Convergence of orbital integrals on unitary groups in positive characteristic
We prove the absolute convergence of orbital integrals on a unitary group over a non-archimedean local field in any positive characteristic.
math.RT↗
arXiv subjects
Minju Park
Publications and source records attributed to Minju Park.
Characterizing Students' LLM Usage Behaviors and Their Association with Learning in Critical Thinking Tasks
Large language models (LLMs) are becoming increasingly embedded in students' learning practices, yet much of what is known about how students use LLMs and how this usage impacts learning comes from problem-solving domains or constrained experimental settings. We present an analysis of data on LLM usage collected during two offerings of a research-oriented course where students learn to read, reason about, and critique academic papers. Without restrictions on whether or how to use LLMs, students reported their LLM usage practices when asked to do these activities as a series of homework assignments during the course. This paper extends prior work done on data from a single offering of the same course by presenting a refined bottom-up categorization of LLM usage types, cross-labeled by the extent of student initiative these usages entail. Furthermore, we examine how LLM use impacts student learning, measured by performance on three midterms, looking at factors such as frequency and type of usage.
cs.HC↗
AI Twin: Enhancing ESL Speaking Practice through AI Self-Clones of a Better Me
Advances in AI have enabled ESL learners to practice speaking through conversational systems. However, most tools rely on explicit correction, which can interrupt the conversation and undermine confidence. Grounded in second language acquisition and motivational psychology, we present AI Twin, a system that rephrases learner utterances into more fluent English and delivers them in the learner's voice. Embodying a more confident and proficient version of the learner, AI Twin reinforces motivation through alignment with their aspirational Ideal L2 Self. Also, its use of implicit feedback through rephrasing preserves conversational flow and fosters an emotionally supportive environment. In a within-subject study with 20 adult ESL learners, we compared AI Twin with explicit correction and a non-personalized rephrasing agent. Results show that AI Twin elicited higher emotional engagement, with participants describing the experience as more motivating. These findings highlight the potential of self-representative AI for personalized, psychologically grounded support in ESL learning.
cs.HC↗
BIPED: Pedagogically Informed Tutoring System for ESL Education
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.
cs.CL↗
Empowering Personalized Learning through a Conversation-based Tutoring System with Student Modeling
As the recent Large Language Models(LLM's) become increasingly competent in zero-shot and few-shot reasoning across various domains, educators are showing a growing interest in leveraging these LLM's in conversation-based tutoring systems. However, building a conversation-based personalized tutoring system poses considerable challenges in accurately assessing the student and strategically incorporating the assessment into teaching within the conversation. In this paper, we discuss design considerations for a personalized tutoring system that involves the following two key components: (1) a student modeling with diagnostic components, and (2) a conversation-based tutor utilizing LLM with prompt engineering that incorporates student assessment outcomes and various instructional strategies. Based on these design considerations, we created a proof-of-concept tutoring system focused on personalization and tested it with 20 participants. The results substantiate that our system's framework facilitates personalization, with particular emphasis on the elements constituting student modeling. A web demo of our system is available at http://rlearning-its.com.
cs.HC↗
Exploring Train and Test-Time Augmentations for Audio-Language Learning
In this paper, we aim to unveil the impact of data augmentation in audio-language multi-modal learning, which has not been explored despite its importance. We explore various augmentation methods at not only train-time but also test-time and find out that proper data augmentation can lead to substantial improvements. Specifically, applying our proposed audio-language paired augmentation PairMix, which is the first multi-modal audio-language augmentation method, outperforms the baselines for both automated audio captioning and audio-text retrieval tasks. To fully take advantage of data augmentation, we also present multi-level test-time augmentation (Multi-TTA) for the test-time. We successfully incorporate the two proposed methods and uni-modal augmentations and achieve 47.5 SPIDEr on audio captioning, which is an 18.2% relative increase over the baseline. In audio-text retrieval, the proposed methods also show an improvement in performance as well.
cs.SD↗
Show Me the Instruments: Musical Instrument Retrieval from Mixture Audio
As digital music production has become mainstream, the selection of appropriate virtual instruments plays a crucial role in determining the quality of music. To search the musical instrument samples or virtual instruments that make one's desired sound, music producers use their ears to listen and compare each instrument sample in their collection, which is time-consuming and inefficient. In this paper, we call this task as Musical Instrument Retrieval and propose a method for retrieving desired musical instruments using reference music mixture as a query. The proposed model consists of the Single-Instrument Encoder and the Multi-Instrument Encoder, both based on convolutional neural networks. The Single-Instrument Encoder is trained to classify the instruments used in single-track audio, and we take its penultimate layer's activation as the instrument embedding. The Multi-Instrument Encoder is trained to estimate multiple instrument embeddings using the instrument embeddings computed by the Single-Instrument Encoder as a set of target embeddings. For more generalized training and realistic evaluation, we also propose a new dataset called Nlakh. Experimental results showed that the Single-Instrument Encoder was able to learn the mapping from the audio signal of unseen instruments to the instrument embedding space and the Multi-Instrument Encoder was able to extract multiple embeddings from the mixture of music and retrieve the desired instruments successfully. The code used for the experiment and audio samples are available at: https://github.com/minju0821/musical_instrument_retrieval
cs.SD↗
Exploiting Negative Preference in Content-based Music Recommendation with Contrastive Learning
Advanced music recommendation systems are being introduced along with the development of machine learning. However, it is essential to design a music recommendation system that can increase user satisfaction by understanding users' music tastes, not by the complexity of models. Although several studies related to music recommendation systems exploiting negative preferences have shown performance improvements, there was a lack of explanation on how they led to better recommendations. In this work, we analyze the role of negative preference in users' music tastes by comparing music recommendation models with contrastive learning exploiting preference (CLEP) but with three different training strategies - exploiting preferences of both positive and negative (CLEP-PN), positive only (CLEP-P), and negative only (CLEP-N). We evaluate the effectiveness of the negative preference by validating each system with a small amount of personalized data obtained via survey and further illuminate the possibility of exploiting negative preference in music recommendations. Our experimental results show that CLEP-N outperforms the other two in accuracy and false positive rate. Furthermore, the proposed training strategies produced a consistent tendency regardless of different types of front-end musical feature extractors, proving the stability of the proposed method.
cs.IR↗