arXiv subjects

Kevin R. McKee

Publications and source records attributed to Kevin R. McKee.

At least 19 recordsLinked to original sources

arXiv2026

Combining Tree-Search, Generative Models, and Nash Bargaining Concepts in Game-Theoretic Reinforcement Learning

Opponent modeling methods typically involve two crucial steps: building a belief distribution over opponents' strategies, and exploiting this opponent model by playing a best response. However, existing approaches typically require domain-specific heurstics to come up with such a model, and algorithms for approximating best responses are hard to scale in large, imperfect information domains. In this work, we introduce a scalable and generic multiagent training regime for opponent modeling using deep game-theoretic reinforcement learning. We first propose Generative Best Respoonse (GenBR), a best response algorithm based on Monte-Carlo Tree Search (MCTS) with a learned deep generative model that samples world states during planning. This new method scales to large imperfect information domains and can be plug and play in a variety of multiagent algorithms. We use this new method under the framework of Policy Space Response Oracles (PSRO), to automate the generation of an \emph{offline opponent model} via iterative game-theoretic reasoning and population-based training. We propose using solution concepts based on bargaining theory to build up an opponent mixture, which we find identifying profiles that are near the Pareto frontier. Then GenBR keeps updating an \emph{online opponent model} and reacts against it during gameplay. We conduct behavioral studies where human participants negotiate with our agents in Deal-or-No-Deal, a class of bilateral bargaining games. Search with generative modeling finds stronger policies during both training time and test time, enables online Bayesian co-player prediction, and can produce agents that achieve comparable social welfare and Nash bargaining score negotiating with humans as humans trading among themselves.

cs.AI↗

arXiv2026

Multi-turn Evaluation of Anthropomorphic Behaviours in Large Language Models

The tendency of users to anthropomorphise large language models (LLMs) is of growing interest to AI developers, researchers, and policy-makers. Here, we present a novel method for empirically evaluating anthropomorphic LLM behaviours in realistic and varied settings. Going beyond single-turn static benchmarks, we contribute three methodological advances in state-of-the-art (SOTA) LLM evaluation. First, we develop a multi-turn evaluation of 14 anthropomorphic behaviours. Second, we present a scalable, automated approach by employing simulations of user interactions. Third, we conduct an interactive, large-scale human subject study (N=1101) to validate that the model behaviours we measure predict real users' anthropomorphic perceptions. We find that all SOTA LLMs evaluated exhibit similar behaviours, characterised by relationship-building (e.g., empathy and validation) and first-person pronoun use, and that the majority of behaviours only first occur after multiple turns. Our work lays an empirical foundation for investigating how design choices influence anthropomorphic model behaviours and for progressing the ethical debate on the desirability of these behaviours. It also showcases the necessity of multi-turn evaluations for complex social phenomena in human-AI interaction.

cs.CL↗

arXiv2025

AI tutoring can safely and effectively support students: An exploratory RCT in UK classrooms

One-to-one tutoring is widely considered the gold standard for personalized education, yet it remains prohibitively expensive to scale. To evaluate whether generative AI might help expand access to this resource, we conducted an exploratory randomized controlled trial (RCT) with $N = 165$ students across five UK secondary schools. We integrated LearnLM -- a generative AI model fine-tuned for pedagogy -- into chat-based tutoring sessions on the Eedi mathematics platform. In the RCT, expert tutors directly supervised LearnLM, with the remit to revise each message it drafted until they would be satisfied sending it themselves. LearnLM proved to be a reliable source of pedagogical instruction, with supervising tutors approving 76.4% of its drafted messages making zero or minimal edits (i.e., changing only one or two characters). This translated into effective tutoring support: students guided by LearnLM performed at least as well as students chatting with human tutors on each learning outcome we measured. In fact, students who received support from LearnLM were 5.5 percentage points more likely to solve novel problems on subsequent topics (with a success rate of 66.2%) than those who received tutoring from human tutors alone (rate of 60.7%). In interviews, tutors highlighted LearnLM's strength at drafting Socratic questions that encouraged deeper reflection from students, with multiple tutors even reporting that they learned new pedagogical practices from the model. Overall, our results suggest that pedagogically fine-tuned AI tutoring systems may play a promising role in delivering effective, individualized learning support at scale.

cs.CY↗

arXiv2025

Towards Responsible Development of Generative AI for Education: An Evaluation-Driven Approach

A major challenge facing the world is the provision of equitable and universal access to quality education. Recent advances in generative AI (gen AI) have created excitement about the potential of new technologies to offer a personal tutor for every learner and a teaching assistant for every teacher. The full extent of this dream, however, has not yet materialised. We argue that this is primarily due to the difficulties with verbalising pedagogical intuitions into gen AI prompts and the lack of good evaluation practices, reinforced by the challenges in defining excellent pedagogy. Here we present our work collaborating with learners and educators to translate high level principles from learning science into a pragmatic set of seven diverse educational benchmarks, spanning quantitative, qualitative, automatic and human evaluations; and to develop a new set of fine-tuning datasets to improve the pedagogical capabilities of Gemini, introducing LearnLM-Tutor. Our evaluations show that LearnLM-Tutor is consistently preferred over a prompt tuned Gemini by educators and learners on a number of pedagogical dimensions. We hope that this work can serve as a first step towards developing a comprehensive educational evaluation framework, and that this can enable rapid progress within the AI and EdTech communities towards maximising the positive impact of gen AI in education.

cs.CY↗

arXiv2025

LearnLM: Improving Gemini for Learning

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 \textit{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 experts substantially prefer across a diverse set of learning scenarios, with average preference strengths of +31\% over GPT-4o, +11\% over Claude 3.5 Sonnet, and +13\% over the Gemini 1.5 Pro model on which LearnLM was based.

cs.CY↗

arXiv2025

Evaluating Gemini in an arena for learning

Artificial intelligence (AI) is poised to transform education, but the research community lacks a robust, general benchmark to evaluate AI models for learning. To assess state-of-the-art support for educational use cases, we ran an "arena for learning" where educators and pedagogy experts conduct blind, head-to-head, multi-turn comparisons of leading AI models. In particular, $N = 189$ educators drew from their experience to role-play realistic learning use cases, interacting with two models sequentially, after which $N = 206$ experts judged which model better supported the user's learning goals. The arena evaluated a slate of state-of-the-art models: Gemini 2.5 Pro, Claude 3.7 Sonnet, GPT-4o, and OpenAI o3. Excluding ties, experts preferred Gemini 2.5 Pro in 73.2% of these match-ups -- ranking it first overall in the arena. Gemini 2.5 Pro also demonstrated markedly higher performance across key principles of good pedagogy. Altogether, these results position Gemini 2.5 Pro as a leading model for learning.

cs.CY↗

arXiv2024

Human participants in AI research: Ethics and transparency in practice

In recent years, research involving human participants has been critical to advances in artificial intelligence (AI) and machine learning (ML), particularly in the areas of conversational, human-compatible, and cooperative AI. For example, roughly 9% of publications at recent AAAI and NeurIPS conferences indicate the collection of original human data. Yet AI and ML researchers lack guidelines for ethical research practices with human participants. Fewer than one out of every four of these AAAI and NeurIPS papers confirm independent ethical review, the collection of informed consent, or participant compensation. This paper aims to bridge this gap by examining the normative similarities and differences between AI research and related fields that involve human participants. Though psychology, human-computer interaction, and other adjacent fields offer historic lessons and helpful insights, AI research presents several distinct considerations$\unicode{x2014}$namely, participatory design, crowdsourced dataset development, and an expansive role of corporations$\unicode{x2014}$that necessitate a contextual ethics framework. To address these concerns, this manuscript outlines a set of guidelines for ethical and transparent practice with human participants in AI and ML research. Overall, this paper seeks to equip technical researchers with practical knowledge for their work, and to position them for further dialogue with social scientists, behavioral researchers, and ethicists.

cs.CY↗

arXiv2024

(Unfair) Norms in Fairness Research: A Meta-Analysis

Algorithmic fairness has emerged as a critical concern in artificial intelligence (AI) research. However, the development of fair AI systems is not an objective process. Fairness is an inherently subjective concept, shaped by the values, experiences, and identities of those involved in research and development. To better understand the norms and values embedded in current fairness research, we conduct a meta-analysis of algorithmic fairness papers from two leading conferences on AI fairness and ethics, AIES and FAccT, covering a final sample of 139 papers over the period from 2018 to 2022. Our investigation reveals two concerning trends: first, a US-centric perspective dominates throughout fairness research; and second, fairness studies exhibit a widespread reliance on binary codifications of human identity (e.g., "Black/White", "male/female"). These findings highlight how current research often overlooks the complexities of identity and lived experiences, ultimately failing to represent diverse global contexts when defining algorithmic bias and fairness. We discuss the limitations of these research design choices and offer recommendations for fostering more inclusive and representative approaches to fairness in AI systems, urging a paradigm shift that embraces nuanced, global understandings of human identity and values.

cs.CY↗

arXiv2024

A social path to human-like artificial intelligence

Traditionally, cognitive and computer scientists have viewed intelligence solipsistically, as a property of unitary agents devoid of social context. Given the success of contemporary learning algorithms, we argue that the bottleneck in artificial intelligence (AI) progress is shifting from data assimilation to novel data generation. We bring together evidence showing that natural intelligence emerges at multiple scales in networks of interacting agents via collective living, social relationships and major evolutionary transitions, which contribute to novel data generation through mechanisms such as population pressures, arms races, Machiavellian selection, social learning and cumulative culture. Many breakthroughs in AI exploit some of these processes, from multi-agent structures enabling algorithms to master complex games like Capture-The-Flag and StarCraft II, to strategic communication in Diplomacy and the shaping of AI data streams by other AIs. Moving beyond a solipsistic view of agency to integrate these mechanisms suggests a path to human-like compounding innovation through ongoing novel data generation.

cs.AI↗

arXiv2024

Warmth and competence in human-agent cooperation

Interaction and cooperation with humans are overarching aspirations of artificial intelligence (AI) research. Recent studies demonstrate that AI agents trained with deep reinforcement learning are capable of collaborating with humans. These studies primarily evaluate human compatibility through "objective" metrics such as task performance, obscuring potential variation in the levels of trust and subjective preference that different agents garner. To better understand the factors shaping subjective preferences in human-agent cooperation, we train deep reinforcement learning agents in Coins, a two-player social dilemma. We recruit $N = 501$ participants for a human-agent cooperation study and measure their impressions of the agents they encounter. Participants' perceptions of warmth and competence predict their stated preferences for different agents, above and beyond objective performance metrics. Drawing inspiration from social science and biology research, we subsequently implement a new ``partner choice'' framework to elicit revealed preferences: after playing an episode with an agent, participants are asked whether they would like to play the next episode with the same agent or to play alone. As with stated preferences, social perception better predicts participants' revealed preferences than does objective performance. Given these results, we recommend human-agent interaction researchers routinely incorporate the measurement of social perception and subjective preferences into their studies.

cs.HC↗

arXiv2024

Recourse for reclamation: Chatting with generative language models

Researchers and developers increasingly rely on toxicity scoring to moderate generative language model outputs, in settings such as customer service, information retrieval, and content generation. However, toxicity scoring may render pertinent information inaccessible, rigidify or "value-lock" cultural norms, and prevent language reclamation processes, particularly for marginalized people. In this work, we extend the concept of algorithmic recourse to generative language models: we provide users a novel mechanism to achieve their desired prediction by dynamically setting thresholds for toxicity filtering. Users thereby exercise increased agency relative to interactions with the baseline system. A pilot study ($n = 30$) supports the potential of our proposed recourse mechanism, indicating improvements in usability compared to fixed-threshold toxicity-filtering of model outputs. Future work should explore the intersection of toxicity scoring, model controllability, user agency, and language reclamation processes -- particularly with regard to the bias that many communities encounter when interacting with generative language models.

cs.HC↗

arXiv2024

The illusion of artificial inclusion

Human participants play a central role in the development of modern artificial intelligence (AI) technology, in psychological science, and in user research. Recent advances in generative AI have attracted growing interest to the possibility of replacing human participants in these domains with AI surrogates. We survey several such "substitution proposals" to better understand the arguments for and against substituting human participants with modern generative AI. Our scoping review indicates that the recent wave of these proposals is motivated by goals such as reducing the costs of research and development work and increasing the diversity of collected data. However, these proposals ignore and ultimately conflict with foundational values of work with human participants: representation, inclusion, and understanding. This paper critically examines the principles and goals underlying human participation to help chart out paths for future work that truly centers and empowers participants.

cs.CY↗

arXiv2023

How FaR Are Large Language Models From Agents with Theory-of-Mind?

"Thinking is for Doing." Humans can infer other people's mental states from observations--an ability called Theory-of-Mind (ToM)--and subsequently act pragmatically on those inferences. Existing question answering benchmarks such as ToMi ask models questions to make inferences about beliefs of characters in a story, but do not test whether models can then use these inferences to guide their actions. We propose a new evaluation paradigm for large language models (LLMs): Thinking for Doing (T4D), which requires models to connect inferences about others' mental states to actions in social scenarios. Experiments on T4D demonstrate that LLMs such as GPT-4 and PaLM 2 seemingly excel at tracking characters' beliefs in stories, but they struggle to translate this capability into strategic action. Our analysis reveals the core challenge for LLMs lies in identifying the implicit inferences about mental states without being explicitly asked about as in ToMi, that lead to choosing the correct action in T4D. To bridge this gap, we introduce a zero-shot prompting framework, Foresee and Reflect (FaR), which provides a reasoning structure that encourages LLMs to anticipate future challenges and reason about potential actions. FaR boosts GPT-4's performance from 50% to 71% on T4D, outperforming other prompting methods such as Chain-of-Thought and Self-Ask. Moreover, FaR generalizes to diverse out-of-distribution story structures and scenarios that also require ToM inferences to choose an action, consistently outperforming other methods including few-shot in-context learning.

cs.CL↗

arXiv2023

Heterogeneous Social Value Orientation Leads to Meaningful Diversity in Sequential Social Dilemmas

In social psychology, Social Value Orientation (SVO) describes an individual's propensity to allocate resources between themself and others. In reinforcement learning, SVO has been instantiated as an intrinsic motivation that remaps an agent's rewards based on particular target distributions of group reward. Prior studies show that groups of agents endowed with heterogeneous SVO learn diverse policies in settings that resemble the incentive structure of Prisoner's dilemma. Our work extends this body of results and demonstrates that (1) heterogeneous SVO leads to meaningfully diverse policies across a range of incentive structures in sequential social dilemmas, as measured by task-specific diversity metrics; and (2) learning a best response to such policy diversity leads to better zero-shot generalization in some situations. We show that these best-response agents learn policies that are conditioned on their co-players, which we posit is the reason for improved zero-shot generalization results.

cs.MA↗

arXiv2023

A multi-agent reinforcement learning model of reputation and cooperation in human groups

Collective action demands that individuals efficiently coordinate how much, where, and when to cooperate. Laboratory experiments have extensively explored the first part of this process, demonstrating that a variety of social-cognitive mechanisms influence how much individuals choose to invest in group efforts. However, experimental research has been unable to shed light on how social cognitive mechanisms contribute to the where and when of collective action. We build and test a computational model of human behavior in Clean Up, a social dilemma task popular in multi-agent reinforcement learning research. We show that human groups effectively cooperate in Clean Up when they can identify group members and track reputations over time, but fail to organize under conditions of anonymity. A multi-agent reinforcement learning model of reputation demonstrates the same difference in cooperation under conditions of identifiability and anonymity. In addition, the model accurately predicts spatial and temporal patterns of group behavior: in this public goods dilemma, the intrinsic motivation for reputation catalyzes the development of a non-territorial, turn-taking strategy to coordinate collective action.

cs.MA↗

arXiv2022

Developing, Evaluating and Scaling Learning Agents in Multi-Agent Environments

The Game Theory & Multi-Agent team at DeepMind studies several aspects of multi-agent learning ranging from computing approximations to fundamental concepts in game theory to simulating social dilemmas in rich spatial environments and training 3-d humanoids in difficult team coordination tasks. A signature aim of our group is to use the resources and expertise made available to us at DeepMind in deep reinforcement learning to explore multi-agent systems in complex environments and use these benchmarks to advance our understanding. Here, we summarise the recent work of our team and present a taxonomy that we feel highlights many important open challenges in multi-agent research.

cs.MA↗

arXiv2022

Subverting machines, fluctuating identities: Re-learning human categorization

Most machine learning systems that interact with humans construct some notion of a person's "identity," yet the default paradigm in AI research envisions identity with essential attributes that are discrete and static. In stark contrast, strands of thought within critical theory present a conception of identity as malleable and constructed entirely through interaction; a doing rather than a being. In this work, we distill some of these ideas for machine learning practitioners and introduce a theory of identity as autopoiesis, circular processes of formation and function. We argue that the default paradigm of identity used by the field immobilizes existing identity categories and the power differentials that co$\unicode{x2010}$occur, due to the absence of iterative feedback to our models. This includes a critique of emergent AI fairness practices that continue to impose the default paradigm. Finally, we apply our theory to sketch approaches to autopoietic identity through multilevel optimization and relational learning. While these ideas raise many open questions, we imagine the possibilities of machines that are capable of expressing human identity as a relationship perpetually in flux.

cs.LG↗

arXiv2022

Quantifying the effects of environment and population diversity in multi-agent reinforcement learning

Generalization is a major challenge for multi-agent reinforcement learning. How well does an agent perform when placed in novel environments and in interactions with new co-players? In this paper, we investigate and quantify the relationship between generalization and diversity in the multi-agent domain. Across the range of multi-agent environments considered here, procedurally generating training levels significantly improves agent performance on held-out levels. However, agent performance on the specific levels used in training sometimes declines as a result. To better understand the effects of co-player variation, our experiments introduce a new environment-agnostic measure of behavioral diversity. Results demonstrate that population size and intrinsic motivation are both effective methods of generating greater population diversity. In turn, training with a diverse set of co-players strengthens agent performance in some (but not all) cases.

cs.MA↗