Search for: All records

Large Language Models (LLMs) now excel at generative skills and can create content at impeccable speeds. However, they are imperfect and still make various mistakes. In a Computer Science education context, as these models are widely recognized as “AI pair programmers,” it becomes increasingly important to train students on evaluating and debugging the LLM-generated code. In this work, we introduce HypoCompass, a novel system to facilitate deliberate practice on debugging, where human novices play the role of Teaching Assistants and help LLM-powered teachable agents debug code. We enable effective task delegation between students and LLMs in this learning-by-teaching environment: students focus on hypothesizing the cause of code errors, while adjacent skills like code completion are offloaded to LLM-agents. Our evaluations demonstrate that HypoCompass generates high-quality training materials (e.g., bugs and fixes), outperforming human counterparts fourfold in efficiency, and significantly improves student performance on debugging by 12% in the pre-to-post test. 

Large Language Models (LLMs) are increasingly used for accessing information on the web. Their truthfulness and factuality are thus of great interest. To help users make the right decisions about the information they get, LLMs should not only provide information but also help users fact-check it. Our experiments with 80 crowdworkers compare language models with search engines (information retrieval systems) at facilitating fact-checking. We prompt LLMs to validate a given claim and provide corresponding explanations. Users reading LLM explanations are significantly more efficient than those using search engines while achieving similar accuracy. However, they over-rely on the LLMs when the explanation is wrong. To reduce over-reliance on LLMs, we ask LLMs to provide contrastive information - explain both why the claim is true and false, and then we present both sides of the explanation to users. This contrastive explanation mitigates users' over-reliance on LLMs, but cannot significantly outperform search engines. Further, showing both search engine results and LLM explanations offers no complementary benefits compared to search engines alone. Taken together, our study highlights that natural language explanations by LLMs may not be a reliable replacement for reading the retrieved passages, especially in high-stakes settings where over-relying on wrong AI explanations could lead to critical consequences. 

The in-context learning capabilities of LLMs like GPT-3 allow annotators to customize an LLM to their specific tasks with a small number of examples. However, users tend to include only the most obvious patterns when crafting examples, resulting in underspecified in-context functions that fall short on unseen cases. Further, it is hard to know when “enough” examples have been included even for known patterns. In this work, we present ScatterShot, an interactive system for building high-quality demonstration sets for in-context learning. ScatterShot iteratively slices unlabeled data into task-specific patterns, samples informative inputs from underexplored or not-yet-saturated slices in an active learning manner, and helps users label more efficiently with the help of an LLM and the current example set. In simulation studies on two text perturbation scenarios, ScatterShot sampling improves the resulting few-shot functions by 4-5 percentage points over random sampling, with less variance as more examples are added. In a user study, ScatterShot greatly helps users in covering different patterns in the input space and labeling in-context examples more efficiently, resulting in better in-context learning and less user effort.