well as a novel deep Reinforcement Learning architecture for this task. Our results show that the new architecture combines the positive aspects of both the FAQ and dialog system used in the baseline and achieves higher goal completion while skipping unnecessary questions.

The present paper surveys neural approaches to conversational AI that have been developed in the last few years. We group conversational systems into three categories: (1) question answering agents, (2) task-oriented dialogue agents, and (3) chatbots. For each category, we present a review of state-of-the-art neural approaches, draw the connection between them and traditional approaches, and discuss the progress that has been made and challenges still being faced, using specific systems and models as case studies.

This work investigates large language models (LLMs) as teachable agents for learning by teaching (LBT). LBT with teachable agents helps learners identify their knowledge gaps and discover new knowledge. However, teachable agents require expensive programming of subject-specific knowledge. While LLMs as teachable agents can reduce the cost, LLMs' over-competence as tutees discourages learners from teaching. We propose a prompting pipeline that restrains LLMs' competence and makes them initiate "why" and "how" questions for effective knowledge-building. We combined these techniques into TeachYou, an LBT environment for algorithm learning, and AlgoBo, an LLM-based tutee chatbot that can simulate misconceptions and unawareness prescribed in its knowledge state. Our technical evaluation confirmed that our prompting pipeline can effectively configure AlgoBo's problem-solving performance. Through a between-subject study with 40 algorithm novices, we also observed that AlgoBo's questions led to knowledge-dense conversations (effect size=0.73). Lastly, we discuss design implications, cost-efficiency, and personalization of LLM-based teachable agents.

Large-scale language models (LLMs), such as ChatGPT, are becoming increasingly sophisticated and exhibit human-like capabilities, playing an essential role in assisting humans in a variety of everyday tasks. An important application of AI is interactive recommendation systems that respond to human inquiries and make recommendations tailored to the user. In most conventional interactive recommendation systems, the language model is used only as a dialogue model, and there is a separate recommendation system. This is due to the fact that the language model used as a dialogue system does not have the capability to serve as a recommendation system. Therefore, we will realize the construction of a dialogue system with recommendation capability by using OpenAI's Chat-GPT, which has a very high inference capability as a dialogue system and the ability to generate high-quality sentences, and verify the effectiveness of the system.

There has been growing interest in using neural networks and deep learning techniques to create dialogue systems. Conversational recommendation is an interesting setting for the scientific exploration of dialogue with natural language as the associated discourse involves goal-driven dialogue that often transforms naturally into more free-form chat. This paper provides two contributions. First, until now there has been no publicly available large-scale dataset consisting of real-world dialogues centered around recommendations. To address this issue and to facilitate our exploration here, we have collected ReDial, a dataset consisting of over 10,000 conversations centered around the theme of providing movie recommendations. We make this data available to the community for further research. Second, we use this dataset to explore multiple facets of conversational recommendations. In particular we explore new neural architectures, mechanisms, and methods suitable for composing conversational recommendation systems. Our dataset allows us to systematically probe model sub-components addressing different parts of the overall problem domain ranging from: sentiment analysis and cold-start recommendation generation to detailed aspects of how natural language is used in this setting in the real world. We combine such sub-components into a full-blown dialogue system and examine its behavior.

Collecting human-chatbot dialogues typically demands substantial manual effort and is time-consuming, which limits and poses challenges for research on conversational AI. In this work, we propose DialogueForge - a framework for generating AI-simulated conversations in human-chatbot style. To initialize each generated conversation, DialogueForge uses seed prompts extracted from real human-chatbot interactions. We test a variety of LLMs to simulate the human chatbot user, ranging from state-of-the-art proprietary models to small-scale open-source LLMs, and generate multi-turn dialogues tailored to specific tasks. In addition, we explore fine-tuning techniques to enhance the ability of smaller models to produce indistinguishable human-like dialogues. We evaluate the quality of the simulated conversations and compare different models using the UniEval and GTEval evaluation protocols. Our experiments show that large proprietary models (e.g., GPT-4o) generally outperform others in generating more realistic dialogues, while smaller open-source models (e.g., Llama, Mistral) offer promising performance with greater customization. We demonstrate that the performance of smaller models can be significantly improved by employing supervised fine-tuning techniques. Nevertheless, maintaining coherent and natural long-form human-like dialogues remains a common challenge across all models.

Prior approaches to realizing mixed-initiative human--computer referential communication have adopted information-state or collaborative problem-solving approaches. In this paper, we argue for a new approach, inspired by coherence-based models of discourse such as SDRT asher-lascarides:2003a, in which utterances attach to an evolving discourse structure and the associated knowledge graph of speaker commitments serves as an interface to real-world reasoning and conversational strategy. As first steps towards implementing the approach, we describe a simple dialogue system in a referential communication domain that accumulates constraints across discourse, interprets them using a learned probabilistic model, and plans clarification using reinforcement learning.

As one promising way to inquire about any particular information through a dialog with the bot, question answering dialog systems have gained increasing research interests recently. Designing interactive QA systems has always been a challenging task in natural language processing and used as a benchmark to evaluate a machine's ability of natural language understanding. However, such systems often struggle when the question answering is carried out in multiple turns by the users to seek more information based on what they have already learned, thus, giving rise to another complicated form called Conversational Question Answering (CQA). CQA systems are often criticized for not understanding or utilizing the previous context of the conversation when answering the questions. To address the research gap, in this paper, we explore how to integrate conversational history into the neural machine comprehension system. On one hand, we introduce a framework based on a publically available pre-trained language model called BERT for incorporating history turns into the system. On the other hand, we propose a history selection mechanism that selects the turns that are relevant and contributes the most to answer the current question. Experimentation results revealed that our framework is comparable in performance with the state-of-the-art models on the QuAC leader board. We also conduct a number of experiments to show the side effects of using entire context information which brings unnecessary information and noise signals resulting in a decline in the model's performance.

Multi-turn dialogues between a child and a caregiver are characterized by a property called contingency - that is, prompt, direct, and meaningful exchanges between interlocutors. We introduce ContingentChat, a teacher-student framework that benchmarks and improves multi-turn contingency in a BabyLM trained on 100M words. Using a novel alignment dataset for post-training, BabyLM generates responses that are more grammatical and cohesive. Experiments with adaptive teacher decoding strategies show limited additional gains. ContingentChat demonstrates the benefits of targeted post-training for dialogue quality and indicates that contingency remains a challenging goal for BabyLMs.

To build a conversational agent that interacts fluently with humans, previous studies blend knowledge or personal profile into the pre-trained language model. However, the model that considers knowledge and persona at the same time is still limited, leading to hallucination and a passive way of using personas. We propose an effective dialogue agent that grounds external knowledge and persona simultaneously. The agent selects the proper knowledge and persona to use for generating the answers with our candidate scoring implemented with a poly-encoder. Then, our model generates the utterance with lesser hallucination and more engagingness utilizing retrieval augmented generation with knowledge-persona enhanced query. We conduct experiments on the persona-knowledge chat and achieve state-of-the-art performance in grounding and generation tasks on the automatic metrics. Moreover, we validate the answers from the models regarding hallucination and engagingness through human evaluation and qualitative results. We show our retriever's effectiveness in extracting relevant documents compared to the other previous retrievers, along with the comparison of multiple candidate scoring methods. Code is available at https://github.com/dlawjddn803/INFO

Conversational Recommender Systems (CRSs) have emerged as a transformative paradigm for offering personalized recommendations through natural language dialogue. However, they face challenges with knowledge sparsity, as users often provide brief, incomplete preference statements. While recent methods have integrated external knowledge sources to mitigate this, they still struggle with semantic understanding and complex preference reasoning. Recent Large Language Models (LLMs) demonstrate promising capabilities in natural language understanding and reasoning, showing significant potential for CRSs. Nevertheless, due to the lack of domain knowledge, existing LLM-based CRSs either produce hallucinated recommendations or demand expensive domain-specific training, which largely limits their applicability. In this work, we present G-CRS (Graph Retrieval-Augmented Large Language Model for Conversational Recommender Systems), a novel training-free framework that combines graph retrieval-augmented generation and in-context learning to enhance LLMs' recommendation capabilities. Specifically, G-CRS employs a two-stage retrieve-and-recommend architecture, where a GNN-based graph reasoner first identifies candidate items, followed by Personalized PageRank exploration to jointly discover potential items and similar user interactions. These retrieved contexts are then transformed into structured prompts for LLM reasoning, enabling contextually grounded recommendations without task-specific training. Extensive experiments on two public datasets show that G-CRS achieves superior recommendation performance compared to existing methods without requiring task-specific training.

Evaluating the pedagogical capabilities of AI-based tutoring models is critical for making guided progress in the field. Yet, we lack a reliable, easy-to-use, and simple-to-run evaluation that reflects the pedagogical abilities of models. To fill this gap, we present MathTutorBench, an open-source benchmark for holistic tutoring model evaluation. MathTutorBench contains a collection of datasets and metrics that broadly cover tutor abilities as defined by learning sciences research in dialog-based teaching. To score the pedagogical quality of open-ended teacher responses, we train a reward model and show it can discriminate expert from novice teacher responses with high accuracy. We evaluate a wide set of closed- and open-weight models on MathTutorBench and find that subject expertise, indicated by solving ability, does not immediately translate to good teaching. Rather, pedagogy and subject expertise appear to form a trade-off that is navigated by the degree of tutoring specialization of the model. Furthermore, tutoring appears to become more challenging in longer dialogs, where simpler questioning strategies begin to fail. We release the benchmark, code, and leaderboard openly to enable rapid benchmarking of future models.

Dialogue systems have been used as conversation partners in English learning, but few have studied whether these systems improve learning outcomes. Student passion and perseverance, or grit, has been associated with language learning success. Recent work establishes that as students perceive their English teachers to be more supportive, their grit improves. Hypothesizing that the same pattern applies to English-teaching chatbots, we create EDEN, a robust open-domain chatbot for spoken conversation practice that provides empathetic feedback. To construct EDEN, we first train a specialized spoken utterance grammar correction model and a high-quality social chit-chat conversation model. We then conduct a preliminary user study with a variety of strategies for empathetic feedback. Our experiment suggests that using adaptive empathetic feedback leads to higher perceived affective support. Furthermore, elements of perceived affective support positively correlate with student grit.

Over the past decade, predictive language modeling for code has proven to be a valuable tool for enabling new forms of automation for developers. More recently, we have seen the advent of general purpose "large language models", based on neural transformer architectures, that have been trained on massive datasets of human written text spanning code and natural language. However, despite the demonstrated representational power of such models, interacting with them has historically been constrained to specific task settings, limiting their general applicability. Many of these limitations were recently overcome with the introduction of ChatGPT, a language model created by OpenAI and trained to operate as a conversational agent, enabling it to answer questions and respond to a wide variety of commands from end users. The introduction of models, such as ChatGPT, has already spurred fervent discussion from educators, ranging from fear that students could use these AI tools to circumvent learning, to excitement about the new types of learning opportunities that they might unlock. However, given the nascent nature of these tools, we currently lack fundamental knowledge related to how well they perform in different educational settings, and the potential promise (or danger) that they might pose to traditional forms of instruction. As such, in this paper, we examine how well ChatGPT performs when tasked with answering common questions in a popular software testing curriculum. Our findings indicate that ChatGPT can provide correct or partially correct answers in 55.6% of cases, provide correct or partially correct explanations of answers in 53.0% of cases, and that prompting the tool in a shared question context leads to a marginally higher rate of correct responses. Based on these findings, we discuss the potential promises and perils related to the use of ChatGPT by students and instructors.

Dialogue systems are a popular natural language processing (NLP) task as it is promising in real-life applications. It is also a complicated task since many NLP tasks deserving study are involved. As a result, a multitude of novel works on this task are carried out, and most of them are deep learning based due to the outstanding performance. In this survey, we mainly focus on the deep learning based dialogue systems. We comprehensively review state-of-the-art research outcomes in dialogue systems and analyze them from two angles: model type and system type. Specifically, from the angle of model type, we discuss the principles, characteristics, and applications of different models that are widely used in dialogue systems. This will help researchers acquaint these models and see how they are applied in state-of-the-art frameworks, which is rather helpful when designing a new dialogue system. From the angle of system type, we discuss task-oriented and open-domain dialogue systems as two streams of research, providing insight into the hot topics related. Furthermore, we comprehensively review the evaluation methods and datasets for dialogue systems to pave the way for future research. Finally, some possible research trends are identified based on the recent research outcomes. To the best of our knowledge, this survey is the most comprehensive and up-to-date one at present for deep learning based dialogue systems, extensively covering the popular techniques. We speculate that this work is a good starting point for academics who are new to the dialogue systems or those who want to quickly grasp up-to-date techniques in this area.

In this study, we introduce CIKMar, an efficient approach to educational dialogue systems powered by the Gemma Language model. By leveraging a Dual-Encoder ranking system that incorporates both BERT and SBERT model, we have designed CIKMar to deliver highly relevant and accurate responses, even with the constraints of a smaller language model size. Our evaluation reveals that CIKMar achieves a robust recall and F1-score of 0.70 using BERTScore metrics. However, we have identified a significant challenge: the Dual-Encoder tends to prioritize theoretical responses over practical ones. These findings underscore the potential of compact and efficient models like Gemma in democratizing access to advanced educational AI systems, ensuring effective and contextually appropriate responses.

In this paper, we present a prompting framework called LLMCS that leverages large language models, such as code-davinci-002 of GPT-3, to perform few-shot conversational query rewriting for conversational search. We explore three prompting methods to generate multiple query rewrites and hypothetical responses, and propose aggregating them into an integrated representation that can robustly represent the user's real contextual search intent. Experimental results on two conversational search datasets, including CAst-19 and CAsT-20, show that our approach achieves significant improvements in search effectiveness over existing baselines and manual rewrites. Notably, LLMCS can significantly outperform the state-of-the-art baselines by up to +5.9\% and +32.9\% w.r.t. NDCG@3 on CAsT-19 and CAsT-20, highlighting the vast potential of large language models for conversational search. Our code will be released at https://github.com/kyriemao/LLMCS.

The integration of generative AI in education is expanding, yet empirical analyses of large-scale and real-world interactions between students and AI systems still remain limited. Addressing this gap, we present RECIPE4U (RECIPE for University), a dataset sourced from a semester-long experiment with 212 college students in English as Foreign Language (EFL) writing courses. During the study, students engaged in dialogues with ChatGPT to revise their essays. RECIPE4U includes comprehensive records of these interactions, including conversation logs, students' intent, students' self-rated satisfaction, and students' essay edit histories. In particular, we annotate the students' utterances in RECIPE4U with 13 intention labels based on our coding schemes. We establish baseline results for two subtasks in task-oriented dialogue systems within educational contexts: intent detection and satisfaction estimation. As a foundational step, we explore student-ChatGPT interaction patterns through RECIPE4U and analyze them by focusing on students' dialogue, essay data statistics, and students' essay edits. We further illustrate potential applications of RECIPE4U dataset for enhancing the incorporation of LLMs in educational frameworks. RECIPE4U is publicly available at https://zeunie.github.io/RECIPE4U/.

Today, most large-scale conversational AI agents (e.g. Alexa, Siri, or Google Assistant) are built using manually annotated data to train the different components of the system. Typically, the accuracy of the ML models in these components are improved by manually transcribing and annotating data. As the scope of these systems increase to cover more scenarios and domains, manual annotation to improve the accuracy of these components becomes prohibitively costly and time consuming. In this paper, we propose a system that leverages user-system interaction feedback signals to automate learning without any manual annotation. Users here tend to modify a previous query in hopes of fixing an error in the previous turn to get the right results. These reformulations, which are often preceded by defective experiences caused by errors in ASR, NLU, ER or the application. In some cases, users may not properly formulate their requests (e.g. providing partial title of a song), but gleaning across a wider pool of users and sessions reveals the underlying recurrent patterns. Our proposed self-learning system automatically detects the errors, generate reformulations and deploys fixes to the runtime system to correct different types of errors occurring in different components of the system. In particular, we propose leveraging an absorbing Markov Chain model as a collaborative filtering mechanism in a novel attempt to mine these patterns. We show that our approach is highly scalable, and able to learn reformulations that reduce Alexa-user errors by pooling anonymized data across millions of customers. The proposed self-learning system achieves a win/loss ratio of 11.8 and effectively reduces the defect rate by more than 30% on utterance level reformulations in our production A/B tests. To the best of our knowledge, this is the first self-learning large-scale conversational AI system in production.

Learning to converse using only a few examples is a great challenge in conversational AI. The current best conversational models, which are either good chit-chatters (e.g., BlenderBot) or goal-oriented systems (e.g., MinTL), are language models (LMs) fine-tuned on large conversational datasets. Training these models is expensive, both in terms of computational resources and time, and it is hard to keep them up to date with new conversational skills. A simple yet unexplored solution is prompt-based few-shot learning (Brown et al. 2020) which does not require gradient-based fine-tuning but instead uses a few examples in the LM context as the only source of learning. In this paper, we explore prompt-based few-shot learning in dialogue tasks. We benchmark LMs of different sizes in nine response generation tasks, which include four knowledge-grounded tasks, a task-oriented generations task, three open-chat tasks, and controlled stylistic generation, and five conversational parsing tasks, which include dialogue state tracking, graph path generation, persona information extraction, document retrieval, and internet query generation. The current largest released LM (GPT-J-6B) using prompt-based few-shot learning, and thus requiring no training, achieves competitive performance to fully trained state-of-the-art models. Moreover, we propose a novel prompt-based few-shot classifier, that also does not require any fine-tuning, to select the most appropriate prompt given a dialogue history. Finally, by combining the power of prompt-based few-shot learning and a Skill Selector, we create an end-to-end chatbot named the Few-Shot Bot (FSB), which automatically selects the most appropriate conversational skill, queries different knowledge bases or the internet, and uses the retrieved knowledge to generate a human-like response, all using only few dialogue examples per skill.

There is a multitude of novel generative models for open-domain conversational systems; however, there is no systematic evaluation of different systems. Systematic comparisons require consistency in experimental design, evaluation sets, conversational systems and their outputs, and statistical analysis. We lay out a protocol for the evaluation of conversational models using head-to-head pairwise comparison. We analyze ten recent models that claim state-of-the-art performance using a paired head-to-head performance (win-loss-tie) on five evaluation datasets. Our findings show that DialoGPT and Blender are superior systems using Bradley-Terry model and TrueSkill ranking methods. These findings demonstrate the feasibility of our protocol to evaluate conversational agents and evaluation sets. Finally, we make all code and evaluations publicly available for researchers to compare their model to other state-of-the-art dialog models.

In this work, we extend the instruction-tuned Llama-2 model with end-to-end general-purpose speech processing and reasoning abilities while maintaining the wide range of LLM capabilities, without using any carefully curated paired data. The proposed model can utilize audio prompts as a replacement for text and sustain a conversation. Such a model also has extended cross-modal capabilities such as being able to perform speech question answering, speech translation, and audio summarization amongst many other closed and open-domain tasks. This is unlike prior approaches in speech, in which LLMs are extended to handle audio for a limited number of pre-designated tasks. Experiments show that our end-to-end approach is on par with or outperforms a cascaded system (speech recognizer + LLM) in terms of modeling the response to a prompt. Furthermore, unlike a cascade, our approach shows the ability to interchange text and audio modalities and utilize the prior context in a conversation to provide better results.

Conversational recommender systems (CRS) aim to recommend relevant items to users by eliciting user preference through natural language conversation. Prior work often utilizes external knowledge graphs for items' semantic information, a language model for dialogue generation, and a recommendation module for ranking relevant items. This combination of multiple components suffers from a cumbersome training process, and leads to semantic misalignment issues between dialogue generation and item recommendation. In this paper, we represent items in natural language and formulate CRS as a natural language processing task. Accordingly, we leverage the power of pre-trained language models to encode items, understand user intent via conversation, perform item recommendation through semantic matching, and generate dialogues. As a unified model, our PECRS (Parameter-Efficient CRS), can be optimized in a single stage, without relying on non-textual metadata such as a knowledge graph. Experiments on two benchmark CRS datasets, ReDial and INSPIRED, demonstrate the effectiveness of PECRS on recommendation and conversation. Our code is available at: https://github.com/Ravoxsg/efficient_unified_crs.

Online education platforms, leveraging the internet to distribute education resources, seek to provide convenient education but often fall short in real-time communication with students. They often struggle to offer personalized education resources due to the challenge of addressing the diverse obstacles students encounter throughout their learning journey. Recently, the emergence of large language models (LLMs), such as ChatGPT, offers the possibility for resolving this issue by comprehending individual requests. Although LLMs have been successful in various fields, creating an LLM-based education system is still challenging for the wide range of educational skills required. This paper reviews the recently emerged LLM researches related to educational capabilities, including mathematics, writing, programming, reasoning, and knowledge-based question answering, with the aim to explore their potential in constructing the next-generation intelligent education system. Based on the current development status, we further outline two approaches for an LLM-based education system: a unified approach and a mixture-of-expert (MoE) approach. Finally, we explore the challenges and future directions, providing new research opportunities and perspectives on adapting LLMs for education.

Conversational machine reading systems help users answer high-level questions (e.g. determine if they qualify for particular government benefits) when they do not know the exact rules by which the determination is made(e.g. whether they need certain income levels or veteran status). The key challenge is that these rules are only provided in the form of a procedural text (e.g. guidelines from government website) which the system must read to figure out what to ask the user. We present a new conversational machine reading model that jointly extracts a set of decision rules from the procedural text while reasoning about which are entailed by the conversational history and which still need to be edited to create questions for the user. On the recently introduced ShARC conversational machine reading dataset, our Entailment-driven Extract and Edit network (E3) achieves a new state-of-the-art, outperforming existing systems as well as a new BERT-based baseline. In addition, by explicitly highlighting which information still needs to be gathered, E3 provides a more explainable alternative to prior work. We release source code for our models and experiments at https://github.com/vzhong/e3.

Conversational search requires accurate interpretation of user intent from complex multi-turn contexts. This paper presents ChatRetriever, which inherits the strong generalization capability of large language models to robustly represent complex conversational sessions for dense retrieval. To achieve this, we propose a simple and effective dual-learning approach that adapts LLM for retrieval via contrastive learning while enhancing the complex session understanding through masked instruction tuning on high-quality conversational instruction tuning data. Extensive experiments on five conversational search benchmarks demonstrate that ChatRetriever substantially outperforms existing conversational dense retrievers, achieving state-of-the-art performance on par with LLM-based rewriting approaches. Furthermore, ChatRetriever exhibits superior robustness in handling diverse conversational contexts. Our work highlights the potential of adapting LLMs for retrieval with complex inputs like conversational search sessions and proposes an effective approach to advance this research direction.

Teaching machines to accomplish tasks by conversing naturally with humans is challenging. Currently, developing task-oriented dialogue systems requires creating multiple components and typically this involves either a large amount of handcrafting, or acquiring costly labelled datasets to solve a statistical learning problem for each component. In this work we introduce a neural network-based text-in, text-out end-to-end trainable goal-oriented dialogue system along with a new way of collecting dialogue data based on a novel pipe-lined Wizard-of-Oz framework. This approach allows us to develop dialogue systems easily and without making too many assumptions about the task at hand. The results show that the model can converse with human subjects naturally whilst helping them to accomplish tasks in a restaurant search domain.

Intelligent Tutoring Systems (ITS) enhance personalized learning by predicting student answers to provide immediate and customized instruction. However, recent research has primarily focused on the correctness of the answer rather than the student's performance on specific answer choices, limiting insights into students' thought processes and potential misconceptions. To address this gap, we present MCQStudentBert, an answer forecasting model that leverages the capabilities of Large Language Models (LLMs) to integrate contextual understanding of students' answering history along with the text of the questions and answers. By predicting the specific answer choices students are likely to make, practitioners can easily extend the model to new answer choices or remove answer choices for the same multiple-choice question (MCQ) without retraining the model. In particular, we compare MLP, LSTM, BERT, and Mistral 7B architectures to generate embeddings from students' past interactions, which are then incorporated into a finetuned BERT's answer-forecasting mechanism. We apply our pipeline to a dataset of language learning MCQ, gathered from an ITS with over 10,000 students to explore the predictive accuracy of MCQStudentBert, which incorporates student interaction patterns, in comparison to correct answer prediction and traditional mastery-learning feature-based approaches. This work opens the door to more personalized content, modularization, and granular support.

Effective human-agent collaboration is increasingly prevalent in real-world applications. Current trends in such collaborations are predominantly unidirectional, with users providing instructions or posing questions to agents, where agents respond directly without seeking necessary clarifications or confirmations. However, the evolving capabilities of these agents require more proactive engagement, where agents should dynamically participate in conversations to clarify user intents, resolve ambiguities, and adapt to changing circumstances. Existing prior work under-utilize the conversational capabilities of language models (LMs), thereby optimizing agents as better followers rather than effective speakers. In this work, we introduce SpeakRL, a reinforcement learning (RL) method that enhances agents' conversational capabilities by rewarding proactive interactions with users, such as asking right clarification questions when necessary. To support this, we curate SpeakER, a synthetic dataset that includes diverse scenarios from task-oriented dialogues, where tasks are resolved through interactive clarification questions. We present a systematic analysis of reward design for conversational proactivity and propose a principled reward formulation for teaching agents to balance asking with acting. Empirical evaluations demonstrate that our approach achieves a 20.14% absolute improvement in task completion over base models without increasing conversation turns even surpassing even much larger proprietary models, demonstrating the promise of clarification-centric user-agent interactions.

Language models have steadily increased in size over the past few years. They achieve a high level of performance on various natural language processing (NLP) tasks such as question answering and summarization. Large language models (LLMs) have been used for generation and can now output human-like text. Due to this, there are other downstream tasks in the realm of dialog that can now harness the LLMs' language understanding capabilities. Dialog evaluation is one task that this paper will explore. It concentrates on prompting with LLMs: BLOOM, OPT, GPT-3, Flan-T5, InstructDial and TNLGv2. The paper shows that the choice of datasets used for training a model contributes to how well it performs on a task as well as on how the prompt should be structured. Specifically, the more diverse and relevant the group of datasets that a model is trained on, the better dialog evaluation performs. This paper also investigates how the number of examples in the prompt and the type of example selection used affect the model's performance.

Recent advancements in spoken dialogue models, exemplified by systems like GPT-4o, have captured significant attention in the speech domain. Compared to traditional three-tier cascaded spoken dialogue models that comprise speech recognition (ASR), large language models (LLMs), and text-to-speech (TTS), modern spoken dialogue models exhibit greater intelligence. These advanced spoken dialogue models not only comprehend audio, music, and other speech-related features, but also capture stylistic and timbral characteristics in speech. Moreover, they generate high-quality, multi-turn speech responses with low latency, enabling real-time interaction through simultaneous listening and speaking capability. Despite the progress in spoken dialogue systems, there is a lack of comprehensive surveys that systematically organize and analyze these systems and the underlying technologies. To address this, we have first compiled existing spoken dialogue systems in the chronological order and categorized them into the cascaded and end-to-end paradigms. We then provide an in-depth overview of the core technologies in spoken dialogue models, covering aspects such as speech representation, training paradigm, streaming, duplex, and interaction capabilities. Each section discusses the limitations of these technologies and outlines considerations for future research. Additionally, we present a thorough review of relevant datasets, evaluation metrics, and benchmarks from the perspectives of training and evaluating spoken dialogue systems. We hope this survey will contribute to advancing both academic research and industrial applications in the field of spoken dialogue systems. The related material is available at https://github.com/jishengpeng/WavChat.

Large language models (LLMs) can transform education, but their optimization for direct question-answering often undermines effective pedagogy which requires strategically withholding answers. To mitigate this, we propose an online reinforcement learning (RL)-based alignment framework that can quickly adapt LLMs into effective tutors using simulated student-tutor interactions by emphasizing pedagogical quality and guided problem-solving over simply giving away answers. We use our method to train a 7B parameter tutor model without human annotations which reaches similar performance to larger proprietary models like LearnLM. We introduce a controllable reward weighting to balance pedagogical support and student solving accuracy, allowing us to trace the Pareto frontier between these two objectives. Our models better preserve reasoning capabilities than single-turn SFT baselines and can optionally enhance interpretability through thinking tags that expose the model's instructional planning.

Conversational Search (CS) is the task of retrieving relevant documents from a corpus within a conversational context, combining retrieval with conversational context modeling. With the explosion of Large Language Models (LLMs), the CS field has seen major improvements with LLMs rewriting user queries, accounting for conversational context. However, engaging LLMs at inference time harms efficiency. Current methods address this by distilling embeddings from human-rewritten queries to learn the context modeling task. Yet, these approaches predominantly focus on context modeling, and only treat the contrastive component of the retrieval task within a distillation-independent loss term. To address these limitations, we propose a new distillation method, as a relaxation of the previous objective, unifying retrieval and context modeling. We relax the existing training objectives by distilling similarity scores between conversations and documents, rather than relying solely on representation learning. Our proposed distillation objective allows for more freedom in the representation space and leverages the contrastive nature of document relevance. Through experiments on Learned Sparse Retrieval (LSR) across 5 CS datasets, our approach demonstrates substantial improvements in both in-domain and out-of-domain retrieval performance, outperforming state-of-the-art with gains of up to 6 points in recall for out-of-domain datasets. Additionally, through the relaxation of the objective, we propose a multi-teacher distillation, using multiple LLMs as teachers, yielding additional gains, and outperforming the teachers themselves in in-domain experiments. Finally, analysis of the sparsity of the models reveals that our distillation allows for better control over the sparsity of the trained models.

Conversational Recommender System (CRS), which aims to recommend high-quality items to users through interactive conversations, has gained great research interest recently. A CRS is usually composed of a recommendation module and a generation module. In the previous work, these two modules are loosely connected in the model training and are shallowly integrated during inference, where a simple switching or copy mechanism is adopted to incorporate recommended items into generated responses. Moreover, the current end-to-end neural models trained on small crowd-sourcing datasets (e.g., 10K dialogs in the ReDial dataset) tend to overfit and have poor chit-chat ability. In this work, we propose a novel unified framework that integrates recommendation into the dialog (RecInDial) generation by introducing a vocabulary pointer. To tackle the low-resource issue in CRS, we finetune the large-scale pretrained language models to generate fluent and diverse responses, and introduce a knowledge-aware bias learned from an entity-oriented knowledge graph to enhance the recommendation performance. Furthermore, we propose to evaluate the CRS models in an end-to-end manner, which can reflect the overall performance of the entire system rather than the performance of individual modules, compared to the separate evaluations of the two modules used in previous work. Experiments on the benchmark dataset ReDial show our RecInDial model significantly surpasses the state-of-the-art methods. More extensive analyses show the effectiveness of our model.

Proactive dialogue systems, related to a wide range of real-world conversational applications, equip the conversational agent with the capability of leading the conversation direction towards achieving pre-defined targets or fulfilling certain goals from the system side. It is empowered by advanced techniques to progress to more complicated tasks that require strategical and motivational interactions. In this survey, we provide a comprehensive overview of the prominent problems and advanced designs for conversational agent's proactivity in different types of dialogues. Furthermore, we discuss challenges that meet the real-world application needs but require a greater research focus in the future. We hope that this first survey of proactive dialogue systems can provide the community with a quick access and an overall picture to this practical problem, and stimulate more progresses on conversational AI to the next level.

As large language models (LLMs) become increasingly common in educational applications, there is a growing need for evidence-based methods to design and evaluate LLM prompts that produce personalized and pedagogically aligned out-puts. This study presents a generalizable, systematic approach for evaluating prompts, demonstrated through an analysis of LLM-generated follow-up questions in a structured dialogue activity. Six prompt templates were designed and tested. The templates incorporated established prompt engineering patterns, with each prompt emphasizing distinct pedagogical strategies. The prompt templates were compared through a tournament-style evaluation framework that can be adapted for other educational applications. The tournament employed the Glicko2 rating system with eight judges evaluating question pairs across three dimensions: format, dialogue support, and appropriateness for learners. Data was sourced from 120 authentic user interactions across three distinct educational deployments. Results showed that a single prompt related to strategic reading out-performed other templates with win probabilities ranging from 81% to 100% in pairwise comparisons. This prompt combined persona and context manager pat-terns and was designed to support metacognitive learning strategies such as self-directed learning. The methodology showcases how educational technology re- searchers can systematically evaluate and improve prompt designs, moving beyond ad-hoc prompt engineering toward evidence-based prompt development for educational applications.

Conversational recommender systems (CRSs) aim to provide recommendation services via natural language conversations. Although a number of approaches have been proposed for developing capable CRSs, they typically rely on sufficient training data for training. Since it is difficult to annotate recommendation-oriented dialogue datasets, existing CRS approaches often suffer from the issue of insufficient training due to the scarcity of training data. To address this issue, in this paper, we propose a CounterFactual data simulation approach for CRS, named CFCRS, to alleviate the issue of data scarcity in CRSs. Our approach is developed based on the framework of counterfactual data augmentation, which gradually incorporates the rewriting to the user preference from a real dialogue without interfering with the entire conversation flow. To develop our approach, we characterize user preference and organize the conversation flow by the entities involved in the dialogue, and design a multi-stage recommendation dialogue simulator based on a conversation flow language model. Under the guidance of the learned user preference and dialogue schema, the flow language model can produce reasonable, coherent conversation flows, which can be further realized into complete dialogues. Based on the simulator, we perform the intervention at the representations of the interacted entities of target users, and design an adversarial training method with a curriculum schedule that can gradually optimize the data augmentation strategy. Extensive experiments show that our approach can consistently boost the performance of several competitive CRSs, and outperform other data augmentation methods, especially when the training data is limited. Our code is publicly available at https://github.com/RUCAIBox/CFCRS.

We present Speakerly, a new real-time voice-based writing assistance system that helps users with text composition across various use cases such as emails, instant messages, and notes. The user can interact with the system through instructions or dictation, and the system generates a well-formatted and coherent document. We describe the system architecture and detail how we address the various challenges while building and deploying such a system at scale. More specifically, our system uses a combination of small, task-specific models as well as pre-trained language models for fast and effective text composition while supporting a variety of input modes for better usability.

Traditional recommendation systems estimate user preference on items from past interaction history, thus suffering from the limitations of obtaining fine-grained and dynamic user preference. Conversational recommendation system (CRS) brings revolutions to those limitations by enabling the system to directly ask users about their preferred attributes on items. However, existing CRS methods do not make full use of such advantage -- they only use the attribute feedback in rather implicit ways such as updating the latent user representation. In this paper, we propose Conversational Path Reasoning (CPR), a generic framework that models conversational recommendation as an interactive path reasoning problem on a graph. It walks through the attribute vertices by following user feedback, utilizing the user preferred attributes in an explicit way. By leveraging on the graph structure, CPR is able to prune off many irrelevant candidate attributes, leading to better chance of hitting user preferred attributes. To demonstrate how CPR works, we propose a simple yet effective instantiation named SCPR (Simple CPR). We perform empirical studies on the multi-round conversational recommendation scenario, the most realistic CRS setting so far that considers multiple rounds of asking attributes and recommending items. Through extensive experiments on two datasets Yelp and LastFM, we validate the effectiveness of our SCPR, which significantly outperforms the state-of-the-art CRS methods EAR (arXiv:2002.09102) and CRM (arXiv:1806.03277). In particular, we find that the more attributes there are, the more advantages our method can achieve.

Current dialogue systems focus more on textual and speech context knowledge and are usually based on two speakers. Some recent work has investigated static image-based dialogue. However, several real-world human interactions also involve dynamic visual context (similar to videos) as well as dialogue exchanges among multiple speakers. To move closer towards such multimodal conversational skills and visually-situated applications, we introduce a new video-context, many-speaker dialogue dataset based on live-broadcast soccer game videos and chats from Twitch.tv. This challenging testbed allows us to develop visually-grounded dialogue models that should generate relevant temporal and spatial event language from the live video, while also being relevant to the chat history. For strong baselines, we also present several discriminative and generative models, e.g., based on tridirectional attention flow (TriDAF). We evaluate these models via retrieval ranking-recall, automatic phrase-matching metrics, as well as human evaluation studies. We also present dataset analyses, model ablations, and visualizations to understand the contribution of different modalities and model components.

Users interacting with voice assistants today need to phrase their requests in a very specific manner to elicit an appropriate response. This limits the user experience, and is partly due to the lack of reasoning capabilities of dialogue platforms and the hand-crafted rules that require extensive labor. One possible way to improve user experience and relieve the manual efforts of designers is to build an end-to-end dialogue system that can do reasoning itself while perceiving user's utterances. In this work, we propose a novel method to incorporate the knowledge reasoning capability into dialogue systems in a more scalable and generalizable manner. Our proposed method allows a single transformer model to directly walk on a large-scale knowledge graph to generate responses. To the best of our knowledge, this is the first work to have transformer models generate responses by reasoning over differentiable knowledge graphs. We investigate the reasoning abilities of the proposed method on both task-oriented and domain-specific chit-chat dialogues. Empirical results show that this method can effectively and efficiently incorporate a knowledge graph into a dialogue system with fully-interpretable reasoning paths.

Large language models (LLMs) are increasingly seen as assistants, copilots, and consultants, capable of supporting a wide range of tasks through natural conversation. However, most systems remain constrained by a linear request-response format that often makes interactions inefficient in multi-turn, information-dense, and exploratory tasks. To address these limitations, we propose Generative Interfaces for Language Models, a paradigm in which LLMs respond to user queries by proactively generating user interfaces (UIs) that enable more adaptive and interactive engagement. Our framework leverages structured interface-specific representations and iterative refinements to translate user queries into task-specific UIs. For systematic evaluation, we introduce a multidimensional assessment framework that compares generative interfaces with traditional chat-based ones across diverse tasks, interaction patterns, and query types, capturing functional, interactive, and emotional aspects of user experience. Results show that generative interfaces consistently outperform conversational ones, with humans preferring them in over 70% of cases. These findings clarify when and why users favor generative interfaces, paving the way for future advancements in human-AI interaction.

Recent advancements in Large Language Models (LLMs) have significantly enhanced the capabilities of conversational agents, making them applicable to various fields (e.g., education). Despite their progress, the evaluation of the agents often overlooks the complexities of real-world conversations, such as real-time interactions, multi-party dialogues, and extended contextual dependencies. To bridge this gap, we introduce DialSim, a real-time dialogue simulator. In this simulator, an agent is assigned the role of a character from popular TV shows, requiring it to respond to spontaneous questions using past dialogue information and to distinguish between known and unknown information. Key features of DialSim include evaluating the agent's ability to respond within a reasonable time limit, handling long-term multi-party dialogues, and managing adversarial settings (e.g., swap character names) to challenge the agent's reliance on pre-trained knowledge. We utilized this simulator to evaluate the latest conversational agents and analyze their limitations. Our experiments highlight both the strengths and weaknesses of these agents, providing valuable insights for future improvements in the field of conversational AI. DialSim is available at https://github.com/jiho283/Simulator.

This survey provides a comprehensive review of research on multi-turn dialogue systems, with a particular focus on multi-turn dialogue systems based on large language models (LLMs). This paper aims to (a) give a summary of existing LLMs and approaches for adapting LLMs to downstream tasks; (b) elaborate recent advances in multi-turn dialogue systems, covering both LLM-based open-domain dialogue (ODD) and task-oriented dialogue (TOD) systems, along with datasets and evaluation metrics; (c) discuss some future emphasis and recent research problems arising from the development of LLMs and the increasing demands on multi-turn dialogue systems.

The integration of Large Language Models (LLMs), especially ChatGPT, into education is poised to revolutionize students' learning experiences by introducing innovative conversational learning methodologies. To empower students to fully leverage the capabilities of ChatGPT in educational scenarios, understanding students' interaction patterns with ChatGPT is crucial for instructors. However, this endeavor is challenging due to the absence of datasets focused on student-ChatGPT conversations and the complexities in identifying and analyzing the evolutional interaction patterns within conversations. To address these challenges, we collected conversational data from 48 students interacting with ChatGPT in a master's level data visualization course over one semester. We then developed a coding scheme, grounded in the literature on cognitive levels and thematic analysis, to categorize students' interaction patterns with ChatGPT. Furthermore, we present a visual analytics system, StuGPTViz, that tracks and compares temporal patterns in student prompts and the quality of ChatGPT's responses at multiple scales, revealing significant pedagogical insights for instructors. We validated the system's effectiveness through expert interviews with six data visualization instructors and three case studies. The results confirmed StuGPTViz's capacity to enhance educators' insights into the pedagogical value of ChatGPT. We also discussed the potential research opportunities of applying visual analytics in education and developing AI-driven personalized learning solutions.

This research aims to explore various methods for assessing user feedback in mixed-initiative conversational search (CS) systems. While CS systems enjoy profuse advancements across multiple aspects, recent research fails to successfully incorporate feedback from the users. One of the main reasons for that is the lack of system-user conversational interaction data. To this end, we propose a user simulator-based framework for multi-turn interactions with a variety of mixed-initiative CS systems. Specifically, we develop a user simulator, dubbed ConvSim, that, once initialized with an information need description, is capable of providing feedback to a system's responses, as well as answering potential clarifying questions. Our experiments on a wide variety of state-of-the-art passage retrieval and neural re-ranking models show that effective utilization of user feedback can lead to 16% retrieval performance increase in terms of nDCG@3. Moreover, we observe consistent improvements as the number of feedback rounds increases (35% relative improvement in terms of nDCG@3 after three rounds). This points to a research gap in the development of specific feedback processing modules and opens a potential for significant advancements in CS. To support further research in the topic, we release over 30,000 transcripts of system-simulator interactions based on well-established CS datasets.

Interpretability tools that offer explanations in the form of a dialogue have demonstrated their efficacy in enhancing users' understanding, as one-off explanations may occasionally fall short in providing sufficient information to the user. Current solutions for dialogue-based explanations, however, require many dependencies and are not easily transferable to tasks they were not designed for. With LLMCheckup, we present an easily accessible tool that allows users to chat with any state-of-the-art large language model (LLM) about its behavior. We enable LLMs to generate all explanations by themselves and take care of intent recognition without fine-tuning, by connecting them with a broad spectrum of Explainable AI (XAI) tools, e.g. feature attributions, embedding-based similarity, and prompting strategies for counterfactual and rationale generation. LLM (self-)explanations are presented as an interactive dialogue that supports follow-up questions and generates suggestions. LLMCheckup provides tutorials for operations available in the system, catering to individuals with varying levels of expertise in XAI and supports multiple input modalities. We introduce a new parsing strategy called multi-prompt parsing substantially enhancing the parsing accuracy of LLMs. Finally, we showcase the tasks of fact checking and commonsense question answering.

User Simulators play a pivotal role in training and evaluating task-oriented dialogue systems. Traditional user simulators typically rely on human-engineered agendas, resulting in generated responses that often lack diversity and spontaneity. Although large language models (LLMs) exhibit a remarkable capacity for generating coherent and contextually appropriate utterances, they may fall short when tasked with generating responses that effectively guide users towards their goals, particularly in dialogues with intricate constraints and requirements. This paper introduces DuetSim, a novel framework designed to address the intricate demands of task-oriented dialogues by leveraging LLMs. DuetSim stands apart from conventional approaches by employing two LLMs in tandem: one dedicated to response generation and the other focused on verification. This dual LLM approach empowers DuetSim to produce responses that not only exhibit diversity but also demonstrate accuracy and are preferred by human users. We validate the efficacy of our method through extensive experiments conducted on the MultiWOZ dataset, highlighting improvements in response quality and correctness, largely attributed to the incorporation of the second LLM. Our code is accessible at: https://github.com/suntea233/DuetSim.

Due to strong capabilities in conducting fluent, multi-turn conversations with users, Large Language Models (LLMs) have the potential to further improve the performance of Conversational Recommender System (CRS). Unlike the aimless chit-chat that LLM excels at, CRS has a clear target. So it is imperative to control the dialogue flow in the LLM to successfully recommend appropriate items to the users. Furthermore, user feedback in CRS can assist the system in better modeling user preferences, which has been ignored by existing studies. However, simply prompting LLM to conduct conversational recommendation cannot address the above two key challenges. In this paper, we propose Multi-Agent Conversational Recommender System (MACRS) which contains two essential modules. First, we design a multi-agent act planning framework, which can control the dialogue flow based on four LLM-based agents. This cooperative multi-agent framework will generate various candidate responses based on different dialogue acts and then choose the most appropriate response as the system response, which can help MACRS plan suitable dialogue acts. Second, we propose a user feedback-aware reflection mechanism which leverages user feedback to reason errors made in previous turns to adjust the dialogue act planning, and higher-level user information from implicit semantics. We conduct extensive experiments based on user simulator to demonstrate the effectiveness of MACRS in recommendation and user preferences collection. Experimental results illustrate that MACRS demonstrates an improvement in user interaction experience compared to directly using LLMs.

This paper summarizes our submission to Task 2 of the second track of the 10th Dialog System Technology Challenge (DSTC10) "Knowledge-grounded Task-oriented Dialogue Modeling on Spoken Conversations". Similar to the previous year's iteration, the task consists of three subtasks: detecting whether a turn is knowledge seeking, selecting the relevant knowledge document and finally generating a grounded response. This year, the focus lies on adapting the system to noisy ASR transcripts. We explore different approaches to make the models more robust to this type of input and to adapt the generated responses to the style of spoken conversations. For the latter, we get the best results with a noisy channel model that additionally reduces the number of short and generic responses. Our best system achieved the 1st rank in the automatic and the 3rd rank in the human evaluation of the challenge.

Large language models (LLMs), renowned for their powerful conversational abilities, are widely recognized as exceptional tools in the field of education, particularly in the context of automated intelligent instruction systems for language learning. In this paper, we propose a scoring system based on LLMs, motivated by their positive impact on text-related scoring tasks. Specifically, the speech encoder first maps the learner's speech into contextual features. The adapter layer then transforms these features to align with the text embedding in latent space. The assessment task-specific prefix and prompt text are embedded and concatenated with the features generated by the modality adapter layer, enabling the LLMs to predict accuracy and fluency scores. Our experiments demonstrate that the proposed scoring systems achieve competitive results compared to the baselines on the Speechocean762 datasets. Moreover, we also conducted an ablation study to better understand the contributions of the prompt text and training strategy in the proposed scoring system.

We explore the automatic generation of interactive, scenario-based lessons designed to train novice human tutors who teach middle school mathematics online. Employing prompt engineering through a Retrieval-Augmented Generation approach with GPT-4o, we developed a system capable of creating structured tutor training lessons. Our study generated lessons in English for three key topics: Encouraging Students' Independence, Encouraging Help-Seeking Behavior, and Turning on Cameras, using a task decomposition prompting strategy that breaks lesson generation into sub-tasks. The generated lessons were evaluated by two human evaluators, who provided both quantitative and qualitative evaluations using a comprehensive rubric informed by lesson design research. Results demonstrate that the task decomposition strategy led to higher-rated lessons compared to single-step generation. Human evaluators identified several strengths in the LLM-generated lessons, including well-structured content and time-saving potential, while also noting limitations such as generic feedback and a lack of clarity in some instructional sections. These findings underscore the potential of hybrid human-AI approaches for generating effective lessons in tutor training.

Designing good reflection questions is pedagogically important but time-consuming and unevenly supported across teachers. This paper introduces a reflection-in-reflection framework for automated generation of reflection questions with large language models (LLMs). Our approach coordinates two role-specialized agents, a Student-Teacher and a Teacher-Educator, that engage in a Socratic multi-turn dialogue to iteratively refine a single question given a teacher-specified topic, key concepts, student level, and optional instructional materials. The Student-Teacher proposes candidate questions with brief rationales, while the Teacher-Educator evaluates them along clarity, depth, relevance, engagement, and conceptual interconnections, responding only with targeted coaching questions or a fixed signal to stop the dialogue. We evaluate the framework in an authentic lower-secondary ICT setting on the topic, using GPT-4o-mini as the backbone model and a stronger GPT- 4-class LLM as an external evaluator in pairwise comparisons of clarity, relevance, depth, and overall quality. First, we study how interaction design and context (dynamic vs.fixed iteration counts; presence or absence of student level and materials) affect question quality. Dynamic stopping combined with contextual information consistently outperforms fixed 5- or 10-step refinement, with very long dialogues prone to drift or over-complication. Second, we show that our two-agent protocol produces questions that are judged substantially more relevant and deeper, and better overall, than a one-shot baseline using the same backbone model.

This study introduces Conversation Routines (CR), a structured prompt engineering framework for developing task-oriented dialog systems using Large Language Models (LLMs). While LLMs demonstrate remarkable natural language understanding capabilities, engineering them to reliably execute complex business workflows remains challenging. The proposed CR framework enables the development of Conversation Agentic Systems (CAS) through natural language specifications, embedding task-oriented logic within LLM prompts. This approach provides a systematic methodology for designing and implementing complex conversational workflows while maintaining behavioral consistency. We demonstrate the framework's effectiveness through two proof-of-concept implementations: a Train Ticket Booking System and an Interactive Troubleshooting Copilot. These case studies validate CR's capability to encode sophisticated behavioral patterns and decision logic while preserving natural conversational flexibility. Results show that CR enables domain experts to design conversational workflows in natural language while leveraging custom functions (tools) developed by software engineers, creating an efficient division of responsibilities where developers focus on core API implementation and domain experts handle conversation design. While the framework shows promise in accessibility and adaptability, we identify key challenges including computational overhead, non-deterministic behavior, and domain-specific logic optimization. Future research directions include CR evaluation methods based on prompt engineering frameworks driven by goal-oriented grading criteria, improving scalability for complex multi-agent interactions, and enhancing system robustness to address the identified limitations across diverse business applications.

The largest store of continually updating knowledge on our planet can be accessed via internet search. In this work we study giving access to this information to conversational agents. Large language models, even though they store an impressive amount of knowledge within their weights, are known to hallucinate facts when generating dialogue (Shuster et al., 2021); moreover, those facts are frozen in time at the point of model training. In contrast, we propose an approach that learns to generate an internet search query based on the context, and then conditions on the search results to finally generate a response, a method that can employ up-to-the-minute relevant information. We train and evaluate such models on a newly collected dataset of human-human conversations whereby one of the speakers is given access to internet search during knowledgedriven discussions in order to ground their responses. We find that search-query based access of the internet in conversation provides superior performance compared to existing approaches that either use no augmentation or FAISS-based retrieval (Lewis et al., 2020).

Few-shot dialogue state tracking (DST) with Large Language Models (LLM) relies on an effective and efficient conversation retriever to find similar in-context examples for prompt learning. Previous works use raw dialogue context as search keys and queries, and a retriever is fine-tuned with annotated dialogues to achieve superior performance. However, the approach is less suited for scaling to new domains or new annotation languages, where fine-tuning data is unavailable. To address this problem, we handle the task of conversation retrieval based on text summaries of the conversations. A LLM-based conversation summarizer is adopted for query and key generation, which enables effective maximum inner product search. To avoid the extra inference cost brought by LLM-based conversation summarization, we further distill a light-weight conversation encoder which produces query embeddings without decoding summaries for test conversations. We validate our retrieval approach on MultiWOZ datasets with GPT-Neo-2.7B and LLaMA-7B/30B. The experimental results show a significant improvement over relevant baselines in real few-shot DST settings.

Machine Learning (ML) models are increasingly used to make critical decisions in real-world applications, yet they have become more complex, making them harder to understand. To this end, researchers have proposed several techniques to explain model predictions. However, practitioners struggle to use these explainability techniques because they often do not know which one to choose and how to interpret the results of the explanations. In this work, we address these challenges by introducing TalkToModel: an interactive dialogue system for explaining machine learning models through conversations. Specifically, TalkToModel comprises of three key components: 1) a natural language interface for engaging in conversations, making ML model explainability highly accessible, 2) a dialogue engine that adapts to any tabular model and dataset, interprets natural language, maps it to appropriate explanations, and generates text responses, and 3) an execution component that constructs the explanations. We carried out extensive quantitative and human subject evaluations of TalkToModel. Overall, we found the conversational system understands user inputs on novel datasets and models with high accuracy, demonstrating the system's capacity to generalize to new situations. In real-world evaluations with humans, 73% of healthcare workers (e.g., doctors and nurses) agreed they would use TalkToModel over baseline point-and-click systems for explainability in a disease prediction task, and 85% of ML professionals agreed TalkToModel was easier to use for computing explanations. Our findings demonstrate that TalkToModel is more effective for model explainability than existing systems, introducing a new category of explainability tools for practitioners. Code & demo released here: https://github.com/dylan-slack/TalkToModel.

Recommender systems are embracing conversational technologies to obtain user preferences dynamically, and to overcome inherent limitations of their static models. A successful Conversational Recommender System (CRS) requires proper handling of interactions between conversation and recommendation. We argue that three fundamental problems need to be solved: 1) what questions to ask regarding item attributes, 2) when to recommend items, and 3) how to adapt to the users' online feedback. To the best of our knowledge, there lacks a unified framework that addresses these problems. In this work, we fill this missing interaction framework gap by proposing a new CRS framework named Estimation-Action-Reflection, or EAR, which consists of three stages to better converse with users. (1) Estimation, which builds predictive models to estimate user preference on both items and item attributes; (2) Action, which learns a dialogue policy to determine whether to ask attributes or recommend items, based on Estimation stage and conversation history; and (3) Reflection, which updates the recommender model when a user rejects the recommendations made by the Action stage. We present two conversation scenarios on binary and enumerated questions, and conduct extensive experiments on two datasets from Yelp and LastFM, for each scenario, respectively. Our experiments demonstrate significant improvements over the state-of-the-art method CRM [32], corresponding to fewer conversation turns and a higher level of recommendation hits.

State-of-the-art conversational agents have advanced significantly in conjunction with the use of large transformer-based language models. However, even with these advancements, conversational agents still lack the ability to produce responses that are informative and coherent with the local context. In this work, we propose a dialog framework that incorporates both local knowledge as well as users' past dialogues to generate high quality conversations. We introduce an approach to build a dataset based on Reddit conversations, where outbound URL links are widely available in the conversations and the hyperlinked documents can be naturally included as local external knowledge. Using our framework and dataset, we demonstrate that incorporating local knowledge can largely improve informativeness, coherency and realisticness measures using human evaluations. In particular, our approach consistently outperforms the state-of-the-art conversational model on the Reddit dataset across all three measures. We also find that scaling the size of our models from 117M to 8.3B parameters yields consistent improvement of validation perplexity as well as human evaluated metrics. Our model with 8.3B parameters can generate human-like responses as rated by various human evaluations in a single-turn dialog setting.

The Interactive Knowledge Assistant Track (iKAT) 2024 focuses on advancing conversational assistants, able to adapt their interaction and responses from personalized user knowledge. The track incorporates a Personal Textual Knowledge Base (PTKB) alongside Conversational AI tasks, such as passage ranking and response generation. Query Rewrite being an effective approach for resolving conversational context, we explore Large Language Models (LLMs), as query rewriters. Specifically, our submitted runs explore multi-aspect query generation using the MQ4CS framework, which we further enhance with Learned Sparse Retrieval via the SPLADE architecture, coupled with robust cross-encoder models. We also propose an alternative to the previous interleaving strategy, aggregating multiple aspects during the reranking phase. Our findings indicate that multi-aspect query generation is effective in enhancing performance when integrated with advanced retrieval and reranking models. Our results also lead the way for better personalization in Conversational Search, relying on LLMs to integrate personalization within query rewrite, and outperforming human rewrite performance.

Conversational question answering systems often rely on semantic parsing to enable interactive information retrieval, which involves the generation of structured database queries from a natural language input. For information-seeking conversations about facts stored within a knowledge graph, dialogue utterances are transformed into graph queries in a process that is called knowledge-based conversational question answering. This paper evaluates the performance of large language models that have not been explicitly pre-trained on this task. Through a series of experiments on an extensive benchmark dataset, we compare models of varying sizes with different prompting techniques and identify common issue types in the generated output. Our results demonstrate that large language models are capable of generating graph queries from dialogues, with significant improvements achievable through few-shot prompting and fine-tuning techniques, especially for smaller models that exhibit lower zero-shot performance.

Conversational AI and Question-Answering systems (QASs) for knowledge graphs (KGs) are both emerging research areas: they empower users with natural language interfaces for extracting information easily and effectively. Conversational AI simulates conversations with humans; however, it is limited by the data captured in the training datasets. In contrast, QASs retrieve the most recent information from a KG by understanding and translating the natural language question into a formal query supported by the database engine. In this paper, we present a comprehensive study of the characteristics of the existing alternatives towards combining both worlds into novel KG chatbots. Our framework compares two representative conversational models, ChatGPT and Galactica, against KGQAN, the current state-of-the-art QAS. We conduct a thorough evaluation using four real KGs across various application domains to identify the current limitations of each category of systems. Based on our findings, we propose open research opportunities to empower QASs with chatbot capabilities for KGs. All benchmarks and all raw results are available1 for further analysis.

The rise of big data has amplified the need for efficient, user-friendly automated machine learning (AutoML) tools. However, the intricacy of understanding domain-specific data and defining prediction tasks necessitates human intervention making the process time-consuming while preventing full automation. Instead, envision an intelligent agent capable of assisting users in conducting AutoML tasks through intuitive, natural conversations without requiring in-depth knowledge of the underlying machine learning (ML) processes. This agent's key challenge is to accurately comprehend the user's prediction goals and, consequently, formulate precise ML tasks, adjust data sets and model parameters accordingly, and articulate results effectively. In this paper, we take a pioneering step towards this ambitious goal by introducing a ChatGPT-based conversational data-science framework to act as a "personal data scientist". Precisely, we utilize Large Language Models (ChatGPT) to build a natural interface between the users and the ML models (Scikit-Learn), which in turn, allows us to approach this ambitious problem with a realistic solution. Our model pivots around four dialogue states: Data Visualization, Task Formulation, Prediction Engineering, and Result Summary and Recommendation. Each state marks a unique conversation phase, impacting the overall user-system interaction. Multiple LLM instances, serving as "micro-agents", ensure a cohesive conversation flow, granting us granular control over the conversation's progression. In summary, we developed an end-to-end system that not only proves the viability of the novel concept of conversational data science but also underscores the potency of LLMs in solving complex tasks. Interestingly, its development spotlighted several critical weaknesses in the current LLMs (ChatGPT) and highlighted substantial opportunities for improvement.

Interacting with human via high-quality multi-turn dialogues is a key feature of large language models (LLMs). However, human-based evaluation of such capability involves intensive manual labor. This report provides a preliminary evaluation of existing large language models for human-style multi-turn chatting, through an LLM-based approach. We start from real-world human dialogues and keep the very first utterances as the ChatSEED. Then we prompt LLMs to generate a full multi-turn dialogue (tens of utterances) based on the ChatSEED, utterance by utterance. Finally, we adopt state-of-the-art LLMs (GPT-4, \etc) as the judge to evaluate the generated dialogues. With different evaluation protocols, we come to substantially identical conclusions. We find that GPT-4 can generate human-style multi-turn dialogues with impressive quality, significantly outperforms its counterparts. It's difficult for a discriminator to distinguish between GPT-4 generated dialogues and human dialogues. In contrast, other LLMs struggle to generate multi-turn dialogues of satisfactory quality due to poor instruction-following capability, tendency to generate lengthy utterances, or limited general capability. All data and codes will be provided in https://github.com/open-compass/BotChat/ and we hope they can serve as a valuable resource for evaluating multi-turn chatting capabilities of LLMs.

Large Language Models (LLMs) have quickly become an invaluable assistant for a variety of tasks. However, their effectiveness is constrained by their ability to tailor responses to human preferences and behaviors via personalization. Prior work in LLM personalization has largely focused on style transfer or incorporating small factoids about the user, as knowledge injection remains an open challenge. In this paper, we explore injecting knowledge of prior conversations into LLMs to enable future work on less redundant, personalized conversations. We identify two real-world constraints: (1) conversations are sequential in time and must be treated as such during training, and (2) per-user personalization is only viable in parameter-efficient settings. To this aim, we propose PLUM, a pipeline performing data augmentation for up-sampling conversations as question-answer pairs, that are then used to finetune a low-rank adaptation adapter with a weighted cross entropy loss. Even in this first exploration of the problem, we perform competitively with baselines such as RAG, attaining an accuracy of 81.5% across 100 conversations.

Dialogue-based language models mark a huge milestone in the field of artificial intelligence, by their impressive ability to interact with users, as well as a series of challenging tasks prompted by customized instructions. However, the prevalent large-scale dialogue-based language models like ChatGPT still have room for improvement, such as unstable responses to questions and the inability to think cooperatively like humans. Considering the ability of dialogue-based language models in conversation and their inherent randomness in thinking, we propose ChatLLM network that allows multiple dialogue-based language models to interact, provide feedback, and think together. We design the network of ChatLLMs based on ChatGPT. Specifically, individual instances of ChatGPT may possess distinct perspectives towards the same problem, and by consolidating these diverse viewpoints via a separate ChatGPT, the ChatLLM network system can conduct decision-making more objectively and comprehensively. In addition, a language-based feedback mechanism comparable to backpropagation is devised to update the ChatGPTs within the network. Experiments on two datasets demonstrate that our network attains significant improvements in problem-solving, leading to observable progress amongst each member.

Socratic questioning is an effective teaching strategy, encouraging critical thinking and problem-solving. The conversational capabilities of large language models (LLMs) show great potential for providing scalable, real-time student guidance. However, current LLMs often give away solutions directly, making them ineffective instructors. We tackle this issue in the code debugging domain with TreeInstruct, an Instructor agent guided by a novel state space-based planning algorithm. TreeInstruct asks probing questions to help students independently identify and resolve errors. It estimates a student's conceptual and syntactical knowledge to dynamically construct a question tree based on their responses and current knowledge state, effectively addressing both independent and dependent mistakes concurrently in a multi-turn interaction setting. In addition to using an existing single-bug debugging benchmark, we construct a more challenging multi-bug dataset of 150 coding problems, incorrect solutions, and bug fixes -- all carefully constructed and annotated by experts. Extensive evaluation shows TreeInstruct's state-of-the-art performance on both datasets, proving it to be a more effective instructor than baselines. Furthermore, a real-world case study with five students of varying skill levels further demonstrates TreeInstruct's ability to guide students to debug their code efficiently with minimal turns and highly Socratic questioning.

Language models (LMs) as conversational assistants recently became popular tools that help people accomplish a variety of tasks. These typically result from adapting LMs pretrained on general domain text sequences through further instruction-tuning and possibly preference optimisation methods. The evaluation of such LMs would ideally be performed using human judgement, however, this is not scalable. On the other hand, automatic evaluation featuring auxiliary LMs as judges and/or knowledge-based tasks is scalable but struggles with assessing conversational ability and adherence to instructions. To help accelerate the development of LMs as conversational assistants, we propose a novel automatic evaluation task: HumanRankEval (HRE). It consists of a large-scale, diverse and high-quality set of questions, each with several answers authored and scored by humans. To perform evaluation, HRE ranks these answers based on their log-likelihood under the LM's distribution, and subsequently calculates their correlation with the corresponding human rankings. We support HRE's efficacy by investigating how efficiently it separates pretrained and instruction-tuned LMs of various sizes. We show that HRE correlates well with human judgements and is particularly responsive to model changes following instruction-tuning.

While large language models excel at following explicit instructions, they often struggle with ambiguous or incomplete user requests, defaulting to verbose, generic responses rather than seeking clarification. We introduce InfoQuest, a multi-turn chat benchmark designed to evaluate how dialogue agents handle hidden context in open-ended user requests. The benchmark presents intentionally ambiguous scenarios that require models to engage in information-seeking dialogue through clarifying questions before providing appropriate responses. Our evaluation of both open and closed-source models reveals that while proprietary models generally perform better, all current assistants struggle with effectively gathering critical information, often requiring multiple turns to infer user intent and frequently defaulting to generic responses without proper clarification. We provide a systematic methodology for generating diverse scenarios and evaluating models' information-seeking capabilities, offering insights into the current limitations of language models in handling ambiguous requests through multi-turn interactions.

Existing dialog state tracking (DST) models are trained with dialog data in a random order, neglecting rich structural information in a dataset. In this paper, we propose to use curriculum learning (CL) to better leverage both the curriculum structure and schema structure for task-oriented dialogs. Specifically, we propose a model-agnostic framework called Schema-aware Curriculum Learning for Dialog State Tracking (SaCLog), which consists of a preview module that pre-trains a DST model with schema information, a curriculum module that optimizes the model with CL, and a review module that augments mispredicted data to reinforce the CL training. We show that our proposed approach improves DST performance over both a transformer-based and RNN-based DST model (TripPy and TRADE) and achieves new state-of-the-art results on WOZ2.0 and MultiWOZ2.1.

Large language models (LLMs) have demonstrated impressive capabilities in mathematical problem solving, particularly in single turn question answering formats. However, real world scenarios often involve mathematical question answering that requires multi turn or interactive information exchanges, and the performance of LLMs on these tasks is still underexplored. This paper introduces MathChat, a comprehensive benchmark specifically designed to evaluate LLMs across a broader spectrum of mathematical tasks. These tasks are structured to assess the models' abilities in multiturn interactions and open ended generation. We evaluate the performance of various SOTA LLMs on the MathChat benchmark, and we observe that while these models excel in single turn question answering, they significantly underperform in more complex scenarios that require sustained reasoning and dialogue understanding. To address the above limitations of existing LLMs when faced with multiturn and open ended tasks, we develop MathChat sync, a synthetic dialogue based math dataset for LLM finetuning, focusing on improving models' interaction and instruction following capabilities in conversations. Experimental results emphasize the need for training LLMs with diverse, conversational instruction tuning datasets like MathChatsync. We believe this work outlines one promising direction for improving the multiturn mathematical reasoning abilities of LLMs, thus pushing forward the development of LLMs that are more adept at interactive mathematical problem solving and real world applications.

Large-language Models (LLMs) have been extremely successful at tasks like complex dialogue understanding, reasoning and coding due to their emergent abilities. These emergent abilities have been extended with multi-modality to include image, audio, and video capabilities. Recommender systems, on the other hand, have been critical for information seeking and item discovery needs. Recently, there have been attempts to apply LLMs for recommendations. One difficulty of current attempts is that the underlying LLM is usually not trained on the recommender system data, which largely contains user interaction signals and is often not publicly available. Another difficulty is user interaction signals often have a different pattern from natural language text, and it is currently unclear if the LLM training setup can learn more non-trivial knowledge from interaction signals compared with traditional recommender system methods. Finally, it is difficult to train multiple LLMs for different use-cases, and to retain the original language and reasoning abilities when learning from recommender system data. To address these three limitations, we propose an Item-Language Model (ILM), which is composed of an item encoder to produce text-aligned item representations that encode user interaction signals, and a frozen LLM that can understand those item representations with preserved pretrained knowledge. We conduct extensive experiments which demonstrate both the importance of the language-alignment and of user interaction knowledge in the item encoder.

Conversational agents show the promise to allow users to interact with mobile devices using language. However, to perform diverse UI tasks with natural language, developers typically need to create separate datasets and models for each specific task, which is expensive and effort-consuming. Recently, pre-trained large language models (LLMs) have been shown capable of generalizing to various downstream tasks when prompted with a handful of examples from the target task. This paper investigates the feasibility of enabling versatile conversational interactions with mobile UIs using a single LLM. We designed prompting techniques to adapt an LLM to mobile UIs. We experimented with four important modeling tasks that address various scenarios in conversational interaction. Our method achieved competitive performance on these challenging tasks without requiring dedicated datasets and training, offering a lightweight and generalizable approach to enable language-based mobile interaction.

As large language models (LLMs) increasingly permeate daily lives, there is a growing demand for real-time interactions that mirror human conversations. Traditional turn-based chat systems driven by LLMs prevent users from verbally interacting with the system while it is generating responses. To overcome these limitations, we adapt existing LLMs to duplex models so that these LLMs can listen for users while generating output and dynamically adjust themselves to provide users with instant feedback. % such as in response to interruptions. Specifically, we divide the queries and responses of conversations into several time slices and then adopt a time-division-multiplexing (TDM) encoding-decoding strategy to pseudo-simultaneously process these slices. Furthermore, to make LLMs proficient enough to handle real-time conversations, we build a fine-tuning dataset consisting of alternating time slices of queries and responses as well as covering typical feedback types in instantaneous interactions. Our experiments show that although the queries and responses of conversations are segmented into incomplete slices for processing, LLMs can preserve their original performance on standard benchmarks with a few fine-tuning steps on our dataset. Automatic and human evaluation indicate that duplex models make user-AI interactions more natural and human-like, and greatly improve user satisfaction compared to vanilla LLMs. Our duplex model and dataset will be released.

Conversational recommendation systems (CRS) engage with users by inferring user preferences from dialog history, providing accurate recommendations, and generating appropriate responses. Previous CRSs use knowledge graph (KG) based recommendation modules and integrate KG with language models for response generation. Although KG-based approaches prove effective, two issues remain to be solved. First, KG-based approaches ignore the information in the conversational context but only rely on entity relations and bag of words to recommend items. Second, it requires substantial engineering efforts to maintain KGs that model domain-specific relations, thus leading to less flexibility. In this paper, we propose a simple yet effective architecture comprising a pre-trained language model (PLM) and an item metadata encoder. The encoder learns to map item metadata to embeddings that can reflect the semantic information in the dialog context. The PLM then consumes the semantic-aligned item embeddings together with dialog context to generate high-quality recommendations and responses. Instead of modeling entity relations with KGs, our model reduces engineering complexity by directly converting each item to an embedding. Experimental results on the benchmark dataset ReDial show that our model obtains state-of-the-art results on both recommendation and response generation tasks.

Socratic questioning is an educational method that allows students to discover answers to complex problems by asking them a series of thoughtful questions. Generation of didactically sound questions is challenging, requiring understanding of the reasoning process involved in the problem. We hypothesize that such questioning strategy can not only enhance the human performance, but also assist the math word problem (MWP) solvers. In this work, we explore the ability of large language models (LMs) in generating sequential questions for guiding math word problem-solving. We propose various guided question generation schemes based on input conditioning and reinforcement learning. On both automatic and human quality evaluations, we find that LMs constrained with desirable question properties generate superior questions and improve the overall performance of a math word problem solver. We conduct a preliminary user study to examine the potential value of such question generation models in the education domain. Results suggest that the difficulty level of problems plays an important role in determining whether questioning improves or hinders human performance. We discuss the future of using such questioning strategies in education.

Machine learning plays an increasing role in intelligent tutoring systems as both the amount of data available and specialization among students grow. Nowadays, these systems are frequently deployed on mobile applications. Users on such mobile education platforms are dynamic, frequently being added, accessing the application with varying levels of focus, and changing while using the service. The education material itself, on the other hand, is often static and is an exhaustible resource whose use in tasks such as problem recommendation must be optimized. The ability to update user models with respect to educational material in real-time is thus essential; however, existing approaches require time-consuming re-training of user features whenever new data is added. In this paper, we introduce a neural pedagogical agent for real-time user modeling in the task of predicting user response correctness, a central task for mobile education applications. Our model, inspired by work in natural language processing on sequence modeling and machine translation, updates user features in real-time via bidirectional recurrent neural networks with an attention mechanism over embedded question-response pairs. We experiment on the mobile education application SantaTOEIC, which has 559k users, 66M response data points as well as a set of 10k study problems each expert-annotated with topic tags and gathered since 2016. Our model outperforms existing approaches over several metrics in predicting user response correctness, notably out-performing other methods on new users without large question-response histories. Additionally, our attention mechanism and annotated tag set allow us to create an interpretable education platform, with a smart review system that addresses the aforementioned issue of varied user attention and problem exhaustion.

Large Language Models (LLMs), such as ChatGPT, are becoming increasingly sophisticated, demonstrating capabilities that closely resemble those of humans. These AI models are playing an essential role in assisting humans with a wide array of tasks in daily life. A significant application of AI is its use as a chat agent, responding to human inquiries across various domains. Current LLMs have shown proficiency in answering general questions. However, basic question-answering dialogue often falls short in complex diagnostic scenarios, such as legal or medical consultations. These scenarios typically necessitate Task-Oriented Dialogue (TOD), wherein an AI chat agent needs to proactively pose questions and guide users towards specific task completion. Previous fine-tuning models have underperformed in TOD, and current LLMs do not inherently possess this capability. In this paper, we introduce DiagGPT (Dialogue in Diagnosis GPT), an innovative method that extends LLMs to TOD scenarios. Our experiments reveal that DiagGPT exhibits outstanding performance in conducting TOD with users, demonstrating its potential for practical applications.

Recent advancements in large language models (LLMs) have revolutionized their ability to handle single-turn tasks, yet real-world applications demand sophisticated multi-turn interactions. This survey provides a comprehensive review of recent advancements in evaluating and enhancing multi-turn interactions in LLMs. Focusing on task-specific scenarios, from instruction following in diverse domains such as math and coding to complex conversational engagements in roleplay, healthcare, education, and even adversarial jailbreak settings, we systematically examine the challenges of maintaining context, coherence, fairness, and responsiveness over prolonged dialogues. The paper organizes current benchmarks and datasets into coherent categories that reflect the evolving landscape of multi-turn dialogue evaluation. In addition, we review a range of enhancement methodologies under multi-turn settings, including model-centric strategies (contextual learning, supervised fine-tuning, reinforcement learning, and new architectures), external integration approaches (memory-augmented, retrieval-based methods, and knowledge graph), and agent-based techniques for collaborative interactions. Finally, we discuss open challenges and propose future directions for research to further advance the robustness and effectiveness of multi-turn interactions in LLMs. Related resources and papers are available at https://github.com/yubol-cmu/Awesome-Multi-Turn-LLMs.

In Conversational Recommendation Systems (CRS), the central question is how the conversational agent can naturally ask for user preferences and provide suitable recommendations. Existing works mainly follow the hierarchical architecture, where a higher policy decides whether to invoke the conversation module (to ask questions) or the recommendation module (to make recommendations). This architecture prevents these two components from fully interacting with each other. In contrast, this paper proposes a novel architecture, the long short-term feedback architecture, to connect these two essential components in CRS. Specifically, the recommendation predicts the long-term recommendation target based on the conversational context and the user history. Driven by the targeted recommendation, the conversational model predicts the next topic or attribute to verify if the user preference matches the target. The balance feedback loop continues until the short-term planner output matches the long-term planner output, that is when the system should make the recommendation.

Scaling high-quality tutoring remains a major challenge in education. Due to growing demand, many platforms employ novice tutors who, unlike experienced educators, struggle to address student mistakes and thus fail to seize prime learning opportunities. Our work explores the potential of large language models (LLMs) to close the novice-expert knowledge gap in remediating math mistakes. We contribute Bridge, a method that uses cognitive task analysis to translate an expert's latent thought process into a decision-making model for remediation. This involves an expert identifying (A) the student's error, (B) a remediation strategy, and (C) their intention before generating a response. We construct a dataset of 700 real tutoring conversations, annotated by experts with their decisions. We evaluate state-of-the-art LLMs on our dataset and find that the expert's decision-making model is critical for LLMs to close the gap: responses from GPT4 with expert decisions (e.g., "simplify the problem") are +76% more preferred than without. Additionally, context-sensitive decisions are critical to closing pedagogical gaps: random decisions decrease GPT4's response quality by -97% than expert decisions. Our work shows the potential of embedding expert thought processes in LLM generations to enhance their capability to bridge novice-expert knowledge gaps. Our dataset and code can be found at: https://github.com/rosewang2008/bridge.

Large language models (LLMs) provide a new way to build chatbots by accepting natural language prompts. Yet, it is unclear how to design prompts to power chatbots to carry on naturalistic conversations while pursuing a given goal, such as collecting self-report data from users. We explore what design factors of prompts can help steer chatbots to talk naturally and collect data reliably. To this aim, we formulated four prompt designs with different structures and personas. Through an online study (N = 48) where participants conversed with chatbots driven by different designs of prompts, we assessed how prompt designs and conversation topics affected the conversation flows and users' perceptions of chatbots. Our chatbots covered 79% of the desired information slots during conversations, and the designs of prompts and topics significantly influenced the conversation flows and the data collection performance. We discuss the opportunities and challenges of building chatbots with LLMs.

Creating a system that can have meaningful conversations with humans to help accomplish tasks is one of the ultimate goals of Artificial Intelligence (AI). It has defined the meaning of AI since the beginning. A lot has been accomplished in this area recently, with voice assistant products entering our daily lives and chat bot systems becoming commonplace in customer service. At first glance there seems to be no shortage of options for dialogue systems. However, the frequently deployed dialogue systems today seem to all struggle with a critical weakness - they are hard to build and harder to maintain. At the core of the struggle is the need to script every single turn of interactions between the bot and the human user. This makes the dialogue systems more difficult to maintain as the tasks become more complex and more tasks are added to the system. In this paper, we propose Converse, a flexible tree-based modular task-oriented dialogue system. Converse uses an and-or tree structure to represent tasks and offers powerful multi-task dialogue management. Converse supports task dependency and task switching, which are unique features compared to other open-source dialogue frameworks. At the same time, Converse aims to make the bot building process easy and simple, for both professional and non-professional software developers. The code is available at https://github.com/salesforce/Converse.

Growing interests have been attracted in Conversational Recommender Systems (CRS), which explore user preference through conversational interactions in order to make appropriate recommendation. However, there is still a lack of ability in existing CRS to (1) traverse multiple reasoning paths over background knowledge to introduce relevant items and attributes, and (2) arrange selected entities appropriately under current system intents to control response generation. To address these issues, we propose CR-Walker in this paper, a model that performs tree-structured reasoning on a knowledge graph, and generates informative dialog acts to guide language generation. The unique scheme of tree-structured reasoning views the traversed entity at each hop as part of dialog acts to facilitate language generation, which links how entities are selected and expressed. Automatic and human evaluations show that CR-Walker can arrive at more accurate recommendation, and generate more informative and engaging responses.

End-to-end training of neural networks is a promising approach to automatic construction of dialog systems using a human-to-human dialog corpus. Recently, Vinyals et al. tested neural conversation models using OpenSubtitles. Lowe et al. released the Ubuntu Dialogue Corpus for researching unstructured multi-turn dialogue systems. Furthermore, the approach has been extended to accomplish task oriented dialogs to provide information properly with natural conversation. For example, Ghazvininejad et al. proposed a knowledge grounded neural conversation model [3], where the research is aiming at combining conversational dialogs with task-oriented knowledge using unstructured data such as Twitter data for conversation and Foursquare data for external knowledge.However, the task is still limited to a restaurant information service, and has not yet been tested with a wide variety of dialog tasks. In addition, it is still unclear how to create intelligent dialog systems that can respond like a human agent. In consideration of these problems, we proposed a challenge track to the 6th dialog system technology challenges (DSTC6) using human-to-human dialog data to mimic human dialog behaviors. The focus of the challenge track is to train end-to-end conversation models from human-to-human conversation and accomplish end-to-end dialog tasks in various situations assuming a customer service, in which a system plays a role of human agent and generates natural and informative sentences in response to user's questions or comments given dialog context.

Successful conversational search systems can present natural, adaptive and interactive shopping experience for online shopping customers. However, building such systems from scratch faces real word challenges from both imperfect product schema/knowledge and lack of training dialog data.In this work we first propose ConvSearch, an end-to-end conversational search system that deeply combines the dialog system with search. It leverages the text profile to retrieve products, which is more robust against imperfect product schema/knowledge compared with using product attributes alone. We then address the lack of data challenges by proposing an utterance transfer approach that generates dialogue utterances by using existing dialog from other domains, and leveraging the search behavior data from e-commerce retailer. With utterance transfer, we introduce a new conversational search dataset for online shopping. Experiments show that our utterance transfer method can significantly improve the availability of training dialogue data without crowd-sourcing, and the conversational search system significantly outperformed the best tested baseline.

Conversational recommender systems (CRSs) enhance recommendation quality by engaging users in multi-turn dialogues, capturing nuanced preferences through natural language interactions. However, these systems often face the false negative issue, where items that a user might like are incorrectly labeled as negative during training, leading to suboptimal recommendations.Expanding the label set through data augmentation presents an intuitive solution but faces the challenge of balancing two key aspects: ensuring semantic relevance and preserving the collaborative information inherent in CRS datasets. To address these issues, we propose a novel data augmentation framework that first leverages an LLM-based semantic retriever to identify diverse and semantically relevant items, which are then filtered by a relevance scorer to remove noisy candidates. Building on this, we introduce a two-stage training strategy balancing semantic relevance and collaborative information. Extensive experiments on two benchmark datasets and user simulators demonstrate significant and consistent performance improvements across various recommenders, highlighting the effectiveness of our approach in advancing CRS performance.

Conversational systems often rely on embedding models for intent classification and intent clustering tasks. The advent of Large Language Models (LLMs), which enable instructional embeddings allowing one to adjust semantics over the embedding space using prompts, are being viewed as a panacea for these downstream conversational tasks. However, traditional evaluation benchmarks rely solely on task metrics that don't particularly measure gaps related to semantic understanding. Thus, we propose an intent semantic toolkit that gives a more holistic view of intent embedding models by considering three tasks -- (1) intent classification, (2) intent clustering, and (3) a novel triplet task. The triplet task gauges the model's understanding of two semantic concepts paramount in real-world conversational systems -- negation and implicature. We observe that current embedding models fare poorly in semantic understanding of these concepts. To address this, we propose a pre-training approach to improve the embedding model by leveraging augmentation with data generated by an auto-regressive model and a contrastive loss term. Our approach improves the semantic understanding of the intent embedding model on the aforementioned linguistic dimensions while slightly effecting their performance on downstream task metrics.

In the field of natural language processing, open-domain chatbots have emerged as an important research topic. However, a major limitation of existing open-domain chatbot research is its singular focus on short single-session dialogue, neglecting the potential need for understanding contextual information in multiple consecutive sessions that precede an ongoing dialogue. Among the elements that compose the context in multi-session conversation settings, the time intervals between sessions and the relationships between speakers would be particularly important. Despite their importance, current research efforts have not sufficiently addressed these dialogical components. In this paper, we introduce a new 1M multi-session dialogue dataset, called Conversation Chronicles, for implementing a long-term conversation setup in which time intervals and fine-grained speaker relationships are incorporated. Following recent works, we exploit a large language model to produce the data. The extensive human evaluation shows that dialogue episodes in Conversation Chronicles reflect those properties while maintaining coherent and consistent interactions across all the sessions. We also propose a dialogue model, called ReBot, which consists of chronological summarization and dialogue generation modules using only around 630M parameters. When trained on Conversation Chronicles, ReBot demonstrates long-term context understanding with a high human engagement score.