Daily Papers

Learning an accurate model of the environment is essential for model-based control tasks. Existing methods in robotic visuomotor control usually learn from data with heavily labelled actions, object entities or locations, which can be demanding in many cases. To cope with this limitation, we propose a method, dubbed DMotion, that trains a forward model from video data only, via disentangling the motion of controllable agent to model the transition dynamics. An object extractor and an interaction learner are trained in an end-to-end manner without supervision. The agent's motions are explicitly represented using spatial transformation matrices containing physical meanings. In the experiments, DMotion achieves superior performance on learning an accurate forward model in a Grid World environment, as well as a more realistic robot control environment in simulation. With the accurate learned forward models, we further demonstrate their usage in model predictive control as an effective approach for robotic manipulations.

Interaction between learner and feedback-giver has come into focus recently for post-training of Large Language Models (LLMs), through the use of reward models that judge the appropriateness of a model's response. In this paper, we investigate whether Dialogue Games -- goal-directed and rule-governed activities driven predominantly by verbal actions -- can also serve as a source of feedback signals for learning. We introduce Playpen, an environment for off- and online learning through Dialogue Game self-play, and investigate a representative set of post-training methods: supervised fine-tuning; direct alignment (DPO); and reinforcement learning with GRPO. We experiment with post-training a small LLM (Llama-3.1-8B-Instruct), evaluating performance on unseen instances of training games as well as unseen games, and on standard benchmarks. We find that imitation learning through SFT improves performance on unseen instances, but negatively impacts other skills, while interactive learning with GRPO shows balanced improvements without loss of skills. We release the framework and the baseline training setups to foster research in the promising new direction of learning in (synthetic) interaction.

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 this work, we initiate the idea of using denoising diffusion models to learn priors for online decision making problems. Our special focus is on the meta-learning for bandit framework, with the goal of learning a strategy that performs well across bandit tasks of a same class. To this end, we train a diffusion model that learns the underlying task distribution and combine Thompson sampling with the learned prior to deal with new tasks at test time. Our posterior sampling algorithm is designed to carefully balance between the learned prior and the noisy observations that come from the learner's interaction with the environment. To capture realistic bandit scenarios, we also propose a novel diffusion model training procedure that trains even from incomplete and/or noisy data, which could be of independent interest. Finally, our extensive experimental evaluations clearly demonstrate the potential of the proposed approach.

Does GPT know you? The answer depends on your level of public recognition; however, if your information was available on a website, the answer is probably yes. All Large Language Models (LLMs) memorize training data to some extent. If an LLM training corpus includes personal data, it also memorizes personal data. Developing an LLM typically involves processing personal data, which falls directly within the scope of data protection laws. If a person is identified or identifiable, the implications are far-reaching: the AI system is subject to EU General Data Protection Regulation requirements even after the training phase is concluded. To back our arguments: (1.) We reiterate that LLMs output training data at inference time, be it verbatim or in generalized form. (2.) We show that some LLMs can thus be considered personal data on their own. This triggers a cascade of data protection implications such as data subject rights, including rights to access, rectification, or erasure. These rights extend to the information embedded with-in the AI model. (3.) This paper argues that machine learning researchers must acknowledge the legal implications of LLMs as personal data throughout the full ML development lifecycle, from data collection and curation to model provision on, e.g., GitHub or Hugging Face. (4.) We propose different ways for the ML research community to deal with these legal implications. Our paper serves as a starting point for improving the alignment between data protection law and the technical capabilities of LLMs. Our findings underscore the need for more interaction between the legal domain and the ML community.

Recent work has demonstrated substantial gains on many NLP tasks and benchmarks by pre-training on a large corpus of text followed by fine-tuning on a specific task. While typically task-agnostic in architecture, this method still requires task-specific fine-tuning datasets of thousands or tens of thousands of examples. By contrast, humans can generally perform a new language task from only a few examples or from simple instructions - something which current NLP systems still largely struggle to do. Here we show that scaling up language models greatly improves task-agnostic, few-shot performance, sometimes even reaching competitiveness with prior state-of-the-art fine-tuning approaches. Specifically, we train GPT-3, an autoregressive language model with 175 billion parameters, 10x more than any previous non-sparse language model, and test its performance in the few-shot setting. For all tasks, GPT-3 is applied without any gradient updates or fine-tuning, with tasks and few-shot demonstrations specified purely via text interaction with the model. GPT-3 achieves strong performance on many NLP datasets, including translation, question-answering, and cloze tasks, as well as several tasks that require on-the-fly reasoning or domain adaptation, such as unscrambling words, using a novel word in a sentence, or performing 3-digit arithmetic. At the same time, we also identify some datasets where GPT-3's few-shot learning still struggles, as well as some datasets where GPT-3 faces methodological issues related to training on large web corpora. Finally, we find that GPT-3 can generate samples of news articles which human evaluators have difficulty distinguishing from articles written by humans. We discuss broader societal impacts of this finding and of GPT-3 in general.

Large Language Models (LLMs) have showcased impressive capabilities in text comprehension and generation, prompting research efforts towards video LLMs to facilitate human-AI interaction at the video level. However, how to effectively encode and understand videos in video-based dialogue systems remains to be solved. In this paper, we investigate a straightforward yet unexplored question: Can we feed all spatial-temporal tokens into the LLM, thus delegating the task of video sequence modeling to the LLMs? Surprisingly, this simple approach yields significant improvements in video understanding. Based upon this, we propose ST-LLM, an effective video-LLM baseline with Spatial-Temporal sequence modeling inside LLM. Furthermore, to address the overhead and stability issues introduced by uncompressed video tokens within LLMs, we develop a dynamic masking strategy with tailor-made training objectives. For particularly long videos, we have also designed a global-local input module to balance efficiency and effectiveness. Consequently, we harness LLM for proficient spatial-temporal modeling, while upholding efficiency and stability. Extensive experimental results attest to the effectiveness of our method. Through a more concise model and training pipeline, ST-LLM establishes a new state-of-the-art result on VideoChatGPT-Bench and MVBench. Codes have been available at https://github.com/TencentARC/ST-LLM.

Recent advances in GPT-4o like multi-modality models have demonstrated remarkable progress for direct speech-to-speech conversation, with real-time speech interaction experience and strong speech understanding ability. However, current research focuses on discrete speech tokens to align with discrete text tokens for language modelling, which depends on an audio codec with residual connections or independent group tokens, such a codec usually leverages large scale and diverse datasets training to ensure that the discrete speech codes have good representation for varied domain, noise, style data reconstruction as well as a well-designed codec quantizer and encoder-decoder architecture for discrete token language modelling. This paper introduces Flow-Omni, a continuous speech token based GPT-4o like model, capable of real-time speech interaction and low streaming latency. Specifically, first, instead of cross-entropy loss only, we combine flow matching loss with a pretrained autoregressive LLM and a small MLP network to predict the probability distribution of the continuous-valued speech tokens from speech prompt. second, we incorporated the continuous speech tokens to Flow-Omni multi-modality training, thereby achieving robust speech-to-speech performance with discrete text tokens and continuous speech tokens together. Experiments demonstrate that, compared to discrete text and speech multi-modality training and its variants, the continuous speech tokens mitigate robustness issues by avoiding the inherent flaws of discrete speech code's representation loss for LLM.

With the growing adoption of large language model agents in persistent real-world roles, they naturally encounter continuous streams of tasks. A key limitation, however, is their failure to learn from the accumulated interaction history, forcing them to discard valuable insights and repeat past errors. We propose ReasoningBank, a novel memory framework that distills generalizable reasoning strategies from an agent's self-judged successful and failed experiences. At test time, an agent retrieves relevant memories from ReasoningBank to inform its interaction and then integrates new learnings back, enabling it to become more capable over time. Building on this powerful experience learner, we further introduce memory-aware test-time scaling (MaTTS), which accelerates and diversifies this learning process by scaling up the agent's interaction experience. By allocating more compute to each task, the agent generates abundant, diverse experiences that provide rich contrastive signals for synthesizing higher-quality memory. The better memory in turn guides more effective scaling, establishing a powerful synergy between memory and test-time scaling. Across web browsing and software engineering benchmarks, ReasoningBank consistently outperforms existing memory mechanisms that store raw trajectories or only successful task routines, improving both effectiveness and efficiency; MaTTS further amplifies these gains. These findings establish memory-driven experience scaling as a new scaling dimension, enabling agents to self-evolve with emergent behaviors naturally arise.

The rapid evolution of artificial intelligence (AI), especially in the domain of Large Language Models (LLMs) and generative AI, has opened new avenues for application across various fields, yet its role in business education remains underexplored. This study introduces the first benchmark to assess the performance of seven major LLMs, OpenAI's models (GPT-3.5 Turbo, GPT-4, and GPT-4 Turbo), Google's models (PaLM 2, Gemini 1.0 Pro), and Anthropic's models (Claude 2 and Claude 2.1), on the GMAT, which is a key exam in the admission process for graduate business programs. Our analysis shows that most LLMs outperform human candidates, with GPT-4 Turbo not only outperforming the other models but also surpassing the average scores of graduate students at top business schools. Through a case study, this research examines GPT-4 Turbo's ability to explain answers, evaluate responses, identify errors, tailor instructions, and generate alternative scenarios. The latest LLM versions, GPT-4 Turbo, Claude 2.1, and Gemini 1.0 Pro, show marked improvements in reasoning tasks compared to their predecessors, underscoring their potential for complex problem-solving. While AI's promise in education, assessment, and tutoring is clear, challenges remain. Our study not only sheds light on LLMs' academic potential but also emphasizes the need for careful development and application of AI in education. As AI technology advances, it is imperative to establish frameworks and protocols for AI interaction, verify the accuracy of AI-generated content, ensure worldwide access for diverse learners, and create an educational environment where AI supports human expertise. This research sets the stage for further exploration into the responsible use of AI to enrich educational experiences and improve exam preparation and assessment methods.

This paper studies the sample-efficiency of learning in Partially Observable Markov Decision Processes (POMDPs), a challenging problem in reinforcement learning that is known to be exponentially hard in the worst-case. Motivated by real-world settings such as loading in game playing, we propose an enhanced feedback model called ``multiple observations in hindsight'', where after each episode of interaction with the POMDP, the learner may collect multiple additional observations emitted from the encountered latent states, but may not observe the latent states themselves. We show that sample-efficient learning under this feedback model is possible for two new subclasses of POMDPs: multi-observation revealing POMDPs and distinguishable POMDPs. Both subclasses generalize and substantially relax revealing POMDPs -- a widely studied subclass for which sample-efficient learning is possible under standard trajectory feedback. Notably, distinguishable POMDPs only require the emission distributions from different latent states to be different instead of linearly independent as required in revealing POMDPs.

Autonomous agents powered by large language models (LLMs) have the potential to enhance human capabilities, assisting with digital tasks from sending emails to performing data analysis. The abilities of existing LLMs at such tasks are often hindered by the lack of high-quality agent data from the corresponding environments they interact with. We propose Learn-by-interact, a data-centric framework to adapt LLM agents to any given environments without human annotations. Learn-by-interact synthesizes trajectories of agent-environment interactions based on documentations, and constructs instructions by summarizing or abstracting the interaction histories, a process called backward construction. We assess the quality of our synthetic data by using them in both training-based scenarios and training-free in-context learning (ICL), where we craft innovative retrieval approaches optimized for agents. Extensive experiments on SWE-bench, WebArena, OSWorld and Spider2-V spanning across realistic coding, web, and desktop environments show the effectiveness of Learn-by-interact in various downstream agentic tasks -- baseline results are improved by up to 12.2\% for ICL with Claude-3.5 and 19.5\% for training with Codestral-22B. We further demonstrate the critical role of backward construction, which provides up to 14.0\% improvement for training. Our ablation studies demonstrate the efficiency provided by our synthesized data in ICL and the superiority of our retrieval pipeline over alternative approaches like conventional retrieval-augmented generation (RAG). We expect that Learn-by-interact will serve as a foundation for agent data synthesis as LLMs are increasingly deployed at real-world environments.

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.

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.

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.

Recently, tool-augmented LLMs have gained increasing attention. Given an instruction, tool-augmented LLMs can interact with various external tools in multiple rounds and provide a final answer. However, previous LLMs were trained on overly detailed instructions, which included API names or parameters, while real users would not explicitly mention these API details. This leads to a gap between trained LLMs and real-world scenarios. In addition, most works ignore whether the interaction process follows the instruction. To address these issues, we constructed a training dataset called MGToolBench, which contains statement and category-level instructions to better reflect real-world scenarios. In addition, we propose ToolPlanner, a two-stage reinforcement learning framework that utilizes path planning and two feedback mechanisms to enhance the LLM's task completion and instruction-following capabilities. Experimental results show that ToolPlanner significantly improves the Match Rate, Pass Rate and Win Rate by 26.8%, 20.2%, and 5.6% compared to the SOTA model. Human evaluation verifies that the multi-granularity instructions can better align with users' usage habits. Our data and code will be released upon acceptance.

We introduce a dynamic benchmarking system for conversational agents that evaluates their performance through a single, simulated, and lengthy userleftrightarrowagent interaction. The interaction is a conversation between the user and agent, where multiple tasks are introduced and then undertaken concurrently. We context switch regularly to interleave the tasks, which constructs a realistic testing scenario in which we assess the Long-Term Memory, Continual Learning, and Information Integration capabilities of the agents. Results from both proprietary and open-source Large-Language Models show that LLMs in general perform well on single-task interactions, but they struggle on the same tasks when they are interleaved. Notably, short-context LLMs supplemented with an LTM system perform as well as or better than those with larger contexts. Our benchmark suggests that there are other challenges for LLMs responding to more natural interactions that contemporary benchmarks have heretofore not been able to capture.

We posit that to achieve continual model improvement and multifaceted alignment, future models must learn from natural human interaction. Current conversational models are aligned using pre-annotated, expert-generated human feedback. In this work, we introduce Reinforcement Learning from Human Interaction (RLHI), a paradigm that learns directly from in-the-wild user conversations. We develop two complementary methods: (1) RLHI with User-Guided Rewrites, which revises unsatisfactory model outputs based on users' natural-language follow-up responses, (2) RLHI with User-Based Rewards, which learns via a reward model conditioned on knowledge of the user's long-term interaction history (termed persona). Together, these methods link long-term user personas to turn-level preferences via persona-conditioned preference optimization. Trained on conversations derived from WildChat, both RLHI variants outperform strong baselines in personalization and instruction-following, and similar feedback enhances performance on reasoning benchmarks. These results suggest organic human interaction offers scalable, effective supervision for personalized alignment.

With the availability of various instruction datasets, a pivotal challenge is how to effectively select and integrate these instructions to fine-tune large language models (LLMs). Previous research mainly focuses on selecting individual high-quality instructions. However, these works overlooked the joint interactions and dependencies between different categories of instructions, leading to suboptimal selection strategies. Moreover, the nature of these interaction patterns remains largely unexplored, let alone optimize the instruction set with regard to them. To fill these gaps, in this paper, we: (1) systemically investigate interaction and dependency patterns between different categories of instructions, (2) manage to optimize the instruction set concerning the interaction patterns using a linear programming-based method, and optimize the learning schema of SFT using an instruction dependency taxonomy guided curriculum learning. Experimental results across different LLMs demonstrate improved performance over strong baselines on widely adopted benchmarks.

We present RecoWorld, a blueprint for building simulated environments tailored to agentic recommender systems. Such environments give agents a proper training space where they can learn from errors without impacting real users. RecoWorld distinguishes itself with a dual-view architecture: a simulated user and an agentic recommender engage in multi-turn interactions aimed at maximizing user retention. The user simulator reviews recommended items, updates its mindset, and when sensing potential user disengagement, generates reflective instructions. The agentic recommender adapts its recommendations by incorporating these user instructions and reasoning traces, creating a dynamic feedback loop that actively engages users. This process leverages the exceptional reasoning capabilities of modern LLMs. We explore diverse content representations within the simulator, including text-based, multimodal, and semantic ID modeling, and discuss how multi-turn RL enables the recommender to refine its strategies through iterative interactions. RecoWorld also supports multi-agent simulations, allowing creators to simulate the responses of targeted user populations. It marks an important first step toward recommender systems where users and agents collaboratively shape personalized information streams. We envision new interaction paradigms where "user instructs, recommender responds," jointly optimizing user retention and engagement.

Large language models (LLMs) have emerged as powerful and general solutions to many natural language tasks. However, many of the most important applications of language generation are interactive, where an agent has to talk to a person to reach a desired outcome. For example, a teacher might try to understand their student's current comprehension level to tailor their instruction accordingly, and a travel agent might ask questions of their customer to understand their preferences in order to recommend activities they might enjoy. LLMs trained with supervised fine-tuning or "single-step" RL, as with standard RLHF, might struggle which tasks that require such goal-directed behavior, since they are not trained to optimize for overall conversational outcomes after multiple turns of interaction. In this work, we explore a new method for adapting LLMs with RL for such goal-directed dialogue. Our key insight is that, though LLMs might not effectively solve goal-directed dialogue tasks out of the box, they can provide useful data for solving such tasks by simulating suboptimal but human-like behaviors. Given a textual description of a goal-directed dialogue task, we leverage LLMs to sample diverse synthetic rollouts of hypothetical in-domain human-human interactions. Our algorithm then utilizes this dataset with offline reinforcement learning to train an interactive conversational agent that can optimize goal-directed objectives over multiple turns. In effect, the LLM produces examples of possible interactions, and RL then processes these examples to learn to perform more optimal interactions. Empirically, we show that our proposed approach achieves state-of-the-art performance in various goal-directed dialogue tasks that include teaching and preference elicitation.

Humans learn social skills through both imitation and social interaction. This social learning process is largely understudied by existing research on building language agents. Motivated by this gap, we propose an interactive learning method, SOTOPIA-pi, improving the social intelligence of language agents. This method leverages behavior cloning and self-reinforcement training on filtered social interaction data according to large language model (LLM) ratings. We show that our training method allows a 7B LLM to reach the social goal completion ability of an expert model (GPT-4-based agent), while improving the safety of language agents and maintaining general QA ability on the MMLU benchmark. We also find that this training paradigm uncovers some difficulties in LLM-based evaluation of social intelligence: LLM-based evaluators overestimate the abilities of the language agents trained specifically for social interaction.

Effective conversational agents must be able to personalize their behavior to suit a user's preferences, personality, and attributes, whether they are assisting with writing tasks or operating in domains like education or healthcare. Current training methods like Reinforcement Learning from Human Feedback (RLHF) prioritize helpfulness and safety but fall short in fostering truly empathetic, adaptive, and personalized interactions. Traditional approaches to personalization often rely on extensive user history, limiting their effectiveness for new or context-limited users. To overcome these limitations, we propose to incorporate an intrinsic motivation to improve the conversational agents's model of the user as an additional reward alongside multi-turn RLHF. This reward mechanism encourages the agent to actively elicit user traits by optimizing conversations to increase the accuracy of its user model. Consequently, the policy agent can deliver more personalized interactions through obtaining more information about the user. We applied our method both education and fitness settings, where LLMs teach concepts or recommend personalized strategies based on users' hidden learning style or lifestyle attributes. Using LLM-simulated users, our approach outperformed a multi-turn RLHF baseline in revealing information about the users' preferences, and adapting to them.

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.

Language agents have demonstrated remarkable potential in web search and information retrieval. However, these search agents assume user queries are complete and unambiguous, an assumption that diverges from reality where users begin with incomplete queries requiring clarification through interaction. Yet most agents lack interactive mechanisms during the search process, and existing benchmarks cannot assess this capability. To address this gap, we introduce InteractComp, a benchmark designed to evaluate whether search agents can recognize query ambiguity and actively interact to resolve it during search. Following the principle of easy to verify, interact to disambiguate, we construct 210 expert-curated questions across 9 domains through a target-distractor methodology that creates genuine ambiguity resolvable only through interaction. Evaluation of 17 models reveals striking failure: the best model achieves only 13.73% accuracy despite 71.50% with complete context, exposing systematic overconfidence rather than reasoning deficits. Forced interaction produces dramatic gains, demonstrating latent capability current strategies fail to engage. Longitudinal analysis shows interaction capabilities stagnated over 15 months while search performance improved seven-fold, revealing a critical blind spot. This stagnation, coupled with the immediate feedback inherent to search tasks, makes InteractComp a valuable resource for both evaluating and training interaction capabilities in search agents. The code is available at https://github.com/FoundationAgents/InteractComp.

Multimodal machine learning, which studies the information and interactions across various input modalities, has made significant advancements in understanding the relationship between images and descriptive text. However, this is just a portion of the potential multimodal interactions seen in the real world and does not include new interactions between conflicting utterances and gestures in predicting sarcasm, for example. Notably, the current methods for capturing shared information often do not extend well to these more nuanced interactions, sometimes performing as low as 50% in binary classification. In this paper, we address this problem via a new approach called MMOE, which stands for a mixture of multimodal interaction experts. Our method automatically classifies data points from unlabeled multimodal datasets by their interaction type and employs specialized models for each specific interaction. Based on our experiments, this approach improves performance on these challenging interactions by more than 10%, leading to an overall increase of 2% for tasks like sarcasm prediction. As a result, interaction quantification provides new insights for dataset analysis and yields simple approaches that obtain state-of-the-art performance.

Large Language Models (LLMs) employ multi-turn interaction as a fundamental paradigm for completing complex tasks. However, their performance often degrades in extended interactions, as they are typically trained on static, single-turn data, which hinders their ability to adapt to real-time user feedback. To address this limitation, we first propose a new paradigm: Test-Time Policy Adaptation for Multi-Turn Interactions (T2PAM), which utilizes user feedback from the ongoing interaction as a reward signal to estimate a latent optimal policy aligned with user preferences, then updates a small subset of parameters to steer the model toward this policy, ultimately enabling efficient in-conversation self-correction. We then introduce Optimum-Referenced One-Step Adaptation (ROSA), a lightweight algorithm that operationalizes T2PAM. ROSA guides the model parameters toward a theoretical optimal policy in a single, efficient update step, avoiding costly iterative gradient-based optimization and minimizing computational overhead. We provide a rigorous theoretical analysis guaranteeing that the policy of ROSA converges to the preference of user as the number of interactions increases. Extensive experiments on challenging benchmark demonstrate that ROSA achieves significant improvements in both task effectiveness and efficiency.

Click-through rate prediction is one of the core tasks in commercial recommender systems. It aims to predict the probability of a user clicking a particular item given user and item features. As feature interactions bring in non-linearity, they are widely adopted to improve the performance of CTR prediction models. Therefore, effectively modelling feature interactions has attracted much attention in both the research and industry field. The current approaches can generally be categorized into three classes: (1) na\"ive methods, which do not model feature interactions and only use original features; (2) memorized methods, which memorize feature interactions by explicitly viewing them as new features and assigning trainable embeddings; (3) factorized methods, which learn latent vectors for original features and implicitly model feature interactions through factorization functions. Studies have shown that modelling feature interactions by one of these methods alone are suboptimal due to the unique characteristics of different feature interactions. To address this issue, we first propose a general framework called OptInter which finds the most suitable modelling method for each feature interaction. Different state-of-the-art deep CTR models can be viewed as instances of OptInter. To realize the functionality of OptInter, we also introduce a learning algorithm that automatically searches for the optimal modelling method. We conduct extensive experiments on four large datasets. Our experiments show that OptInter improves the best performed state-of-the-art baseline deep CTR models by up to 2.21%. Compared to the memorized method, which also outperforms baselines, we reduce up to 91% parameters. In addition, we conduct several ablation studies to investigate the influence of different components of OptInter. Finally, we provide interpretable discussions on the results of OptInter.

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.

Multi-turn interactions between large language models (LLMs) and users naturally include implicit feedback signals. If an LLM responds in an unexpected way to an instruction, the user is likely to signal it by rephrasing the request, expressing frustration, or pivoting to an alternative task. Such signals are task-independent and occupy a relatively constrained subspace of language, allowing the LLM to identify them even if it fails on the actual task. This creates an avenue for continually learning from interactions without additional annotations. We introduce ReSpect, a method to learn from such signals in past interactions via retrospection. We deploy ReSpect in a new multimodal interaction scenario, where humans instruct an LLM to solve an abstract reasoning task with a combinatorial solution space. Through thousands of interactions with humans, we show how ReSpect gradually improves task completion rate from 31% to 82%, all without any external annotation.

We explore unconstrained natural language feedback as a learning signal for artificial agents. Humans use rich and varied language to teach, yet most prior work on interactive learning from language assumes a particular form of input (e.g., commands). We propose a general framework which does not make this assumption, using aspect-based sentiment analysis to decompose feedback into sentiment about the features of a Markov decision process. We then perform an analogue of inverse reinforcement learning, regressing the sentiment on the features to infer the teacher's latent reward function. To evaluate our approach, we first collect a corpus of teaching behavior in a cooperative task where both teacher and learner are human. We implement three artificial learners: sentiment-based "literal" and "pragmatic" models, and an inference network trained end-to-end to predict latent rewards. We then repeat our initial experiment and pair them with human teachers. All three successfully learn from interactive human feedback. The sentiment models outperform the inference network, with the "pragmatic" model approaching human performance. Our work thus provides insight into the information structure of naturalistic linguistic feedback as well as methods to leverage it for reinforcement learning.

Large Language Models(LLMs) have dramatically revolutionized the field of Natural Language Processing(NLP), offering remarkable capabilities that have garnered widespread usage. However, existing interaction paradigms between LLMs and users are constrained by either inflexibility, limitations in customization, or a lack of persistent learning. This inflexibility is particularly evident as users, especially those without programming skills, have restricted avenues to enhance or personalize the model. Existing frameworks further complicate the model training and deployment process due to their computational inefficiencies and lack of user-friendly interfaces. To overcome these challenges, this paper introduces a novel interaction paradigm-'Online Training using External Interactions'-that merges the benefits of persistent, real-time model updates with the flexibility for individual customization through external interactions such as AI agents or online/offline knowledge bases.

The applications of generative AI have become extremely impressive, and the interplay between users and AI is even more so. Current human-AI interaction literature has taken a broad look at how humans interact with generative AI, but it lacks specificity regarding the user interface designs and patterns used to create these applications. Therefore, we present a survey that comprehensively presents taxonomies of how a human interacts with AI and the user interaction patterns designed to meet the needs of a variety of relevant use cases. We focus primarily on user-guided interactions, surveying interactions that are initiated by the user and do not include any implicit signals given by the user. With this survey, we aim to create a compendium of different user-interaction patterns that can be used as a reference for designers and developers alike. In doing so, we also strive to lower the entry barrier for those attempting to learn more about the design of generative AI applications.

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.

Human-object interaction (HOI) detection aims to comprehend the intricate relationships between humans and objects, predicting <human, action, object> triplets, and serving as the foundation for numerous computer vision tasks. The complexity and diversity of human-object interactions in the real world, however, pose significant challenges for both annotation and recognition, particularly in recognizing interactions within an open world context. This study explores the universal interaction recognition in an open-world setting through the use of Vision-Language (VL) foundation models and large language models (LLMs). The proposed method is dubbed as \textbf{UniHOI}. We conduct a deep analysis of the three hierarchical features inherent in visual HOI detectors and propose a method for high-level relation extraction aimed at VL foundation models, which we call HO prompt-based learning. Our design includes an HO Prompt-guided Decoder (HOPD), facilitates the association of high-level relation representations in the foundation model with various HO pairs within the image. Furthermore, we utilize a LLM (i.e. GPT) for interaction interpretation, generating a richer linguistic understanding for complex HOIs. For open-category interaction recognition, our method supports either of two input types: interaction phrase or interpretive sentence. Our efficient architecture design and learning methods effectively unleash the potential of the VL foundation models and LLMs, allowing UniHOI to surpass all existing methods with a substantial margin, under both supervised and zero-shot settings. The code and pre-trained weights are available at: https://github.com/Caoyichao/UniHOI.

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.

This paper investigates the problem of interactively learning behaviors communicated by a human teacher using positive and negative feedback. Much previous work on this problem has made the assumption that people provide feedback for decisions that is dependent on the behavior they are teaching and is independent from the learner's current policy. We present empirical results that show this assumption to be false -- whether human trainers give a positive or negative feedback for a decision is influenced by the learner's current policy. Based on this insight, we introduce {\em Convergent Actor-Critic by Humans} (COACH), an algorithm for learning from policy-dependent feedback that converges to a local optimum. Finally, we demonstrate that COACH can successfully learn multiple behaviors on a physical robot.

We propose and deploy an approach to continually train an instruction-following agent from feedback provided by users during collaborative interactions. During interaction, human users instruct an agent using natural language, and provide realtime binary feedback as they observe the agent following their instructions. We design a contextual bandit learning approach, converting user feedback to immediate reward. We evaluate through thousands of human-agent interactions, demonstrating 15.4% absolute improvement in instruction execution accuracy over time. We also show our approach is robust to several design variations, and that the feedback signal is roughly equivalent to the learning signal of supervised demonstration data.

In many machine learning systems that jointly learn from multiple modalities, a core research question is to understand the nature of multimodal interactions: the emergence of new task-relevant information during learning from both modalities that was not present in either alone. We study this challenge of interaction quantification in a semi-supervised setting with only labeled unimodal data and naturally co-occurring multimodal data (e.g., unlabeled images and captions, video and corresponding audio) but when labeling them is time-consuming. Using a precise information-theoretic definition of interactions, our key contributions are the derivations of lower and upper bounds to quantify the amount of multimodal interactions in this semi-supervised setting. We propose two lower bounds based on the amount of shared information between modalities and the disagreement between separately trained unimodal classifiers, and derive an upper bound through connections to approximate algorithms for min-entropy couplings. We validate these estimated bounds and show how they accurately track true interactions. Finally, two semi-supervised multimodal applications are explored based on these theoretical results: (1) analyzing the relationship between multimodal performance and estimated interactions, and (2) self-supervised learning that embraces disagreement between modalities beyond agreement as is typically done.

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.

Recent advancements in large language models (LLMs) have shown potential for human-like agents. To help these agents adapt to new tasks without extensive human supervision, we propose the Learning through Communication (LTC) paradigm, a novel training approach enabling LLM agents to improve continuously through interactions with their environments and other agents. Recent advancements in large language models (LLMs) have shown potential for human-like agents. To help these agents adapt to new tasks without extensive human supervision, we propose the Learning through Communication (LTC) paradigm, a novel training approach enabling LLM agents to improve continuously through interactions with their environments and other agents. Through iterative exploration and PPO training, LTC empowers the agent to assimilate short-term experiences into long-term memory. To optimize agent interactions for task-specific learning, we introduce three structured communication patterns: Monologue, Dialogue, and Analogue-tailored for common tasks such as decision-making, knowledge-intensive reasoning, and numerical reasoning. We evaluated LTC on three datasets: ALFWorld (decision-making), HotpotQA (knowledge-intensive reasoning), and GSM8k (numerical reasoning). On ALFWorld, it exceeds the instruction tuning baseline by 12% in success rate. On HotpotQA, LTC surpasses the instruction-tuned LLaMA-7B agent by 5.1% in EM score, and it outperforms the instruction-tuned 9x larger PaLM-62B agent by 0.6%. On GSM8k, LTC outperforms the CoT-Tuning baseline by 3.6% in accuracy. The results showcase the versatility and efficiency of the LTC approach across diverse domains. We will open-source our code to promote further development of the community.

Large Language Models (LLMs) often struggle when prompted to generate content under specific constraints. However, in such cases it is often easy to check whether these constraints are satisfied or violated. Recent works have shown that LLMs can benefit from such "corrective feedback". Here we claim that this skill of LLMs can be significantly enhanced via training. We introduce an RL framework for teaching models to use such rewards, by simulating interaction sessions, and rewarding the model according to its ability to satisfy the constraints. We refer to our method as CORGI (Controlled Generation with RL for Guided Interaction), and evaluate it on a variety of controlled generation tasks using unlabeled training data. We find that CORGI consistently outperforms the baseline reinforcement learning method that does not incorporate conversational feedback. Furthermore, CORGI's interactive framework enables meta-learning, allowing the LLM to generalize better to guided interaction in new tasks. Our results clearly show that conversational optimization, when combined with reinforcement learning, significantly improves the effectiveness of LLMs in controlled generation contexts.

Once language models (LMs) are deployed, they can interact with users long-term, ideally evolving continuously based on their feedback. Asking for direct user feedback can be disruptive; thus, we study harvesting user feedback from user-LM interaction logs. We study implicit user feedback in two user-LM interaction datasets (WildChat and LMSYS). First, we analyze user feedback in the user-LLM conversation trajectory, providing insights into when and why such feedback occurs. Second, we study harvesting learning signals from such implicit user feedback. We find that the contents of user feedback (e.g., user wanted clarification), not just the polarity (e.g., users were unhappy with the previous model response), can improve model performance in short human-designed questions (MTBench) but not on longer and more complex questions (WildBench). We also find that the usefulness of user feedback is largely tied to the quality of the user's initial prompt. Together, we provide an in-depth study of implicit user feedback, showing its potential and limitations.

Large language models (LLMs) adapted to follow user instructions are now widely deployed as conversational agents. In this work, we examine one increasingly common instruction-following task: providing writing assistance to compose a long-form answer. To evaluate the capabilities of current LLMs on this task, we construct KIWI, a dataset of knowledge-intensive writing instructions in the scientific domain. Given a research question, an initial model-generated answer and a set of relevant papers, an expert annotator iteratively issues instructions for the model to revise and improve its answer. We collect 1,260 interaction turns from 234 interaction sessions with three state-of-the-art LLMs. Each turn includes a user instruction, a model response, and a human evaluation of the model response. Through a detailed analysis of the collected responses, we find that all models struggle to incorporate new information into an existing answer, and to perform precise and unambiguous edits. Further, we find that models struggle to judge whether their outputs successfully followed user instructions, with accuracy at least 10 points short of human agreement. Our findings indicate that KIWI will be a valuable resource to measure progress and improve LLMs' instruction-following capabilities for knowledge intensive writing tasks.

Large Language Models (LLMs) have emerged as a new paradigm for recommendation by converting interacted item history into language modeling. However, constrained by the limited context length of LLMs, existing approaches have to truncate item history in the prompt, focusing only on recent interactions and sacrificing the ability to model long-term history. To enable LLMs to model long histories, we pursue a concise embedding representation for items and sessions. In the LLM embedding space, we construct an item's embedding by aggregating its textual token embeddings; similarly, we construct a session's embedding by aggregating its item embeddings. While efficient, this way poses two challenges since it ignores the temporal significance of user interactions and LLMs do not natively interpret our custom embeddings. To overcome these, we propose PatchRec, a multi-grained patch training method consisting of two stages: (1) Patch Pre-training, which familiarizes LLMs with aggregated embeddings -- patches, and (2) Patch Fine-tuning, which enables LLMs to capture time-aware significance in interaction history. Extensive experiments show that PatchRec effectively models longer behavior histories with improved efficiency. This work facilitates the practical use of LLMs for modeling long behavior histories. Codes are available at https://github.com/ljy0ustc/PatchRec.

While both agent interaction and personalisation are vibrant topics in research on large language models (LLMs), there has been limited focus on the effect of language interaction on the behaviour of persona-conditioned LLM agents. Such an endeavour is important to ensure that agents remain consistent to their assigned traits yet are able to engage in open, naturalistic dialogues. In our experiments, we condition GPT-3.5 on personality profiles through prompting and create a two-group population of LLM agents using a simple variability-inducing sampling algorithm. We then administer personality tests and submit the agents to a collaborative writing task, finding that different profiles exhibit different degrees of personality consistency and linguistic alignment to their conversational partners. Our study seeks to lay the groundwork for better understanding of dialogue-based interaction between LLMs and highlights the need for new approaches to crafting robust, more human-like LLM personas for interactive environments.

Large Language Models (LLMs) perform complex reasoning by generating explanations for their predictions. However, a complementary goal of explanations is to also communicate useful knowledge that improves weaker agents. Hence, we investigate whether LLMs also make good teachers for weaker agents. In particular, we consider a student-teacher framework between two LLM agents and study if, when, and how the teacher should intervene with natural language explanations to improve the student's performance. Since communication is expensive, we define a budget such that the teacher only communicates explanations for a fraction of the data, after which the student should perform well on its own. We decompose the teaching problem along four axes: (1) if teacher's test time intervention improve student predictions, (2) when it is worth explaining a data point, (3) how the teacher should personalize explanations to better teach the student, and (4) if teacher explanations also improve student performance on future unexplained data. We first show that teacher LLMs can indeed intervene on student reasoning to improve their performance. Next, we propose a Theory of Mind approach, in which the teacher builds two few-shot mental models of the student. The first model defines an Intervention Function that simulates the utility of an intervention, allowing the teacher to intervene when this utility is the highest and improving student performance at lower budgets. The second model enables the teacher to personalize explanations for a particular student and outperform unpersonalized teachers. We also demonstrate that in multi-turn interactions, teacher explanations generalize and learning from explained data improves student performance on future unexplained data. Finally, we also verify that misaligned teachers can lower student performance to random chance by intentionally misleading them.

Open Vocabulary Human-Object Interaction (HOI) detection aims to detect interactions between humans and objects while generalizing to novel interaction classes beyond the training set. Current methods often rely on Vision and Language Models (VLMs) but face challenges due to suboptimal image encoders, as image-level pre-training does not align well with the fine-grained region-level interaction detection required for HOI. Additionally, effectively encoding textual descriptions of visual appearances remains difficult, limiting the model's ability to capture detailed HOI relationships. To address these issues, we propose INteraction-aware Prompting with Concept Calibration (INP-CC), an end-to-end open-vocabulary HOI detector that integrates interaction-aware prompts and concept calibration. Specifically, we propose an interaction-aware prompt generator that dynamically generates a compact set of prompts based on the input scene, enabling selective sharing among similar interactions. This approach directs the model's attention to key interaction patterns rather than generic image-level semantics, enhancing HOI detection. Furthermore, we refine HOI concept representations through language model-guided calibration, which helps distinguish diverse HOI concepts by investigating visual similarities across categories. A negative sampling strategy is also employed to improve inter-modal similarity modeling, enabling the model to better differentiate visually similar but semantically distinct actions. Extensive experimental results demonstrate that INP-CC significantly outperforms state-of-the-art models on the SWIG-HOI and HICO-DET datasets. Code is available at https://github.com/ltttpku/INP-CC.

Conversational LLMs function as black box systems, leaving users guessing about why they see the output they do. This lack of transparency is potentially problematic, especially given concerns around bias and truthfulness. To address this issue, we present an end-to-end prototype-connecting interpretability techniques with user experience design-that seeks to make chatbots more transparent. We begin by showing evidence that a prominent open-source LLM has a "user model": examining the internal state of the system, we can extract data related to a user's age, gender, educational level, and socioeconomic status. Next, we describe the design of a dashboard that accompanies the chatbot interface, displaying this user model in real time. The dashboard can also be used to control the user model and the system's behavior. Finally, we discuss a study in which users conversed with the instrumented system. Our results suggest that users appreciate seeing internal states, which helped them expose biased behavior and increased their sense of control. Participants also made valuable suggestions that point to future directions for both design and machine learning research. The project page and video demo of our TalkTuner system are available at https://bit.ly/talktuner-project-page

Current generative AI models like ChatGPT, Claude, and Gemini are widely used for knowledge dissemination, task decomposition, and creative thinking. However, their linear interaction methods often force users to repeatedly compare and copy contextual information when handling complex tasks, increasing cognitive load and operational costs. Moreover, the ambiguity in model responses requires users to refine and simplify the information further. To address these issues, we developed "Mindalogue", a system using a non-linear interaction model based on "nodes + canvas" to enhance user efficiency and freedom while generating structured responses. A formative study with 11 users informed the design of Mindalogue, which was then evaluated through a study with 16 participants. The results showed that Mindalogue significantly reduced task steps and improved users' comprehension of complex information. This study highlights the potential of non-linear interaction in improving AI tool efficiency and user experience in the HCI field.

Learning feature interaction is the critical backbone to building recommender systems. In web-scale applications, learning feature interaction is extremely challenging due to the sparse and large input feature space; meanwhile, manually crafting effective feature interactions is infeasible because of the exponential solution space. We propose to leverage a Transformer-based architecture with attention layers to automatically capture feature interactions. Transformer architectures have witnessed great success in many domains, such as natural language processing and computer vision. However, there has not been much adoption of Transformer architecture for feature interaction modeling in industry. We aim at closing the gap. We identify two key challenges for applying the vanilla Transformer architecture to web-scale recommender systems: (1) Transformer architecture fails to capture the heterogeneous feature interactions in the self-attention layer; (2) The serving latency of Transformer architecture might be too high to be deployed in web-scale recommender systems. We first propose a heterogeneous self-attention layer, which is a simple yet effective modification to the self-attention layer in Transformer, to take into account the heterogeneity of feature interactions. We then introduce Hiformer (Heterogeneous Interaction Transformer) to further improve the model expressiveness. With low-rank approximation and model pruning, \hiformer enjoys fast inference for online deployment. Extensive offline experiment results corroborates the effectiveness and efficiency of the Hiformer model. We have successfully deployed the Hiformer model to a real world large scale App ranking model at Google Play, with significant improvement in key engagement metrics (up to +2.66\%).

With the recent rapid advancement of Agentic Intelligence, agentic tool use in LLMs has become increasingly important. During multi-turn interactions between agents and users, the dynamic, uncertain, and stochastic nature of user demands poses significant challenges to the agent's tool invocation capabilities. Agents are no longer expected to simply call tools to deliver a result; rather, they must iteratively refine their understanding of user needs through communication while simultaneously invoking tools to resolve user queries. Existing reinforcement learning (RL) approaches for tool use lack the integration of genuinely dynamic users during the RL training process. To bridge this gap, we introduce MUA-RL (Multi-turn User-interacting Agent Reinforcement Learning for agentic tool use), a novel reinforcement learning framework that, for the first time in the field of agentic tool use, integrates LLM-simulated users into the reinforcement learning loop. MUA-RL aims to enable autonomous learning of models to communicate with users efficiently and use various tools to solve practical problems in dynamic multi-turn interactions. Evaluations are done on several multi-turn tool-using benchmarks (see Figure 1). Specifically, MUA-RL-32B achieves 67.3 on TAU2 Retail, 45.4 on TAU2 Airline, 28.3 on TAU2 Telecom, 28.4 on BFCL-V3 Multi Turn, and 82.5 on ACEBench Agent -- outperforming or matching the performance of larger open-source models such as DeepSeek-V3-0324 and Qwen3-235B-A22B in non-thinking settings.

Today's generative AI systems are tuned to present information by default rather than engage users in service of learning as a human tutor would. To address the wide range of potential education use cases for these systems, we reframe the challenge of injecting pedagogical behavior as one of pedagogical instruction following, where training and evaluation examples include system-level instructions describing the specific pedagogy attributes present or desired in subsequent model turns. This framing avoids committing our models to any particular definition of pedagogy, and instead allows teachers or developers to specify desired model behavior. It also clears a path to improving Gemini models for learning -- by enabling the addition of our pedagogical data to post-training mixtures -- alongside their rapidly expanding set of capabilities. Both represent important changes from our initial tech report. We show how training with pedagogical instruction following produces a LearnLM model (available on Google AI Studio) that is preferred substantially by expert raters across a diverse set of learning scenarios, with average preference strengths of 31\% over GPT-4o, 11\% over Claude 3.5, and 13\% over the Gemini 1.5 Pro model LearnLM was based on.

Personalized interaction is highly valued by parents in their story-reading activities with children. While AI-empowered story-reading tools have been increasingly used, their abilities to support personalized interaction with children are still limited. Recent advances in large language models (LLMs) show promise in facilitating personalized interactions, but little is known about how to effectively and appropriately use LLMs to enhance children's personalized story-reading experiences. This work explores this question through a design-based study. Drawing on a formative study, we designed and developed StoryMate, an LLM-empowered personalized interactive story-reading tool for children, following an empirical study with children, parents, and education experts. Our participants valued the personalized features in StoryMate, and also highlighted the need to support personalized content, guiding mechanisms, reading context variations, and interactive interfaces. Based on these findings, we propose a series of design recommendations for better using LLMs to empower children's personalized story reading and interaction.

In collaborative human-robot manipulation, a robot must predict human intents and adapt its actions accordingly to smoothly execute tasks. However, the human's intent in turn depends on actions the robot takes, creating a chicken-or-egg problem. Prior methods ignore such inter-dependency and instead train marginal intent prediction models independent of robot actions. This is because training conditional models is hard given a lack of paired human-robot interaction datasets. Can we instead leverage large-scale human-human interaction data that is more easily accessible? Our key insight is to exploit a correspondence between human and robot actions that enables transfer learning from human-human to human-robot data. We propose a novel architecture, InteRACT, that pre-trains a conditional intent prediction model on large human-human datasets and fine-tunes on a small human-robot dataset. We evaluate on a set of real-world collaborative human-robot manipulation tasks and show that our conditional model improves over various marginal baselines. We also introduce new techniques to tele-operate a 7-DoF robot arm and collect a diverse range of human-robot collaborative manipulation data, which we open-source.

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.

Advanced Large language models (LLMs) like GPT-4 or LlaMa 3 provide superior performance in complex human-like interactions. But they are costly, or too large for edge devices such as smartphones and harder to self-host, leading to security and privacy concerns. This paper introduces a novel interpretable knowledge distillation approach to enhance the performance of smaller, more economical LLMs that firms can self-host. We study this problem in the context of building a customer service agent aimed at achieving high customer satisfaction through goal-oriented dialogues. Unlike traditional knowledge distillation, where the "student" model learns directly from the "teacher" model's responses via fine-tuning, our interpretable "strategy" teaching approach involves the teacher providing strategies to improve the student's performance in various scenarios. This method alternates between a "scenario generation" step and a "strategies for improvement" step, creating a customized library of scenarios and optimized strategies for automated prompting. The method requires only black-box access to both student and teacher models; hence it can be used without manipulating model parameters. In our customer service application, the method improves performance, and the learned strategies are transferable to other LLMs and scenarios beyond the training set. The method's interpretabilty helps safeguard against potential harms through human audit.

Large language models (LLMs) have demonstrated remarkable performance on single-turn text-to-SQL tasks, but real-world database applications predominantly require multi-turn interactions to handle ambiguous queries, execution errors, and evolving user requirements. Existing multi-turn benchmarks fall short by treating conversation histories as static context or limiting evaluation to read-only operations, failing to reflect production-grade database assistant challenges. We introduce BIRD-INTERACT, a benchmark that restores this realism through: (1) a comprehensive interaction environment coupling each database with a hierarchical knowledge base, metadata files, and a function-driven user simulator, enabling models to solicit clarifications, retrieve knowledge, and recover from errors without human supervision; (2) two evaluation settings consisting of a pre-defined conversational protocol (c-Interact) and an open-ended agentic setting (a-Interact) where models autonomously decide when to query the user simulator or explore the environment; (3) a challenging task suite covering the full CRUD spectrum for business-intelligence and operational use cases, guarded by executable test cases. Each task features ambiguous and follow-up sub-tasks requiring dynamic interaction. The suite comprises BIRD-INTERACT-FULL (600 tasks, up to 11,796 interactions) for comprehensive performance assessment, and BIRD-INTERACT-LITE (300 tasks with simplified databases) for detailed behavioral analysis and rapid method development. Our empirical results highlight BIRD-INTERACT's difficulty: GPT-5 completes only 8.67% of tasks in c-Interact and 17.00% in a-Interact. Analysis via memory grafting and Interaction Test-time Scaling validates the importance of effective interaction for complex, dynamic text-to-SQL tasks.

Communication is defined as "Who says what to whom with what effect." A message from a communicator generates downstream receiver effects, also known as behavior. Receiver behavior, being a downstream effect of the message, carries rich signals about it. Even after carrying signals about the message, the behavior data is often ignored while training large language models. We show that training LLMs on receiver behavior can actually help improve their content-understanding abilities. Specifically, we show that training LLMs to predict the receiver behavior of likes and comments improves the LLM's performance on a wide variety of downstream content understanding tasks. We show this performance increase over 40 video and image understanding tasks over 23 benchmark datasets across both 0-shot and fine-tuning settings, outperforming many supervised baselines. Moreover, since receiver behavior, such as likes and comments, is collected by default on the internet and does not need any human annotations to be useful, the performance improvement we get after training on this data is essentially free-lunch. We release the receiver behavior cleaned comments and likes of 750k images and videos collected from multiple platforms along with our instruction-tuning data.

Deep neural networks have shown excellent performances in many real-world applications. Unfortunately, they may show "Clever Hans"-like behavior---making use of confounding factors within datasets---to achieve high performance. In this work, we introduce the novel learning setting of "explanatory interactive learning" (XIL) and illustrate its benefits on a plant phenotyping research task. XIL adds the scientist into the training loop such that she interactively revises the original model via providing feedback on its explanations. Our experimental results demonstrate that XIL can help avoiding Clever Hans moments in machine learning and encourages (or discourages, if appropriate) trust into the underlying model.

Large language model (LLM) powered chatbots are primarily text-based today, and impose a large interactional cognitive load, especially for exploratory or sensemaking tasks such as planning a trip or learning about a new city. Because the interaction is textual, users have little scaffolding in the way of structure, informational "scent", or ability to specify high-level preferences or goals. We introduce ExploreLLM that allows users to structure thoughts, help explore different options, navigate through the choices and recommendations, and to more easily steer models to generate more personalized responses. We conduct a user study and show that users find it helpful to use ExploreLLM for exploratory or planning tasks, because it provides a useful schema-like structure to the task, and guides users in planning. The study also suggests that users can more easily personalize responses with high-level preferences with ExploreLLM. Together, ExploreLLM points to a future where users interact with LLMs beyond the form of chatbots, and instead designed to support complex user tasks with a tighter integration between natural language and graphical user interfaces.

Proactive dialogue system is able to lead the conversation to a goal topic and has advantaged potential in bargain, persuasion and negotiation. Current corpus-based learning manner limits its practical application in real-world scenarios. To this end, we contribute to advance the study of the proactive dialogue policy to a more natural and challenging setting, i.e., interacting dynamically with users. Further, we call attention to the non-cooperative user behavior -- the user talks about off-path topics when he/she is not satisfied with the previous topics introduced by the agent. We argue that the targets of reaching the goal topic quickly and maintaining a high user satisfaction are not always converge, because the topics close to the goal and the topics user preferred may not be the same. Towards this issue, we propose a new solution named I-Pro that can learn Proactive policy in the Interactive setting. Specifically, we learn the trade-off via a learned goal weight, which consists of four factors (dialogue turn, goal completion difficulty, user satisfaction estimation, and cooperative degree). The experimental results demonstrate I-Pro significantly outperforms baselines in terms of effectiveness and interpretability.

Frozen models trained to mimic static datasets can never improve their performance. Models that can employ internet-retrieval for up-to-date information and obtain feedback from humans during deployment provide the promise of both adapting to new information, and improving their performance. In this work we study how to improve internet-driven conversational skills in such a learning framework. We collect deployment data, which we make publicly available, of human interactions, and collect various types of human feedback -- including binary quality measurements, free-form text feedback, and fine-grained reasons for failure. We then study various algorithms for improving from such feedback, including standard supervised learning, rejection sampling, model-guiding and reward-based learning, in order to make recommendations on which type of feedback and algorithms work best. We find the recently introduced Director model (Arora et al., '22) shows significant improvements over other existing approaches.

Large language models (LLMs) encode a vast amount of world knowledge acquired from massive text datasets. Recent studies have demonstrated that LLMs can assist an embodied agent in solving complex sequential decision making tasks by providing high-level instructions. However, interactions with LLMs can be time-consuming. In many practical scenarios, they require a significant amount of storage space that can only be deployed on remote cloud server nodes. Additionally, using commercial LLMs can be costly since they may charge based on usage frequency. In this paper, we explore how to enable intelligent cost-effective interactions between the agent and an LLM. We propose When2Ask, a reinforcement learning based approach that learns when it is necessary to query LLMs for high-level instructions to accomplish a target task. Experiments on MiniGrid and Habitat environments that entail planning sub-goals demonstrate that When2Ask learns to solve target tasks with only a few necessary interactions with an LLM, and significantly reduces interaction costs in testing environments compared with baseline methods. Experiment results also suggest that by learning a mediator model to interact with the LLM, the agent's performance becomes more robust against partial observability of the environment. Our code is available at https://github.com/ZJLAB-AMMI/LLM4RL.

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.

Multitask Gaussian process (MTGP) is powerful for joint learning of multiple tasks with complicated correlation patterns. However, due to the assembling of additive independent latent functions, all current MTGPs including the salient linear model of coregionalization (LMC) and convolution frameworks cannot effectively represent and learn the hierarchical latent interactions between its latent functions. In this paper, we further investigate the interactions in LMC of MTGP and then propose a novel kernel representation of the hierarchical interactions, which ameliorates both the expressiveness and the interpretability of MTGP. Specifically, we express the interaction as a product of function interaction and coefficient interaction. The function interaction is modeled by using cross convolution of latent functions. The coefficient interaction between the LMCs is described as a cross coregionalization term. We validate that considering the interactions can promote knowledge transferring in MTGP and compare our approach with some state-of-the-art MTGPs on both synthetic- and real-world datasets.

Large language models (LLMs) have had a huge impact on society due to their impressive capabilities and vast knowledge of the world. Various applications and tools have been created that allow users to interact with these models in a black-box scenario. However, one limitation of this scenario is that users cannot modify the internal knowledge of the model, and the only way to add or modify internal knowledge is by explicitly mentioning it to the model during the current interaction. This learning process is called in-context training, and it refers to training that is confined to the user's current session or context. In-context learning has significant applications, but also has limitations that are seldom studied. In this paper, we present a study that shows how the model can suffer from interference between information that continually flows in the context, causing it to forget previously learned knowledge, which can reduce the model's performance. Along with showing the problem, we propose an evaluation benchmark based on the bAbI dataset.

Most of the dominant approaches to continual learning are based on either memory replay, parameter isolation, or regularization techniques that require task boundaries to calculate task statistics. We propose a static architecture-based method that doesn't use any of these. We show that we can improve the continual learning performance by replacing the final layer of our networks with our pairwise interaction layer. The pairwise interaction layer uses sparse representations from a Winner-take-all style activation function to find the relevant correlations in the hidden layer representations. The networks using this architecture show competitive performance in MNIST and FashionMNIST-based continual image classification experiments. We demonstrate this in an online streaming continual learning setup where the learning system cannot access task labels or boundaries.

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.

Robots operating in human spaces must be able to engage in natural language interaction with people, both understanding and executing instructions, and using conversation to resolve ambiguity and recover from mistakes. To study this, we introduce TEACh, a dataset of over 3,000 human--human, interactive dialogues to complete household tasks in simulation. A Commander with access to oracle information about a task communicates in natural language with a Follower. The Follower navigates through and interacts with the environment to complete tasks varying in complexity from "Make Coffee" to "Prepare Breakfast", asking questions and getting additional information from the Commander. We propose three benchmarks using TEACh to study embodied intelligence challenges, and we evaluate initial models' abilities in dialogue understanding, language grounding, and task execution.

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.

Text entry is an essential task in our day-to-day digital interactions. Numerous intelligent features have been developed to streamline this process, making text entry more effective, efficient, and fluid. These improvements include sentence prediction and user personalization. However, as deep learning-based language models become the norm for these advanced features, the necessity for data collection and model fine-tuning increases. These challenges can be mitigated by harnessing the in-context learning capability of large language models such as GPT-3.5. This unique feature allows the language model to acquire new skills through prompts, eliminating the need for data collection and fine-tuning. Consequently, large language models can learn various text prediction techniques. We initially showed that, for a sentence prediction task, merely prompting GPT-3.5 surpassed a GPT-2 backed system and is comparable with a fine-tuned GPT-3.5 model, with the latter two methods requiring costly data collection, fine-tuning and post-processing. However, the task of prompting large language models to specialize in specific text prediction tasks can be challenging, particularly for designers without expertise in prompt engineering. To address this, we introduce Promptor, a conversational prompt generation agent designed to engage proactively with designers. Promptor can automatically generate complex prompts tailored to meet specific needs, thus offering a solution to this challenge. We conducted a user study involving 24 participants creating prompts for three intelligent text entry tasks, half of the participants used Promptor while the other half designed prompts themselves. The results show that Promptor-designed prompts result in a 35% increase in similarity and 22% in coherence over those by designers.

Communicating in natural language is a powerful tool in multi-agent settings, as it enables independent agents to share information in partially observable settings and allows zero-shot coordination with humans. However, most prior works are limited as they either rely on training with large amounts of human demonstrations or lack the ability to generate natural and useful communication strategies. In this work, we train language models to have productive discussions about their environment in natural language without any human demonstrations. We decompose the communication problem into listening and speaking. Our key idea is to leverage the agent's goal to predict useful information about the world as a dense reward signal that guides communication. Specifically, we improve a model's listening skills by training them to predict information about the environment based on discussions, and we simultaneously improve a model's speaking skills with multi-agent reinforcement learning by rewarding messages based on their influence on other agents. To investigate the role and necessity of communication in complex social settings, we study an embodied social deduction game based on Among Us, where the key question to answer is the identity of an adversarial imposter. We analyze emergent behaviors due to our technique, such as accusing suspects and providing evidence, and find that it enables strong discussions, doubling the win rates compared to standard RL. We release our code and models at https://socialdeductionllm.github.io/

Interactions between humans are diverse and context-dependent, but previous works have treated them as categorical, disregarding the heavy tail of possible interactions. We propose a new paradigm of learning human-human interactions as free text from a single still image, allowing for flexibility in modeling the unlimited space of situations and relationships between people. To overcome the absence of data labelled specifically for this task, we use knowledge distillation applied to synthetic caption data produced by a large language model without explicit supervision. We show that the pseudo-labels produced by this procedure can be used to train a captioning model to effectively understand human-human interactions in images, as measured by a variety of metrics that measure textual and semantic faithfulness and factual groundedness of our predictions. We further show that our approach outperforms SOTA image captioning and situation recognition models on this task. We will release our code and pseudo-labels along with Waldo and Wenda, a manually-curated test set for still image human-human interaction understanding.

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.

Traditional neural network training typically follows fixed, predefined optimization recipes, lacking the flexibility to dynamically respond to instabilities or emerging training issues. In this paper, we introduce Interactive Training, an open-source framework that enables real-time, feedback-driven intervention during neural network training by human experts or automated AI agents. At its core, Interactive Training uses a control server to mediate communication between users or agents and the ongoing training process, allowing users to dynamically adjust optimizer hyperparameters, training data, and model checkpoints. Through three case studies, we demonstrate that Interactive Training achieves superior training stability, reduced sensitivity to initial hyperparameters, and improved adaptability to evolving user needs, paving the way toward a future training paradigm where AI agents autonomously monitor training logs, proactively resolve instabilities, and optimize training dynamics.

The practice of transferring knowledge from a sophisticated, closed-source large language model (LLM) to a compact, open-source LLM has garnered considerable attention. Previous works have focused on a unidirectional knowledge distillation way by aligning the responses of the student model with those of the teacher model to a set of instructions. Nevertheless, they overlooked the possibility of incorporating any reciprocal "feedback"--identifying challenging instructions where the student model's performance falls short--to boost the student model's proficiency iteratively. To this end, we propose a novel adversarial distillation framework for a more efficient knowledge transfer. Leveraging the versatile role adaptability of LLMs, we prompt the closed-source model to identify "hard" instructions and generate new "hard" instructions for the student model, creating a three-stage adversarial loop of imitation, discrimination, and generation. By applying this adversarial framework, we successfully transfer knowledge from ChatGPT to a 7B student model (named Lion), achieving nearly 95% capability approximation using a mere 70k training data. We aspire that this proposed model may serve as the baseline to reflect the performance of ChatGPT, especially the open-source instruction-following language model baseline for our community.

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.

Due to the lack of human resources for mental health support, there is an increasing demand for employing conversational agents for support. Recent work has demonstrated the effectiveness of dialogue models in providing emotional support. As previous studies have demonstrated that seekers' persona is an important factor for effective support, we investigate whether there are benefits to modeling such information in dialogue models for support. In this paper, our empirical analysis verifies that persona has an important impact on emotional support. Therefore, we propose a framework for dynamically inferring and modeling seekers' persona. We first train a model for inferring the seeker's persona from the conversation history. Accordingly, we propose PAL, a model that leverages persona information and, in conjunction with our strategy-based controllable generation method, provides personalized emotional support. Automatic and manual evaluations demonstrate that PAL achieves state-of-the-art results, outperforming the baselines on the studied benchmark. Our code and data are publicly available at https://github.com/chengjl19/PAL.

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 language models (LLMs) provide excellent text-generation capabilities, but standard prompting and generation methods generally do not lead to intentional or goal-directed agents and might necessitate considerable prompt tuning. This becomes particularly apparent in multi-turn conversations: even the best current LLMs rarely ask clarifying questions, engage in explicit information gathering, or take actions now that lead to better decisions after multiple turns. Reinforcement learning has the potential to leverage the powerful modeling capabilities of LLMs, as well as their internal representation of textual interactions, to create capable goal-directed language agents. This can enable intentional and temporally extended interactions, such as with humans, through coordinated persuasion and carefully crafted questions, or in goal-directed play through text games to bring about desired final outcomes. However, enabling this requires the community to develop stable and reliable reinforcement learning algorithms that can effectively train LLMs. Developing such algorithms requires tasks that can gauge progress on algorithm design, provide accessible and reproducible evaluations for multi-turn interactions, and cover a range of task properties and challenges in improving reinforcement learning algorithms. Our paper introduces the LMRL-Gym benchmark for evaluating multi-turn RL for LLMs, together with an open-source research framework containing a basic toolkit for getting started on multi-turn RL with offline value-based and policy-based RL methods. Our benchmark consists of 8 different language tasks, which require multiple rounds of language interaction and cover a range of tasks in open-ended dialogue and text games.

We study interactive learning of language agents based on user edits made to the agent's output. In a typical setting such as writing assistants, the user interacts with a language agent to generate a response given a context, and may optionally edit the agent response to personalize it based on their latent preference, in addition to improving the correctness. The edit feedback is naturally generated, making it a suitable candidate for improving the agent's alignment with the user's preference, and for reducing the cost of user edits over time. We propose a learning framework, PRELUDE that infers a description of the user's latent preference based on historic edit data and using it to define a prompt policy that drives future response generation. This avoids fine-tuning the agent, which is costly, challenging to scale with the number of users, and may even degrade its performance on other tasks. Furthermore, learning descriptive preference improves interpretability, allowing the user to view and modify the learned preference. However, user preference can be complex and vary based on context, making it challenging to learn. To address this, we propose a simple yet effective algorithm named CIPHER that leverages a large language model (LLM) to infer the user preference for a given context based on user edits. In the future, CIPHER retrieves inferred preferences from the k-closest contexts in the history, and forms an aggregate preference for response generation. We introduce two interactive environments -- summarization and email writing, for evaluation using a GPT-4 simulated user. We compare with algorithms that directly retrieve user edits but do not learn descriptive preference, and algorithms that learn context-agnostic preference. On both tasks, CIPHER achieves the lowest edit distance cost and learns preferences that show significant similarity to the ground truth preferences

As LLMs become capable of complex tasks, there is growing potential for personalized interactions tailored to the subtle and idiosyncratic preferences of the user. We present a public benchmark, PersonalLLM, focusing on adapting LLMs to provide maximal benefits for a particular user. Departing from existing alignment benchmarks that implicitly assume uniform preferences, we curate open-ended prompts paired with many high-quality answers over which users would be expected to display heterogeneous latent preferences. Instead of persona-prompting LLMs based on high-level attributes (e.g., user's race or response length), which yields homogeneous preferences relative to humans, we develop a method that can simulate a large user base with diverse preferences from a set of pre-trained reward models. Our dataset and generated personalities offer an innovative testbed for developing personalization algorithms that grapple with continual data sparsity--few relevant feedback from the particular user--by leveraging historical data from other (similar) users. We explore basic in-context learning and meta-learning baselines to illustrate the utility of PersonalLLM and highlight the need for future methodological development. Our dataset is available at https://huggingface.co/datasets/namkoong-lab/PersonalLLM

Large Language Models (LLMs) have shown significant promise as copilots in various tasks. Local deployment of LLMs on edge devices is necessary when handling privacy-sensitive data or latency-sensitive tasks. The computational constraints of such devices make direct deployment of powerful large-scale LLMs impractical, necessitating the Knowledge Distillation from large-scale models to lightweight models. Lots of work has been done to elicit diversity and quality training examples from LLMs, but little attention has been paid to aligning teacher instructional content based on student preferences, akin to "responsive teaching" in pedagogy. Thus, we propose ARTE, dubbed Aligning TeacheR with StudenT PreferencEs, a framework that aligns the teacher model with student preferences to generate tailored training examples for Knowledge Distillation. Specifically, we elicit draft questions and rationales from the teacher model, then collect student preferences on these questions and rationales using students' performance with in-context learning as a proxy, and finally align the teacher model with student preferences. In the end, we repeat the first step with the aligned teacher model to elicit tailored training examples for the student model on the target task. Extensive experiments on academic benchmarks demonstrate the superiority of ARTE over existing instruction-tuning datasets distilled from powerful LLMs. Moreover, we thoroughly investigate the generalization of ARTE, including the generalization of fine-tuned student models in reasoning ability and the generalization of aligned teacher models to generate tailored training data across tasks and students. In summary, our contributions lie in proposing a novel framework for tailored training example generation, demonstrating its efficacy in experiments, and investigating the generalization of both student & aligned teacher models in ARTE.

Memorizing and utilizing speakers' personas is a common practice for response generation in long-term conversations. Yet, human-authored datasets often provide uninformative persona sentences that hinder response quality. This paper presents a novel framework that leverages commonsense-based persona expansion to address such issues in long-term conversation. While prior work focuses on not producing personas that contradict others, we focus on transforming contradictory personas into sentences that contain rich speaker information, by refining them based on their contextual backgrounds with designed strategies. As the pioneer of persona expansion in multi-session settings, our framework facilitates better response generation via human-like persona refinement. The supplementary video of our work is available at https://caffeine-15bbf.web.app/.

Large language models (LLMs) achieve remarkable success in natural language processing (NLP). In practical scenarios like recommendations, as users increasingly seek personalized experiences, it becomes crucial to incorporate user interaction history into the context of LLMs to enhance personalization. However, from a practical utility perspective, user interactions' extensive length and noise present challenges when used directly as text prompts. A promising solution is to compress and distill interactions into compact embeddings, serving as soft prompts to assist LLMs in generating personalized responses. Although this approach brings efficiency, a critical concern emerges: Can user embeddings adequately capture valuable information and prompt LLMs? To address this concern, we propose \name, a benchmark designed to evaluate the effectiveness of user embeddings in prompting LLMs for personalization. We establish a fair and standardized evaluation process, encompassing pre-training, fine-tuning, and evaluation stages. To thoroughly evaluate user embeddings, we design three dimensions of tasks: sequence understanding, action prediction, and interest perception. These evaluation tasks cover the industry's demands in traditional recommendation tasks, such as improving prediction accuracy, and its aspirations for LLM-based methods, such as accurately understanding user interests and enhancing the user experience. We conduct extensive experiments on various state-of-the-art methods for modeling user embeddings. Additionally, we reveal the scaling laws of leveraging user embeddings to prompt LLMs. The benchmark is available online.

Language models excel at following instructions but often struggle with the collaborative aspects of conversation that humans naturally employ. This limitation in grounding -- the process by which conversation participants establish mutual understanding -- can lead to outcomes ranging from frustrated users to serious consequences in high-stakes scenarios. To systematically study grounding challenges in human-LLM interactions, we analyze logs from three human-assistant datasets: WildChat, MultiWOZ, and Bing Chat. We develop a taxonomy of grounding acts and build models to annotate and forecast grounding behavior. Our findings reveal significant differences in human-human and human-LLM grounding: LLMs were three times less likely to initiate clarification and sixteen times less likely to provide follow-up requests than humans. Additionally, early grounding failures predicted later interaction breakdowns. Building on these insights, we introduce RIFTS: a benchmark derived from publicly available LLM interaction data containing situations where LLMs fail to initiate grounding. We note that current frontier models perform poorly on RIFTS, highlighting the need to reconsider how we train and prompt LLMs for human interaction. To this end, we develop a preliminary intervention that mitigates grounding failures.

We introduce a new language learning setting relevant to building adaptive natural language interfaces. It is inspired by Wittgenstein's language games: a human wishes to accomplish some task (e.g., achieving a certain configuration of blocks), but can only communicate with a computer, who performs the actual actions (e.g., removing all red blocks). The computer initially knows nothing about language and therefore must learn it from scratch through interaction, while the human adapts to the computer's capabilities. We created a game in a blocks world and collected interactions from 100 people playing it. First, we analyze the humans' strategies, showing that using compositionality and avoiding synonyms correlates positively with task performance. Second, we compare computer strategies, showing how to quickly learn a semantic parsing model from scratch, and that modeling pragmatics further accelerates learning for successful players.

Via thousands of papers in Explainable AI (XAI), attention maps vaswani2017attention and feature attribution maps bansal2020sam have been established as a common means for explaining the input features that are important to AI's decisions. It is an interesting but unexplored question whether allowing users to edit the importance scores of input features at test time would improve the human-AI team's accuracy on downstream tasks. In this paper, we address this question by taking CHM-Corr, a state-of-the-art, ante-hoc explanation method taesiri2022visual that first predicts patch-wise correspondences between the input and the training-set images, and then uses them to make classification decisions. We build an interactive interface on top of CHM-Corr, enabling users to directly edit the initial feature attribution map provided by CHM-Corr. Via our CHM-Corr++ interface, users gain insights into if, when, and how the model changes its outputs, enhancing understanding beyond static explanations. Our user study with 18 machine learning researchers who performed sim1,400 decisions shows that our interactive approach does not improve user accuracy on CUB-200 bird image classification over static explanations. This challenges the belief that interactivity inherently boosts XAI effectiveness~sokol2020one,sun2022exploring,shen2024towards,singh2024rethinking,mindlin2024beyond,lakkaraju2022rethinking,cheng2019explaining,liu2021understanding and raises needs for future research. Our work contributes to the field by open-sourcing an interactive tool for manipulating model attention, and it lays the groundwork for future research to enable effective human-AI interaction in computer vision. We release code and data on https://anonymous.4open.science/r/CHMCorrPlusPlus/{github}. Our interface are available http://137.184.82.109:7080/{here}.

An effective multi-turn instruction-following assistant can be developed by creating a simulator that can generate useful interaction data. Apart from relying on its intrinsic weights, an ideal user simulator should also be able to bootstrap external knowledge rapidly in its raw form to simulate the multifarious diversity of text available over the internet. Previous user simulators generally lacked diversity, were mostly closed domain, and necessitated rigid schema making them inefficient to rapidly scale to incorporate external knowledge. In this regard, we introduce, Kaucus, a Knowledge-Augmented User Simulator framework, to outline a process of creating diverse user simulators, that can seamlessly exploit external knowledge as well as benefit downstream assistant model training. Through two GPT-J based simulators viz., a Retrieval Augmented Simulator and a Summary Controlled Simulator we generate diverse simulator-assistant interactions. Through reward and preference model-based evaluations, we find that these interactions serve as useful training data and create more helpful downstream assistants. We also find that incorporating knowledge through retrieval augmentation or summary control helps create better assistants.

Recent research shows that Large Language Models (LLMs) exhibit a compelling level of proficiency in Theory of Mind (ToM) tasks. This ability to impute unobservable mental states to others is vital to human social cognition and may prove equally important in principal-agent relations between individual humans and Artificial Intelligences (AIs). In this paper, we explore how a mechanism studied in developmental psychology known as Violation of Expectation (VoE) can be implemented to reduce errors in LLM prediction about users by leveraging emergent ToM affordances. And we introduce a metacognitive prompting framework to apply VoE in the context of an AI tutor. By storing and retrieving facts derived in cases where LLM expectation about the user was violated, we find that LLMs are able to learn about users in ways that echo theories of human learning. Finally, we discuss latent hazards and augmentative opportunities associated with modeling user psychology and propose ways to mitigate risk along with possible directions for future inquiry.

This work investigates whether small-scale LMs can benefit from instruction tuning. We compare conversational and question-answering instruction tuning datasets, applied either in a merged or sequential curriculum, using decoder-only models with 100M and 140M parameters. Evaluation spans both fine-tuning (SuperGLUE) and zero-shot (BLiMP, EWoK, WUGs, entity tracking, and psycholinguistic correlation) settings. Results show that instruction tuning yields small but consistent gains in fine-tuning scenarios, with sequential curricula outperforming merged data; however, improvements do not consistently transfer to zero-shot tasks, suggesting a trade-off between interaction-focused adaptation and broad linguistic generalization. These results highlight both the potential and the constraints of adapting human-inspired learning strategies to low-resource LMs, and point toward hybrid, curriculum-based approaches for enhancing generalization under ecological training limits.

Interactive Natural Language Processing (iNLP) has emerged as a novel paradigm within the field of NLP, aimed at addressing limitations in existing frameworks while aligning with the ultimate goals of artificial intelligence. This paradigm considers language models as agents capable of observing, acting, and receiving feedback iteratively from external entities. Specifically, language models in this context can: (1) interact with humans for better understanding and addressing user needs, personalizing responses, aligning with human values, and improving the overall user experience; (2) interact with knowledge bases for enriching language representations with factual knowledge, enhancing the contextual relevance of responses, and dynamically leveraging external information to generate more accurate and informed responses; (3) interact with models and tools for effectively decomposing and addressing complex tasks, leveraging specialized expertise for specific subtasks, and fostering the simulation of social behaviors; and (4) interact with environments for learning grounded representations of language, and effectively tackling embodied tasks such as reasoning, planning, and decision-making in response to environmental observations. This paper offers a comprehensive survey of iNLP, starting by proposing a unified definition and framework of the concept. We then provide a systematic classification of iNLP, dissecting its various components, including interactive objects, interaction interfaces, and interaction methods. We proceed to delve into the evaluation methodologies used in the field, explore its diverse applications, scrutinize its ethical and safety issues, and discuss prospective research directions. This survey serves as an entry point for researchers who are interested in this rapidly evolving area and offers a broad view of the current landscape and future trajectory of iNLP.

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

We propose a novel task, G4C, to study teacher-student natural language interactions in a goal-driven and grounded environment. Dungeons and Dragons (D&D), a role-playing game, provides an ideal setting to investigate such interactions. Here, the Dungeon Master (DM), i.e., the teacher, guides the actions of several players -- students, each with their own personas and abilities -- to achieve shared goals grounded in a fantasy world. Our approach is to decompose and model these interactions into (1) the DM's intent to guide players toward a given goal; (2) the DM's guidance utterance to the players expressing this intent; and (3) a theory-of-mind (ToM) model that anticipates the players' reaction to the guidance one turn into the future. We develop a novel reinforcement learning (RL) method for training a DM that generates guidance for players by rewarding utterances where the intent matches the ToM-anticipated player actions. Human and automated evaluations show that a DM trained to explicitly model intents and incorporate ToM of the players using RL generates better-quality guidance that is 3x more likely to fulfill the DM's intent than a vanilla natural language generation (NLG) approach.

Training Large Language Models (LLMs) to follow user instructions has been shown to supply the LLM with ample capacity to converse fluently while being aligned with humans. Yet, it is not completely clear how an LLM can lead a plan-grounded conversation in mixed-initiative settings where instructions flow in both directions of the conversation, i.e. both the LLM and the user provide instructions to one another. In this paper, we tackle a dual goal mixed-initiative conversational setting where the LLM not only grounds the conversation on an arbitrary plan but also seeks to satisfy both a procedural plan and user instructions. The LLM is then responsible for guiding the user through the plan and, at the same time, adapting to new circumstances, answering questions, and activating safety guardrails when needed. We propose a novel LLM that grounds the dialogue on a procedural plan, can take the dialogue initiative, and enforces guardrails on the system's behavior, while also improving the LLM's responses to unexpected user behavior. Experiments in controlled settings and with real users show that the best-performing model, which we call PlanLLM, achieves a 2.1x improvement over a strong baseline. Moreover, experiments also show good generalization to unseen domains.

Recommender systems often use text-side information to improve their predictions, especially in cold-start or zero-shot recommendation scenarios, where traditional collaborative filtering approaches cannot be used. Many approaches to text-mining side information for recommender systems have been proposed over recent years, with sentence Transformers being the most prominent one. However, these models are trained to predict semantic similarity without utilizing interaction data with hidden patterns specific to recommender systems. In this paper, we propose beeFormer, a framework for training sentence Transformer models with interaction data. We demonstrate that our models trained with beeFormer can transfer knowledge between datasets while outperforming not only semantic similarity sentence Transformers but also traditional collaborative filtering methods. We also show that training on multiple datasets from different domains accumulates knowledge in a single model, unlocking the possibility of training universal, domain-agnostic sentence Transformer models to mine text representations for recommender systems. We release the source code, trained models, and additional details allowing replication of our experiments at https://github.com/recombee/beeformer.

Cascade Ranking is a prevalent architecture in large-scale top-k selection systems like recommendation and advertising platforms. Traditional training methods focus on single-stage optimization, neglecting interactions between stages. Recent advances have introduced interaction-aware training paradigms, but still struggle to 1) align training objectives with the goal of the entire cascade ranking (i.e., end-to-end recall of ground-truth items) and 2) learn effective collaboration patterns for different stages. To address these challenges, we propose LCRON, which introduces a novel surrogate loss function derived from the lower bound probability that ground truth items are selected by cascade ranking, ensuring alignment with the overall objective of the system. According to the properties of the derived bound, we further design an auxiliary loss for each stage to drive the reduction of this bound, leading to a more robust and effective top-k selection. LCRON enables end-to-end training of the entire cascade ranking system as a unified network. Experimental results demonstrate that LCRON achieves significant improvement over existing methods on public benchmarks and industrial applications, addressing key limitations in cascade ranking training and significantly enhancing system performance.

Human-AI interactivity is a critical aspect that reflects the usability of multimodal large language models (MLLMs). However, existing end-to-end MLLMs only allow users to interact with them through language instructions, leading to the limitation of the interactive accuracy and efficiency. In this study, we present precise referring instructions that utilize diverse reference representations such as points and boxes as referring prompts to refer to the special region. This enables MLLMs to focus on the region of interest and achieve finer-grained interaction. Based on precise referring instruction, we propose ChatSpot, a unified end-to-end multimodal large language model that supports diverse forms of interactivity including mouse clicks, drag-and-drop, and drawing boxes, which provides a more flexible and seamless interactive experience. We also construct a multi-grained vision-language instruction-following dataset based on existing datasets and GPT-4 generating. Furthermore, we design a series of evaluation tasks to assess the effectiveness of region recognition and interaction. Experimental results showcase ChatSpot's promising performance.

Reinforcement learning (RL) has shown promise in training agentic models that move beyond static benchmarks to engage in dynamic, multi-turn interactions. Yet, the ultimate value of such agents lies in their ability to assist users, a setting where diversity and dynamics of user interaction pose challenges. In this work, we propose UserRL, a unified framework for training and evaluating user-centric abilities through standardized gym environments paired with simulated users. We systematically vary turn-level reward assignment and trajectory-level score calculation to analyze how different formulations affect learning under the GRPO algorithm. Our experiments across Qwen3 models reveal three key findings: (i) SFT cold start is critical for unlocking initial interaction ability and enabling sustained RL improvements; (ii) deliberate trajectory scoring yields more efficient and effective multi-turn interactions; and (iii) while stronger simulated users (e.g., GPT-4o) facilitates training, open-source simulators (e.g., Qwen3-32B) remain a cost-effective and transferable option. Together, these results highlight that careful design of reward shaping and user simulation choice is as crucial as model scale, and establish UserRL as a practical pathway for developing robust user-centric agentic models. All codes and data are public for future research.

Recent progress on large language models (LLMs) has enabled dialogue agents to generate highly naturalistic and plausible text. However, current LLM language generation focuses on responding accurately to questions and requests with a single effective response. In reality, many real dialogues are interactive, meaning an agent's utterances will influence their conversational partner, elicit information, or change their opinion. Accounting for how an agent can effectively steer a conversation is a crucial ability in many dialogue tasks, from healthcare to preference elicitation. Existing methods for fine-tuning dialogue agents to accomplish such tasks would rely on curating some amount of expert data. However, doing so often requires understanding the underlying cognitive processes of the conversational partner, which is a skill neither humans nor LLMs trained on human data can reliably do. Our key insight is that while LLMs may not be adept at identifying effective strategies for steering conversations a priori, or in the middle of an ongoing conversation, they can do so post-hoc, or in hindsight, after seeing how their conversational partner responds. We use this fact to rewrite and augment existing suboptimal data, and train via offline reinforcement learning (RL) an agent that outperforms both prompting and learning from unaltered human demonstrations. We apply our approach to two domains that require understanding human mental state, intelligent interaction, and persuasion: mental health support, and soliciting charitable donations. Our results in a user study with real humans show that our approach greatly outperforms existing state-of-the-art dialogue agents.

With the recent emergence of powerful instruction-tuned large language models (LLMs), various helpful conversational Artificial Intelligence (AI) systems have been deployed across many applications. When prompted by users, these AI systems successfully perform a wide range of tasks as part of a conversation. To provide some sort of memory and context, such approaches typically condition their output on the entire conversational history. Although this sensitivity to the conversational history can often lead to improved performance on subsequent tasks, we find that performance can in fact also be negatively impacted, if there is a task-switch. To the best of our knowledge, our work makes the first attempt to formalize the study of such vulnerabilities and interference of tasks in conversational LLMs caused by task-switches in the conversational history. Our experiments across 5 datasets with 15 task switches using popular LLMs reveal that many of the task-switches can lead to significant performance degradation.

The recent developments in Large Language Models (LLM), mark a significant moment in the research and development of social interactions with artificial agents. These agents are widely deployed in a variety of settings, with potential impact on users. However, the study of social interactions with agents powered by LLM is still emerging, limited by access to the technology and to data, the absence of standardised interfaces, and challenges to establishing controlled experimental setups using the currently available business-oriented platforms. To answer these gaps, we developed LEXI, LLMs Experimentation Interface, an open-source tool enabling the deployment of artificial agents powered by LLM in social interaction behavioural experiments. Using a graphical interface, LEXI allows researchers to build agents, and deploy them in experimental setups along with forms and questionnaires while collecting interaction logs and self-reported data. The outcomes of usability testing indicate LEXI's broad utility, high usability and minimum mental workload requirement, with distinctive benefits observed across disciplines. A proof-of-concept study exploring the tool's efficacy in evaluating social HAIs was conducted, resulting in high-quality data. A comparison of empathetic versus neutral agents indicated that people perceive empathetic agents as more social, and write longer and more positive messages towards them.

Human-computer interaction has long imagined technology that understands us-from our preferences and habits, to the timing and purpose of our everyday actions. Yet current user models remain fragmented, narrowly tailored to specific apps, and incapable of the flexible reasoning required to fulfill these visions. This paper presents an architecture for a general user model (GUM) that learns about you by observing any interaction you have with your computer. The GUM takes as input any unstructured observation of a user (e.g., device screenshots) and constructs confidence-weighted propositions that capture that user knowledge and preferences. GUMs can infer that a user is preparing for a wedding they're attending from messages with a friend. Or recognize that a user is struggling with a collaborator's feedback on a draft by observing multiple stalled edits and a switch to reading related work. GUMs introduce an architecture that infers new propositions about a user from multimodal observations, retrieves related propositions for context, and continuously revises existing propositions. To illustrate the breadth of applications that GUMs enable, we demonstrate how they augment chat-based assistants with context, manage OS notifications to selectively surface important information, and enable interactive agents that adapt to preferences across apps. We also instantiate proactive assistants (GUMBOs) that discover and execute useful suggestions on a user's behalf using their GUM. In our evaluations, we find that GUMs make calibrated and accurate inferences about users, and that assistants built on GUMs proactively identify and perform actions that users wouldn't think to request explicitly. Altogether, GUMs introduce methods that leverage multimodal models to understand unstructured context, enabling long-standing visions of HCI and entirely new interactive systems that anticipate user needs.

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.

Conversational agents are increasingly used to address emotional needs on top of information needs. One use case of increasing interest are counselling-style mental health and behaviour change interventions, with large language model (LLM)-based approaches becoming more popular. Research in this context so far has been largely system-focused, foregoing the aspect of user behaviour and the impact this can have on LLM-generated texts. To address this issue, we share a dataset containing text-based user interactions related to behaviour change with two GPT-4-based conversational agents collected in a preregistered user study. This dataset includes conversation data, user language analysis, perception measures, and user feedback for LLM-generated turns, and can offer valuable insights to inform the design of such systems based on real interactions.

Engagement and motivation are crucial for second-language acquisition, yet maintaining learner interest in educational conversations remains a challenge. While prior research has explored what makes educational texts interesting, still little is known about the linguistic features that drive engagement in conversations. To address this gap, we introduce IntrEx, the first large dataset annotated for interestingness and expected interestingness in teacher-student interactions. Built upon the Teacher-Student Chatroom Corpus (TSCC), IntrEx extends prior work by incorporating sequence-level annotations, allowing for the study of engagement beyond isolated turns to capture how interest evolves over extended dialogues. We employ a rigorous annotation process with over 100 second-language learners, using a comparison-based rating approach inspired by reinforcement learning from human feedback (RLHF) to improve agreement. We investigate whether large language models (LLMs) can predict human interestingness judgments. We find that LLMs (7B/8B parameters) fine-tuned on interestingness ratings outperform larger proprietary models like GPT-4o, demonstrating the potential for specialised datasets to model engagement in educational settings. Finally, we analyze how linguistic and cognitive factors, such as concreteness, comprehensibility (readability), and uptake, influence engagement in educational dialogues.

Large-scale text-to-image (T2I) diffusion models have showcased incredible capabilities in generating coherent images based on textual descriptions, enabling vast applications in content generation. While recent advancements have introduced control over factors such as object localization, posture, and image contours, a crucial gap remains in our ability to control the interactions between objects in the generated content. Well-controlling interactions in generated images could yield meaningful applications, such as creating realistic scenes with interacting characters. In this work, we study the problems of conditioning T2I diffusion models with Human-Object Interaction (HOI) information, consisting of a triplet label (person, action, object) and corresponding bounding boxes. We propose a pluggable interaction control model, called InteractDiffusion that extends existing pre-trained T2I diffusion models to enable them being better conditioned on interactions. Specifically, we tokenize the HOI information and learn their relationships via interaction embeddings. A conditioning self-attention layer is trained to map HOI tokens to visual tokens, thereby conditioning the visual tokens better in existing T2I diffusion models. Our model attains the ability to control the interaction and location on existing T2I diffusion models, which outperforms existing baselines by a large margin in HOI detection score, as well as fidelity in FID and KID. Project page: https://jiuntian.github.io/interactdiffusion.

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.

Performing simple household tasks based on language directives is very natural to humans, yet it remains an open challenge for AI agents. The 'interactive instruction following' task attempts to make progress towards building agents that jointly navigate, interact, and reason in the environment at every step. To address the multifaceted problem, we propose a model that factorizes the task into interactive perception and action policy streams with enhanced components and name it as MOCA, a Modular Object-Centric Approach. We empirically validate that MOCA outperforms prior arts by significant margins on the ALFRED benchmark with improved generalization.

Click-through rate (CTR) prediction is one of the fundamental tasks for online advertising and recommendation. While multi-layer perceptron (MLP) serves as a core component in many deep CTR prediction models, it has been widely recognized that applying a vanilla MLP network alone is inefficient in learning multiplicative feature interactions. As such, many two-stream interaction models (e.g., DeepFM and DCN) have been proposed by integrating an MLP network with another dedicated network for enhanced CTR prediction. As the MLP stream learns feature interactions implicitly, existing research focuses mainly on enhancing explicit feature interactions in the complementary stream. In contrast, our empirical study shows that a well-tuned two-stream MLP model that simply combines two MLPs can even achieve surprisingly good performance, which has never been reported before by existing work. Based on this observation, we further propose feature gating and interaction aggregation layers that can be easily plugged to make an enhanced two-stream MLP model, FinalMLP. In this way, it not only enables differentiated feature inputs but also effectively fuses stream-level interactions across two streams. Our evaluation results on four open benchmark datasets as well as an online A/B test in our industrial system show that FinalMLP achieves better performance than many sophisticated two-stream CTR models. Our source code will be available at MindSpore/models.

Tool learning has emerged as a promising direction by extending Large Language Models' (LLMs) capabilities with external tools. Existing tool learning studies primarily focus on the general-purpose tool-use capability, which addresses explicit user requirements in instructions. However, they overlook the importance of personalized tool-use capability, leading to an inability to handle implicit user preferences. To address the limitation, we first formulate the task of personalized tool learning, which integrates user's interaction history towards personalized tool usage. To fill the gap of missing benchmarks, we construct PEToolBench, featuring diverse user preferences reflected in interaction history under three distinct personalized settings, and encompassing a wide range of tool-use scenarios. Moreover, we propose a framework PEToolLLaMA to adapt LLMs to the personalized tool learning task, which is trained through supervised fine-tuning and direct preference optimization. Extensive experiments on PEToolBench demonstrate the superiority of PEToolLLaMA over existing LLMs.

Interactions with virtual assistants typically start with a predefined trigger phrase followed by the user command. To make interactions with the assistant more intuitive, we explore whether it is feasible to drop the requirement that users must begin each command with a trigger phrase. We explore this task in three ways: First, we train classifiers using only acoustic information obtained from the audio waveform. Second, we take the decoder outputs of an automatic speech recognition (ASR) system, such as 1-best hypotheses, as input features to a large language model (LLM). Finally, we explore a multimodal system that combines acoustic and lexical features, as well as ASR decoder signals in an LLM. Using multimodal information yields relative equal-error-rate improvements over text-only and audio-only models of up to 39% and 61%. Increasing the size of the LLM and training with low-rank adaption leads to further relative EER reductions of up to 18% on our dataset.

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.

Recent sequential recommendation models rely increasingly on consecutive short-term user-item interaction sequences to model user interests. These approaches have, however, raised concerns about both short- and long-term interests. (1) {\it short-term}: interaction sequences may not result from a monolithic interest, but rather from several intertwined interests, even within a short period of time, resulting in their failures to model skip behaviors; (2) {\it long-term}: interaction sequences are primarily observed sparsely at discrete intervals, other than consecutively over the long run. This renders difficulty in inferring long-term interests, since only discrete interest representations can be derived, without taking into account interest dynamics across sequences. In this study, we address these concerns by learning (1) multi-scale representations of short-term interests; and (2) dynamics-aware representations of long-term interests. To this end, we present an Interest Dynamics modeling framework using generative Neural Processes, coined IDNP, to model user interests from a functional perspective. IDNP learns a global interest function family to define each user's long-term interest as a function instantiation, manifesting interest dynamics through function continuity. Specifically, IDNP first encodes each user's short-term interactions into multi-scale representations, which are then summarized as user context. By combining latent global interest with user context, IDNP then reconstructs long-term user interest functions and predicts interactions at upcoming query timestep. Moreover, IDNP can model such interest functions even when interaction sequences are limited and non-consecutive. Extensive experiments on four real-world datasets demonstrate that our model outperforms state-of-the-arts on various evaluation metrics.

Large Language Models are typically trained with next-turn rewards, limiting their ability to optimize for long-term interaction. As a result, they often respond passively to ambiguous or open-ended user requests, failing to help users reach their ultimate intents and leading to inefficient conversations. To address these limitations, we introduce CollabLLM, a novel and general training framework that enhances multiturn human-LLM collaboration. Its key innovation is a collaborative simulation that estimates the long-term contribution of responses using Multiturn-aware Rewards. By reinforcement fine-tuning these rewards, CollabLLM goes beyond responding to user requests, and actively uncovers user intent and offers insightful suggestions-a key step towards more human-centered AI. We also devise a multiturn interaction benchmark with three challenging tasks such as document creation. CollabLLM significantly outperforms our baselines with averages of 18.5% higher task performance and 46.3% improved interactivity by LLM judges. Finally, we conduct a large user study with 201 judges, where CollabLLM increases user satisfaction by 17.6% and reduces user spent time by 10.4%.

Human teaching effort is a significant bottleneck for the broader applicability of interactive imitation learning. To reduce the number of required queries, existing methods employ active learning to query the human teacher only in uncertain, risky, or novel situations. However, during these queries, the novice's planned actions are not utilized despite containing valuable information, such as the novice's capabilities, as well as corresponding uncertainty levels. To this end, we allow the novice to say: "I plan to do this, but I am uncertain." We introduce the Active Skill-level Data Aggregation (ASkDAgger) framework, which leverages teacher feedback on the novice plan in three key ways: (1) S-Aware Gating (SAG): Adjusts the gating threshold to track sensitivity, specificity, or a minimum success rate; (2) Foresight Interactive Experience Replay (FIER), which recasts valid and relabeled novice action plans into demonstrations; and (3) Prioritized Interactive Experience Replay (PIER), which prioritizes replay based on uncertainty, novice success, and demonstration age. Together, these components balance query frequency with failure incidence, reduce the number of required demonstration annotations, improve generalization, and speed up adaptation to changing domains. We validate the effectiveness of ASkDAgger through language-conditioned manipulation tasks in both simulation and real-world environments. Code, data, and videos are available at https://askdagger.github.io.

Benefiting from the powerful capabilities of large language models (LLMs), agents based on LLMs have shown the potential to address domain-specific tasks and emulate human behaviors. However, the content generated by these agents remains somewhat superficial, owing to their limited domain expertise and the absence of an effective cognitive architecture. To address this, we present the Configurable General Multi-Agent Interaction (CGMI) framework, designed to replicate human interactions in real-world scenarios. Specifically, we propose a tree-structured methodology for the assignment, detection, and maintenance of agent personality. Additionally, we designed a cognitive architecture equipped with a skill library based on the ACT* model, which contains memory, reflection, and planning modules. We have also integrated general agents to augment the virtual environment's realism. Using the CGMI framework, we simulated numerous classroom interactions between teacher and students. The experiments indicate that aspects such as the teaching methodology, curriculum, and student performance closely mirror real classroom settings. We will open source our work.

Chit-chat models are known to have several problems: they lack specificity, do not display a consistent personality and are often not very captivating. In this work we present the task of making chit-chat more engaging by conditioning on profile information. We collect data and train models to (i) condition on their given profile information; and (ii) information about the person they are talking to, resulting in improved dialogues, as measured by next utterance prediction. Since (ii) is initially unknown our model is trained to engage its partner with personal topics, and we show the resulting dialogue can be used to predict profile information about the interlocutors.

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.

We present DRESS, a large vision language model (LVLM) that innovatively exploits Natural Language feedback (NLF) from Large Language Models to enhance its alignment and interactions by addressing two key limitations in the state-of-the-art LVLMs. First, prior LVLMs generally rely only on the instruction finetuning stage to enhance alignment with human preferences. Without incorporating extra feedback, they are still prone to generate unhelpful, hallucinated, or harmful responses. Second, while the visual instruction tuning data is generally structured in a multi-turn dialogue format, the connections and dependencies among consecutive conversational turns are weak. This reduces the capacity for effective multi-turn interactions. To tackle these, we propose a novel categorization of the NLF into two key types: critique and refinement. The critique NLF identifies the strengths and weaknesses of the responses and is used to align the LVLMs with human preferences. The refinement NLF offers concrete suggestions for improvement and is adopted to improve the interaction ability of the LVLMs-- which focuses on LVLMs' ability to refine responses by incorporating feedback in multi-turn interactions. To address the non-differentiable nature of NLF, we generalize conditional reinforcement learning for training. Our experimental results demonstrate that DRESS can generate more helpful (9.76%), honest (11.52%), and harmless (21.03%) responses, and more effectively learn from feedback during multi-turn interactions compared to SOTA LVMLs.

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.

Large language models LLMs like ChatGPT have reached the 100 Mio user barrier in record time and might increasingly enter all areas of our life leading to a diverse set of interactions between those Artificial Intelligence models and humans. While many studies have discussed governance and regulations deductively from first-order principles, few studies provide an inductive, data-driven lens based on observing dialogues between humans and LLMs especially when it comes to non-collaborative, competitive situations that have the potential to pose a serious threat to people. In this work, we conduct a user study engaging over 40 individuals across all age groups in price negotiations with an LLM. We explore how people interact with an LLM, investigating differences in negotiation outcomes and strategies. Furthermore, we highlight shortcomings of LLMs with respect to their reasoning capabilities and, in turn, susceptiveness to prompt hacking, which intends to manipulate the LLM to make agreements that are against its instructions or beyond any rationality. We also show that the negotiated prices humans manage to achieve span a broad range, which points to a literacy gap in effectively interacting with LLMs.

The integration of large language models (LLMs) into education presents unprecedented opportunities for scalable personalized learning. However, standard LLMs often function as generic information providers, lacking alignment with fundamental pedagogical principles such as helpfulness, student-centered personalization, and creativity cultivation. To bridge this gap, we propose EduAlign, a novel framework designed to guide LLMs toward becoming more effective and responsible educational assistants. EduAlign consists of two main stages. In the first stage, we curate a dataset of 8k educational interactions and annotate them-both manually and automatically-along three key educational dimensions: Helpfulness, Personalization, and Creativity (HPC). These annotations are used to train HPC-RM, a multi-dimensional reward model capable of accurately scoring LLM outputs according to these educational principles. We further evaluate the consistency and reliability of this reward model. In the second stage, we leverage HPC-RM as a reward signal to fine-tune a pre-trained LLM using Group Relative Policy Optimization (GRPO) on a set of 2k diverse prompts. We then assess the pre- and post-finetuning models on both educational and general-domain benchmarks across the three HPC dimensions. Experimental results demonstrate that the fine-tuned model exhibits significantly improved alignment with pedagogical helpfulness, personalization, and creativity stimulation. This study presents a scalable and effective approach to aligning LLMs with nuanced and desirable educational traits, paving the way for the development of more engaging, pedagogically aligned AI tutors.

The current paradigm of test-time scaling relies on generating long reasoning traces ("thinking" more) before producing a response. In agent problems that require interaction, this can be done by generating thinking traces before acting in the world. However, this process does not allow agents to acquire new information from the environment or adapt their behavior over time. In this work, we propose to scale test-time interaction, an untapped dimension of test-time scaling that increases the agent's interaction horizon to enable running rich behaviors such as exploration, backtracking, and dynamic re-planning within a single rollout. To demonstrate the promise of this scaling dimension, we study the domain of web agents. We first show that even prompting-based interaction scaling without any training can improve task success on web benchmarks non-trivially. Building on this, we introduce TTI (Test-Time Interaction), a curriculum-based online reinforcement learning (RL) approach that trains agents by adaptively adjusting their rollout lengths. Using a Gemma 3 12B model, TTI produces state-of-the-art open-source, open-data web agents on WebVoyager and WebArena benchmarks. We further show that TTI enables agents to balance exploration and exploitation adaptively. Our results establish interaction scaling as a powerful, complementary axis to scaling per-step compute, offering new avenues for training adaptive agents.

We present TalkPlayData 2, a synthetic dataset for multimodal conversational music recommendation generated by an agentic data pipeline. In TalkPlayData 2 pipeline, multiple large language model (LLM) agents are created under various roles with specialized prompts and access to different parts of information, and the chat data is acquired by logging the conversation between the Listener LLM and the Recsys LLM. To cover various conversation scenarios, for each conversation, the Listener LLM is conditioned on a finetuned conversation goal. Finally, all the LLMs are multimodal with audio and images, allowing a simulation of multimodal recommendation and conversation. In the LLM-as-a-judge and subjective evaluation experiments, TalkPlayData 2 achieved the proposed goal in various aspects related to training a generative recommendation model for music. TalkPlayData 2 and its generation code are open-sourced at https://talkpl.ai/talkplaydata2.html.

In applications such as personal assistants, large language models (LLMs) must consider the user's personal information and preferences. However, LLMs lack the inherent ability to learn from user interactions. This paper explores capturing personal information from user prompts using ontology and knowledge-graph approaches. We use a subset of the KNOW ontology, which models personal information, to train the language model on these concepts. We then evaluate the success of knowledge capture using a specially constructed dataset. Our code and datasets are publicly available at https://github.com/HaltiaAI/paper-PTODSKC

Efficient exploration is essential for intelligent systems interacting with their environment, but existing language models often fall short in scenarios that require strategic information gathering. In this paper, we present PAPRIKA, a fine-tuning approach that enables language models to develop general decision-making capabilities that are not confined to particular environments. By training on synthetic interaction data from different tasks that require diverse strategies, PAPRIKA teaches models to explore and adapt their behavior on a new task based on environment feedback in-context without more gradient updates. Experimental results show that models fine-tuned with PAPRIKA can effectively transfer their learned decision-making capabilities to entirely unseen tasks without additional training. Unlike traditional training, our approach's primary bottleneck lies in sampling useful interaction data instead of model updates. To improve sample efficiency, we propose a curriculum learning strategy that prioritizes sampling trajectories from tasks with high learning potential. These results suggest a promising path towards AI systems that can autonomously solve novel sequential decision-making problems that require interactions with the external world.

Deep learning models for natural language processing (NLP) are increasingly adopted and deployed by analysts without formal training in NLP or machine learning (ML). However, the documentation intended to convey the model's details and appropriate use is tailored primarily to individuals with ML or NLP expertise. To address this gap, we conduct a design inquiry into interactive model cards, which augment traditionally static model cards with affordances for exploring model documentation and interacting with the models themselves. Our investigation consists of an initial conceptual study with experts in ML, NLP, and AI Ethics, followed by a separate evaluative study with non-expert analysts who use ML models in their work. Using a semi-structured interview format coupled with a think-aloud protocol, we collected feedback from a total of 30 participants who engaged with different versions of standard and interactive model cards. Through a thematic analysis of the collected data, we identified several conceptual dimensions that summarize the strengths and limitations of standard and interactive model cards, including: stakeholders; design; guidance; understandability & interpretability; sensemaking & skepticism; and trust & safety. Our findings demonstrate the importance of carefully considered design and interactivity for orienting and supporting non-expert analysts using deep learning models, along with a need for consideration of broader sociotechnical contexts and organizational dynamics. We have also identified design elements, such as language, visual cues, and warnings, among others, that support interactivity and make non-interactive content accessible. We summarize our findings as design guidelines and discuss their implications for a human-centered approach towards AI/ML documentation.

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.

Large language models (LLMs) have facilitated significant strides in generating conversational agents, enabling seamless, contextually relevant dialogues across diverse topics. However, the existing LLM-driven conversational agents have fixed personalities and functionalities, limiting their adaptability to individual user needs. Creating personalized agent personas with distinct expertise or traits can address this issue. Nonetheless, we lack knowledge of how people customize and interact with agent personas. In this research, we investigated how users customize agent personas and their impact on interaction quality, diversity, and dynamics. To this end, we developed CloChat, an interface supporting easy and accurate customization of agent personas in LLMs. We conducted a study comparing how participants interact with CloChat and ChatGPT. The results indicate that participants formed emotional bonds with the customized agents, engaged in more dynamic dialogues, and showed interest in sustaining interactions. These findings contribute to design implications for future systems with conversational agents using LLMs.

This work introduces Alfie, an interactive robot that is capable of answering moral (deontological) questions of a user. The interaction of Alfie is designed in a way in which the user can offer an alternative answer when the user disagrees with the given answer so that Alfie can learn from its interactions. Alfie's answers are based on a sentence embedding model that uses state-of-the-art language models, e.g. Universal Sentence Encoder and BERT. Alfie is implemented on a Furhat Robot, which provides a customizable user interface to design a social robot.

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.

Language models (LMs) can be directed to perform target tasks by using labeled examples or natural language prompts. But selecting examples or writing prompts for can be challenging--especially in tasks that involve unusual edge cases, demand precise articulation of nebulous preferences, or require an accurate mental model of LM behavior. We propose to use *LMs themselves* to guide the task specification process. In this paper, we introduce **Generative Active Task Elicitation (GATE)**: a learning framework in which models elicit and infer intended behavior through free-form, language-based interaction with users. We study GATE in three domains: email validation, content recommendation, and moral reasoning. In preregistered experiments, we show that LMs prompted to perform GATE (e.g., by generating open-ended questions or synthesizing informative edge cases) elicit responses that are often more informative than user-written prompts or labels. Users report that interactive task elicitation requires less effort than prompting or example labeling and surfaces novel considerations not initially anticipated by users. Our findings suggest that LM-driven elicitation can be a powerful tool for aligning models to complex human preferences and values.

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.

As large language models (LLMs) are used in complex writing workflows, users engage in multi-turn interactions to steer generations to better fit their needs. Rather than passively accepting output, users actively refine, explore, and co-construct text. We conduct a large-scale analysis of this collaborative behavior for users engaged in writing tasks in the wild with two popular AI assistants, Bing Copilot and WildChat. Our analysis goes beyond simple task classification or satisfaction estimation common in prior work and instead characterizes how users interact with LLMs through the course of a session. We identify prototypical behaviors in how users interact with LLMs in prompts following their original request. We refer to these as Prototypical Human-AI Collaboration Behaviors (PATHs) and find that a small group of PATHs explain a majority of the variation seen in user-LLM interaction. These PATHs span users revising intents, exploring texts, posing questions, adjusting style or injecting new content. Next, we find statistically significant correlations between specific writing intents and PATHs, revealing how users' intents shape their collaboration behaviors. We conclude by discussing the implications of our findings on LLM alignment.

Prompting Large Language Models (LLMs), or providing context on the expected model of operation, is an effective way to steer the outputs of such models to satisfy human desiderata after they have been trained. But in rapidly evolving domains, there is often need to fine-tune LLMs to improve either the kind of knowledge in their memory or their abilities to perform open ended reasoning in new domains. When human's learn new concepts, we often do so by linking the new material that we are studying to concepts we have already learned before. To that end, we ask, "can prompting help us teach LLMs how to learn". In this work, we study a novel generalization of instruction tuning, called contextual fine-tuning, to fine-tune LLMs. Our method leverages instructional prompts designed to mimic human cognitive strategies in learning and problem-solving to guide the learning process during training, aiming to improve the model's interpretation and understanding of domain-specific knowledge. We empirically demonstrate that this simple yet effective modification improves the ability of LLMs to be fine-tuned rapidly on new datasets both within the medical and financial domains.

We introduce Augmented Physics, a machine learning-integrated authoring tool designed for creating embedded interactive physics simulations from static textbook diagrams. Leveraging recent advancements in computer vision, such as Segment Anything and Multi-modal LLMs, our web-based system enables users to semi-automatically extract diagrams from physics textbooks and generate interactive simulations based on the extracted content. These interactive diagrams are seamlessly integrated into scanned textbook pages, facilitating interactive and personalized learning experiences across various physics concepts, such as optics, circuits, and kinematics. Drawing from an elicitation study with seven physics instructors, we explore four key augmentation strategies: 1) augmented experiments, 2) animated diagrams, 3) bi-directional binding, and 4) parameter visualization. We evaluate our system through technical evaluation, a usability study (N=12), and expert interviews (N=12). Study findings suggest that our system can facilitate more engaging and personalized learning experiences in physics education.

Reconstructing interacting hands from monocular images is indispensable in AR/VR applications. Most existing solutions rely on the accurate localization of each skeleton joint. However, these methods tend to be unreliable due to the severe occlusion and confusing similarity among adjacent hand parts. This also defies human perception because humans can quickly imitate an interaction pattern without localizing all joints. Our key idea is to first construct a two-hand interaction prior and recast the interaction reconstruction task as the conditional sampling from the prior. To expand more interaction states, a large-scale multimodal dataset with physical plausibility is proposed. Then a VAE is trained to further condense these interaction patterns as latent codes in a prior distribution. When looking for image cues that contribute to interaction prior sampling, we propose the interaction adjacency heatmap (IAH). Compared with a joint-wise heatmap for localization, IAH assigns denser visible features to those invisible joints. Compared with an all-in-one visible heatmap, it provides more fine-grained local interaction information in each interaction region. Finally, the correlations between the extracted features and corresponding interaction codes are linked by the ViT module. Comprehensive evaluations on benchmark datasets have verified the effectiveness of this framework. The code and dataset are publicly available at https://github.com/binghui-z/InterPrior_pytorch

The output quality of large language models (LLMs) can be improved via "reasoning": generating segments of chain-of-thought (CoT) content to further condition the model prior to producing user-facing output. While these chains contain valuable information, they are verbose and lack explicit organization, making them tedious to review. Moreover, they lack opportunities for user feedback, such as to remove unwanted considerations, add desired ones, or clarify unclear assumptions. We introduce Interactive Reasoning, an interaction design that visualizes chain-of-thought outputs as a hierarchy of topics and enables user review and modification. We implement interactive reasoning in Hippo, a prototype for AI-assisted decision making in the face of uncertain trade-offs. In a user study with 16 participants, we find that interactive reasoning in Hippo allows users to quickly identify and interrupt erroneous generations, efficiently steer the model towards customized responses, and better understand both model reasoning and model outputs. Our work contributes to a new paradigm that incorporates user oversight into LLM reasoning processes.

Open large language models (LLMs) with great performance in various tasks have significantly advanced the development of LLMs. However, they are far inferior to commercial models such as ChatGPT and GPT-4 when acting as agents to tackle complex tasks in the real world. These agent tasks employ LLMs as the central controller responsible for planning, memorization, and tool utilization, necessitating both fine-grained prompting methods and robust LLMs to achieve satisfactory performance. Though many prompting methods have been proposed to complete particular agent tasks, there is lack of research focusing on improving the agent capabilities of LLMs themselves without compromising their general abilities. In this work, we present AgentTuning, a simple and general method to enhance the agent abilities of LLMs while maintaining their general LLM capabilities. We construct AgentInstruct, a lightweight instruction-tuning dataset containing high-quality interaction trajectories. We employ a hybrid instruction-tuning strategy by combining AgentInstruct with open-source instructions from general domains. AgentTuning is used to instruction-tune the Llama 2 series, resulting in AgentLM. Our evaluations show that AgentTuning enables LLMs' agent capabilities without compromising general abilities. The AgentLM-70B is comparable to GPT-3.5-turbo on unseen agent tasks, demonstrating generalized agent capabilities. We open source the AgentInstruct and AgentLM-7B, 13B, and 70B models at https://github.com/THUDM/AgentTuning , serving open and powerful alternatives to commercial LLMs for agent tasks.

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.

Fine-grained capturing of 3D HOI boosts human activity understanding and facilitates downstream visual tasks, including action recognition, holistic scene reconstruction, and human motion synthesis. Despite its significance, existing works mostly assume that humans interact with rigid objects using only a few body parts, limiting their scope. In this paper, we address the challenging problem of f-AHOI, wherein the whole human bodies interact with articulated objects, whose parts are connected by movable joints. We present CHAIRS, a large-scale motion-captured f-AHOI dataset, consisting of 16.2 hours of versatile interactions between 46 participants and 81 articulated and rigid sittable objects. CHAIRS provides 3D meshes of both humans and articulated objects during the entire interactive process, as well as realistic and physically plausible full-body interactions. We show the value of CHAIRS with object pose estimation. By learning the geometrical relationships in HOI, we devise the very first model that leverage human pose estimation to tackle the estimation of articulated object poses and shapes during whole-body interactions. Given an image and an estimated human pose, our model first reconstructs the pose and shape of the object, then optimizes the reconstruction according to a learned interaction prior. Under both evaluation settings (e.g., with or without the knowledge of objects' geometries/structures), our model significantly outperforms baselines. We hope CHAIRS will promote the community towards finer-grained interaction understanding. We will make the data/code publicly available.

We present Persona-L, a novel approach for creating personas using Large Language Models (LLMs) and an ability-based framework, specifically designed to improve the representation of users with complex needs. Traditional methods of persona creation often fall short of accurately depicting the dynamic and diverse nature of complex needs, resulting in oversimplified or stereotypical profiles. Persona-L enables users to create and interact with personas through a chat interface. Persona-L was evaluated through interviews with UX designers (N=6), where we examined its effectiveness in reflecting the complexities of lived experiences of people with complex needs. We report our findings that indicate the potential of Persona-L to increase empathy and understanding of complex needs while also revealing the need for transparency of data used in persona creation, the role of the language and tone, and the need to provide a more balanced presentation of abilities with constraints.

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.

High-quality dialogue is crucial for e-commerce customer service, yet traditional intent-based systems struggle with dynamic, multi-turn interactions. We present MindFlow+, a self-evolving dialogue agent that learns domain-specific behavior by combining large language models (LLMs) with imitation learning and offline reinforcement learning (RL). MindFlow+ introduces two data-centric mechanisms to guide learning: tool-augmented demonstration construction, which exposes the model to knowledge-enhanced and agentic (ReAct-style) interactions for effective tool use; and reward-conditioned data modeling, which aligns responses with task-specific goals using reward signals. To evaluate the model's role in response generation, we introduce the AI Contribution Ratio, a novel metric quantifying AI involvement in dialogue. Experiments on real-world e-commerce conversations show that MindFlow+ outperforms strong baselines in contextual relevance, flexibility, and task accuracy. These results demonstrate the potential of combining LLMs tool reasoning, and reward-guided learning to build domain-specialized, context-aware dialogue systems.

Interactive robots navigating photo-realistic environments need to be trained to effectively leverage and handle the dynamic nature of dialogue in addition to the challenges underlying vision-and-language navigation (VLN). In this paper, we present VISITRON, a multi-modal Transformer-based navigator better suited to the interactive regime inherent to Cooperative Vision-and-Dialog Navigation (CVDN). VISITRON is trained to: i) identify and associate object-level concepts and semantics between the environment and dialogue history, ii) identify when to interact vs. navigate via imitation learning of a binary classification head. We perform extensive pre-training and fine-tuning ablations with VISITRON to gain empirical insights and improve performance on CVDN. VISITRON's ability to identify when to interact leads to a natural generalization of the game-play mode introduced by Roman et al. (arXiv:2005.00728) for enabling the use of such models in different environments. VISITRON is competitive with models on the static CVDN leaderboard and attains state-of-the-art performance on the Success weighted by Path Length (SPL) metric.

Recent interest in human-AI interactions in agent-based modeling and simulation (ABMS) has grown rapidly due to the widespread utilization of large language models (LLMs). ABMS is an intelligent approach that simulates autonomous agents' behaviors within a defined environment to research emergent phenomena. Integrating LLMs into ABMS enables natural language interaction between humans and models. Meanwhile, it introduces new challenges that rely on human interaction to address. Human involvement can assist ABMS in adapting to flexible and complex research demands. However, systematic reviews of interactions that examine how humans and AI interact in ABMS are lacking. In this paper, we investigate existing works and propose a novel taxonomy to categorize the interactions derived from them. Specifically, human users refer to researchers who utilize ABMS tools to conduct their studies in our survey. We decompose interactions into five dimensions: the goals that users want to achieve (Why), the phases that users are involved (When), the components of the system (What), the roles of users (Who), and the means of interactions (How). Our analysis summarizes the findings that reveal existing interaction patterns. They provide researchers who develop interactions with comprehensive guidance on how humans and AI interact. We further discuss the unexplored interactions and suggest future research directions.

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.

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.

Linear programming (LP) problems are pervasive in real-life applications. However, despite their apparent simplicity, an untrained user may find it difficult to determine the linear model of their specific problem. We envisage the creation of a goal-oriented conversational agent that will engage in conversation with the user to elicit all information required so that a subsequent agent can generate the linear model. In this paper, we present an approach for the generation of sample dialogues that can be used to develop and train such a conversational agent. Using prompt engineering, we develop two agents that "talk" to each other, one acting as the conversational agent, and the other acting as the user. Using a set of text descriptions of linear problems from NL4Opt available to the user only, the agent and the user engage in conversation until the agent has retrieved all key information from the original problem description. We also propose an extrinsic evaluation of the dialogues by assessing how well the summaries generated by the dialogues match the original problem descriptions. We conduct human and automatic evaluations, including an evaluation approach that uses GPT-4 to mimic the human evaluation metrics. The evaluation results show an overall good quality of the dialogues, though research is still needed to improve the quality of the GPT-4 evaluation metrics. The resulting dialogues, including the human annotations of a subset, are available to the research community. The conversational agent used for the generation of the dialogues can be used as a baseline.

Systems for language-guided human-robot interaction must satisfy two key desiderata for broad adoption: adaptivity and learning efficiency. Unfortunately, existing instruction-following agents cannot adapt, lacking the ability to incorporate online natural language supervision, and even if they could, require hundreds of demonstrations to learn even simple policies. In this work, we address these problems by presenting Language-Informed Latent Actions with Corrections (LILAC), a framework for incorporating and adapting to natural language corrections - "to the right," or "no, towards the book" - online, during execution. We explore rich manipulation domains within a shared autonomy paradigm. Instead of discrete turn-taking between a human and robot, LILAC splits agency between the human and robot: language is an input to a learned model that produces a meaningful, low-dimensional control space that the human can use to guide the robot. Each real-time correction refines the human's control space, enabling precise, extended behaviors - with the added benefit of requiring only a handful of demonstrations to learn. We evaluate our approach via a user study where users work with a Franka Emika Panda manipulator to complete complex manipulation tasks. Compared to existing learned baselines covering both open-loop instruction following and single-turn shared autonomy, we show that our corrections-aware approach obtains higher task completion rates, and is subjectively preferred by users because of its reliability, precision, and ease of use.

Recommender models excel at providing domain-specific item recommendations by leveraging extensive user behavior data. Despite their ability to act as lightweight domain experts, they struggle to perform versatile tasks such as providing explanations and engaging in conversations. On the other hand, large language models (LLMs) represent a significant step towards artificial general intelligence, showcasing remarkable capabilities in instruction comprehension, commonsense reasoning, and human interaction. However, LLMs lack the knowledge of domain-specific item catalogs and behavioral patterns, particularly in areas that diverge from general world knowledge, such as online e-commerce. Finetuning LLMs for each domain is neither economic nor efficient. In this paper, we bridge the gap between recommender models and LLMs, combining their respective strengths to create a versatile and interactive recommender system. We introduce an efficient framework called InteRecAgent, which employs LLMs as the brain and recommender models as tools. We first outline a minimal set of essential tools required to transform LLMs into InteRecAgent. We then propose an efficient workflow within InteRecAgent for task execution, incorporating key components such as a memory bus, dynamic demonstration-augmented task planning, and reflection. InteRecAgent enables traditional recommender systems, such as those ID-based matrix factorization models, to become interactive systems with a natural language interface through the integration of LLMs. Experimental results on several public datasets show that InteRecAgent achieves satisfying performance as a conversational recommender system, outperforming general-purpose LLMs.

Communication via natural language is a crucial aspect of intelligence, and it requires computational models to learn and reason about world concepts, with varying levels of supervision. While there has been significant progress made on fully-supervised non-interactive tasks, such as question-answering and procedural text understanding, much of the community has turned to various sequential interactive tasks, as in semi-Markov text-based games, which have revealed limitations of existing approaches in terms of coherence, contextual awareness, and their ability to learn effectively from the environment. In this paper, we propose a framework for enabling improved functional grounding of agents in text-based games. Specifically, we consider two forms of domain knowledge that we inject into learning-based agents: memory of previous correct actions and affordances of relevant objects in the environment. Our framework supports three representative model classes: `pure' reinforcement learning (RL) agents, RL agents enhanced with knowledge graphs, and agents equipped with language models. Furthermore, we devise multiple injection strategies for the above domain knowledge types and agent architectures, including injection via knowledge graphs and augmentation of the existing input encoding strategies. We perform all experiments on the ScienceWorld text-based game environment, to illustrate the performance of various model configurations in challenging science-related instruction-following tasks. Our findings provide crucial insights on the development of effective natural language processing systems for interactive contexts.

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.

While implicit feedback is foundational to modern recommender systems, factors such as human error, uncertainty, and ambiguity in user behavior inevitably introduce significant noise into this feedback, adversely affecting the accuracy and robustness of recommendations. To address this issue, existing methods typically aim to reduce the training weight of noisy feedback or discard it entirely, based on the observation that noisy interactions often exhibit higher losses in the overall loss distribution. However, we identify two key issues: (1) there is a significant overlap between normal and noisy interactions in the overall loss distribution, and (2) this overlap becomes even more pronounced when transitioning from pointwise loss functions (e.g., BCE loss) to pairwise loss functions (e.g., BPR loss). This overlap leads traditional methods to misclassify noisy interactions as normal, and vice versa. To tackle these challenges, we further investigate the loss overlap and find that for a given user, there is a clear distinction between normal and noisy interactions in the user's personal loss distribution. Based on this insight, we propose a resampling strategy to Denoise using the user's Personal Loss distribution, named PLD, which reduces the probability of noisy interactions being optimized. Specifically, during each optimization iteration, we create a candidate item pool for each user and resample the items from this pool based on the user's personal loss distribution, prioritizing normal interactions. Additionally, we conduct a theoretical analysis to validate PLD's effectiveness and suggest ways to further enhance its performance. Extensive experiments conducted on three datasets with varying noise ratios demonstrate PLD's efficacy and robustness.

In this paper, we analyze the performance of a multitask end-to-end transformer model on the task of conversational recommendations, which aim to provide recommendations based on a user's explicit preferences expressed in dialogue. While previous works in this area adopt complex multi-component approaches where the dialogue management and entity recommendation tasks are handled by separate components, we show that a unified transformer model, based on the T5 text-to-text transformer model, can perform competitively in both recommending relevant items and generating conversation dialogue. We fine-tune our model on the ReDIAL conversational movie recommendation dataset, and create additional training tasks derived from MovieLens (such as the prediction of movie attributes and related movies based on an input movie), in a multitask learning setting. Using a series of probe studies, we demonstrate that the learned knowledge in the additional tasks is transferred to the conversational setting, where each task leads to a 9%-52% increase in its related probe score.

Teaching to improve student models (e.g., knowledge distillation) is an extensively studied methodology in LLMs. However, for humans, teaching not only improves students but also improves teachers. We ask: Can LLMs also learn by teaching (LbT)? If yes, we can potentially unlock the possibility of continuously advancing the models without solely relying on human-produced data or stronger models. In this paper, we provide a preliminary exploration of this ambitious agenda. We show that LbT ideas can be incorporated into existing LLM training/prompting pipelines and provide noticeable improvements. Specifically, we design three methods, each mimicking one of the three levels of LbT in humans: observing students' feedback, learning from the feedback, and learning iteratively, with the goals of improving answer accuracy without training and improving models' inherent capability with fine-tuning. The findings are encouraging. For example, similar to LbT in human, we see that: (1) LbT can induce weak-to-strong generalization: strong models can improve themselves by teaching other weak models; (2) Diversity in students might help: teaching multiple students could be better than teaching one student or the teacher itself. We hope that this early promise can inspire future research on LbT and more broadly adopting the advanced techniques in education to improve LLMs. The code is available at https://github.com/imagination-research/lbt.

Large language models (LLMs) have been employed in various intelligent educational tasks to assist teaching. While preliminary explorations have focused on independent LLM-empowered agents for specific educational tasks, the potential for LLMs within a multi-agent collaborative framework to simulate a classroom with real user participation remains unexplored. In this work, we propose SimClass, a multi-agent classroom simulation framework involving user participation. We recognize representative class roles and introduce a novel class control mechanism for automatic classroom teaching, and conduct user experiments in two real-world courses. Utilizing the Flanders Interactive Analysis System and Community of Inquiry theoretical frame works from educational analysis, we demonstrate that LLMs can simulate traditional classroom interaction patterns effectively while enhancing user's experience. We also observe emergent group behaviors among agents in SimClass, where agents collaborate to create enlivening interactions in classrooms to improve user learning process. We hope this work pioneers the application of LLM-empowered multi-agent systems in virtual classroom teaching.

Generating images with a Text-to-Image model often requires multiple trials, where human users iteratively update their prompt based on feedback, namely the output image. Taking inspiration from cognitive work on reference games and dialogue alignment, this paper analyzes the dynamics of the user prompts along such iterations. We compile a dataset of iterative interactions of human users with Midjourney. Our analysis then reveals that prompts predictably converge toward specific traits along these iterations. We further study whether this convergence is due to human users, realizing they missed important details, or due to adaptation to the model's ``preferences'', producing better images for a specific language style. We show initial evidence that both possibilities are at play. The possibility that users adapt to the model's preference raises concerns about reusing user data for further training. The prompts may be biased towards the preferences of a specific model, rather than align with human intentions and natural manner of expression.

Reinforcement learning (RL) has recently been introduced to interactive recommender systems (IRS) because of its nature of learning from dynamic interactions and planning for long-run performance. As IRS is always with thousands of items to recommend (i.e., thousands of actions), most existing RL-based methods, however, fail to handle such a large discrete action space problem and thus become inefficient. The existing work that tries to deal with the large discrete action space problem by utilizing the deep deterministic policy gradient framework suffers from the inconsistency between the continuous action representation (the output of the actor network) and the real discrete action. To avoid such inconsistency and achieve high efficiency and recommendation effectiveness, in this paper, we propose a Tree-structured Policy Gradient Recommendation (TPGR) framework, where a balanced hierarchical clustering tree is built over the items and picking an item is formulated as seeking a path from the root to a certain leaf of the tree. Extensive experiments on carefully-designed environments based on two real-world datasets demonstrate that our model provides superior recommendation performance and significant efficiency improvement over state-of-the-art methods.

As AI systems enter into a growing number of societal domains, these systems increasingly shape and are shaped by user preferences, opinions, and behaviors. However, the design of AI systems rarely accounts for how AI and users shape one another. In this position paper, we argue for the development of formal interaction models which mathematically specify how AI and users shape one another. Formal interaction models can be leveraged to (1) specify interactions for implementation, (2) monitor interactions through empirical analysis, (3) anticipate societal impacts via counterfactual analysis, and (4) control societal impacts via interventions. The design space of formal interaction models is vast, and model design requires careful consideration of factors such as style, granularity, mathematical complexity, and measurability. Using content recommender systems as a case study, we critically examine the nascent literature of formal interaction models with respect to these use-cases and design axes. More broadly, we call for the community to leverage formal interaction models when designing, evaluating, or auditing any AI system which interacts with users.

Large language models (LLMs) have demonstrated prominent reasoning capabilities in recommendation tasks by transforming them into text-generation tasks. However, existing approaches either disregard or ineffectively model the user-item high-order interactions. To this end, this paper presents an enhanced LLM-based recommender (ELMRec). We enhance whole-word embeddings to substantially enhance LLMs' interpretation of graph-constructed interactions for recommendations, without requiring graph pre-training. This finding may inspire endeavors to incorporate rich knowledge graphs into LLM-based recommenders via whole-word embedding. We also found that LLMs often recommend items based on users' earlier interactions rather than recent ones, and present a reranking solution. Our ELMRec outperforms state-of-the-art (SOTA) methods in both direct and sequential recommendations.

Large language models (LLMs) have revolutionized natural language processing. However, effectively incorporating complex and potentially noisy user interaction data remains a challenge. To address this, we propose User-LLM, a novel framework that leverages user embeddings to contextualize LLMs. These embeddings, distilled from diverse user interactions using self-supervised pretraining, capture latent user preferences and their evolution over time. We integrate these user embeddings with LLMs through cross-attention and soft-prompting, enabling LLMs to dynamically adapt to user context. Our comprehensive experiments on MovieLens, Amazon Review, and Google Local Review datasets demonstrate significant performance gains across various tasks. Notably, our approach outperforms text-prompt-based contextualization on long sequence tasks and tasks that require deep user understanding while being computationally efficient. We further incorporate Perceiver layers to streamline the integration between user encoders and LLMs, reducing computational demands.

We present BlenderBot 3x, an update on the conversational model BlenderBot 3, which is now trained using organic conversation and feedback data from participating users of the system in order to improve both its skills and safety. We are publicly releasing the participating de-identified interaction data for use by the research community, in order to spur further progress. Training models with organic data is challenging because interactions with people "in the wild" include both high quality conversations and feedback, as well as adversarial and toxic behavior. We study techniques that enable learning from helpful teachers while avoiding learning from people who are trying to trick the model into unhelpful or toxic responses. BlenderBot 3x is both preferred in conversation to BlenderBot 3, and is shown to produce safer responses in challenging situations. While our current models are still far from perfect, we believe further improvement can be achieved by continued use of the techniques explored in this work.

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.

Finetuning pre-trained language models (LMs) enhances the models' capabilities. Prior techniques fine-tune a pre-trained LM on input-output pairs (e.g., instruction fine-tuning), or with numerical rewards that gauge the quality of its outputs (e.g., reinforcement learning from human feedback). We explore LMs' potential to learn from textual interactions (LeTI) that not only check their correctness with binary labels, but also pinpoint and explain errors in their outputs through textual feedback. Our investigation focuses on the code generation task, where the model produces code pieces in response to natural language instructions. This setting invites a natural and scalable way to acquire the textual feedback: the error messages and stack traces from code execution using a Python interpreter. LeTI iteratively fine-tunes the model, using the LM objective, on a concatenation of natural language instructions, LM-generated programs, and textual feedback, which is only provided when the generated program fails to solve the task. Prepended to this fine-tuning text, a binary reward token is used to differentiate correct and buggy solutions. On MBPP, a code generation dataset, LeTI substantially improves the performance of two base LMs of different scales. LeTI requires no ground-truth outputs for training and even outperforms a fine-tuned baseline that does. LeTI's strong performance generalizes to other datasets. Trained on MBPP, it achieves comparable or better performance than the base LMs on unseen problems in HumanEval. Furthermore, compared to binary feedback, we observe that textual feedback leads to improved generation quality and sample efficiency, achieving the same performance with fewer than half of the gradient steps. LeTI is equally applicable in natural language tasks when they can be formulated as code generation, which we empirically verified on event argument extraction.

Large language models (LLMs) have exhibited the ability to effectively utilize external tools to address user queries. However, their performance may be limited in complex, multi-turn interactions involving users and multiple tools. To address this, we propose Magnet, a principled framework for synthesizing high-quality training trajectories to enhance the function calling capability of large language model agents in multi-turn conversations with humans. The framework is based on automatic and iterative translations from a function signature path to a sequence of queries and executable function calls. We model the complicated function interactions in multi-turn cases with graph and design novel node operations to build reliable signature paths. Motivated by context distillation, when guiding the generation of positive and negative trajectories using a teacher model, we provide reference function call sequences as positive hints in context and contrastive, incorrect function calls as negative hints. Experiments show that training with the positive trajectories with supervised fine-tuning and preference optimization against negative trajectories, our 14B model, Magnet-14B-mDPO, obtains 68.01 on BFCL-v3 and 73.30 on ToolQuery, surpassing the performance of the teacher model Gemini-1.5-pro-002 by a large margin in function calling.

We introduce Language-Informed Latent Actions (LILA), a framework for learning natural language interfaces in the context of human-robot collaboration. LILA falls under the shared autonomy paradigm: in addition to providing discrete language inputs, humans are given a low-dimensional controller - e.g., a 2 degree-of-freedom (DoF) joystick that can move left/right and up/down - for operating the robot. LILA learns to use language to modulate this controller, providing users with a language-informed control space: given an instruction like "place the cereal bowl on the tray," LILA may learn a 2-DoF space where one dimension controls the distance from the robot's end-effector to the bowl, and the other dimension controls the robot's end-effector pose relative to the grasp point on the bowl. We evaluate LILA with real-world user studies, where users can provide a language instruction while operating a 7-DoF Franka Emika Panda Arm to complete a series of complex manipulation tasks. We show that LILA models are not only more sample efficient and performant than imitation learning and end-effector control baselines, but that they are also qualitatively preferred by users.

The Mutual Reinforcement Effect (MRE) investigates the synergistic relationship between word-level and text-level classifications in text classification tasks. It posits that the performance of both classification levels can be mutually enhanced. However, this mechanism has not been adequately demonstrated or explained in prior research. To address this gap, we employ empirical experiment to observe and substantiate the MRE theory. Our experiments on 21 MRE mix datasets revealed the presence of MRE in the model and its impact. Specifically, we conducted compare experiments use fine-tune. The results of findings from comparison experiments corroborates the existence of MRE. Furthermore, we extended the application of MRE to prompt learning, utilizing word-level information as a verbalizer to bolster the model's prediction of text-level classification labels. In our final experiment, the F1-score significantly surpassed the baseline in 18 out of 21 MRE Mix datasets, further validating the notion that word-level information enhances the language model's comprehension of the text as a whole.

Recently, multimodal large language models (MLLMs) have demonstrated strong visual understanding and decision-making capabilities, enabling the exploration of autonomously improving MLLMs in unknown environments. However, external feedback like human or environmental feedback is not always available. To address this challenge, existing methods primarily focus on enhancing the decision-making capabilities of MLLMs through voting and scoring mechanisms, while little effort has been paid to improving the environmental comprehension of MLLMs in unknown environments. To fully unleash the self-learning potential of MLLMs, we propose a novel actor-critic self-learning paradigm, dubbed SELU, inspired by the actor-critic paradigm in reinforcement learning. The critic employs self-asking and hindsight relabeling to extract knowledge from interaction trajectories collected by the actor, thereby augmenting its environmental comprehension. Simultaneously, the actor is improved by the self-feedback provided by the critic, enhancing its decision-making. We evaluate our method in the AI2-THOR and VirtualHome environments, and SELU achieves critic improvements of approximately 28% and 30%, and actor improvements of about 20% and 24% via self-learning.

How can we design Natural Language Processing (NLP) systems that learn from human feedback? There is a growing research body of Human-in-the-loop (HITL) NLP frameworks that continuously integrate human feedback to improve the model itself. HITL NLP research is nascent but multifarious -- solving various NLP problems, collecting diverse feedback from different people, and applying different methods to learn from collected feedback. We present a survey of HITL NLP work from both Machine Learning (ML) and Human-Computer Interaction (HCI) communities that highlights its short yet inspiring history, and thoroughly summarize recent frameworks focusing on their tasks, goals, human interactions, and feedback learning methods. Finally, we discuss future directions for integrating human feedback in the NLP development loop.

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.

Large language models (LLMs) have achieved success in acting as agents, which interact with environments through tools like search engines. However, LLMs are not optimized specifically for tool use during training or alignment, limiting their effectiveness as agents. To resolve this problem, previous work has collected interaction trajectories between GPT-4 and environments, and fine-tuned smaller models with them. As part of this, the standard approach has been to simply discard trajectories that do not finish the task successfully, which, on the one hand, leads to a significant waste of data and resources, and on the other hand, has the potential to limit the possible optimization paths during fine-tuning. In this paper, we contend that large language models can learn from failures through appropriate data cleaning and fine-tuning strategies. We conduct experiments on mathematical reasoning, multi-hop question answering, and strategic question answering tasks. Experimental results demonstrate that compared to solely using positive examples, incorporating negative examples enhances model performance by a large margin.

As large language models (LLMs) are increasingly deployed in diverse user facing applications, aligning them with real user preferences becomes essential. Existing methods like Reinforcement Learning from Human Feedback (RLHF) rely on expert annotators trained on manually defined guidelines, whose judgments may not reflect the priorities of everyday users. We introduce Reinforcement Learning from User Feedback (RLUF), a framework for aligning LLMs directly to implicit signals from users in production. RLUF addresses key challenges of user feedback: user feedback is often binary (e.g., emoji reactions), sparse, and occasionally adversarial. We train a reward model, P[Love], to predict the likelihood that an LLM response will receive a Love Reaction, a lightweight form of positive user feedback, and integrate P[Love] into a multi-objective policy optimization framework alongside helpfulness and safety objectives. In large-scale experiments, we show that P[Love] is predictive of increased positive feedback and serves as a reliable offline evaluator of future user behavior. Policy optimization using P[Love] significantly raises observed positive-feedback rates, including a 28% increase in Love Reactions during live A/B tests. However, optimizing for positive reactions introduces reward hacking challenges, requiring careful balancing of objectives. By directly leveraging implicit signals from users, RLUF offers a path to aligning LLMs with real-world user preferences at scale.