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Mohammed Abraar

Publications and source records attributed to Mohammed Abraar.

2 recordsLinked to original sources

BiasMix-Finance: Post-Generation KYC Guardrails for LLM Portfolio Advice

Large language models (LLMs) can generate plausible-sounding ETF portfolios while silently violating basic KYC-style constraints on risk, fees, and diversification. This is especially problematic in agentic multi-turn advisory systems, where each draft recommendation can become an action unless guarded by an auditable enforcement layer. We study a model-agnostic, asset-agnostic post-generation guardrail pipeline: (i) enforce a strict JSON allocation schema, (ii) validate allocations against numeric caps, and (iii) when violations occur, deterministically project the output to the nearest feasible portfolio via a convex quadratic program (QCQP). We introduce BiasMix-Finance (Mini), a compact stress-test benchmark for constrained decision-making under biased LLM generations, with a 16-ETF universe, three investor profiles, and eight bias prompts. Across three models and three inference modes (direct, critique, self-consistency), first-pass generations violate at least one cap in 47.6-85.7% of test cases (67.2% pooled), but the convex projection layer reduces final feasibility violations to 0% while requiring only a small correction distance (test pooled median D=||w*-w0||_2=0.066), indicating that the guardrail typically preserves the intent of the original allocation. We report violation rates and correction distances with confidence intervals, and paired model comparisons with multiple-testing correction. To support reproducibility, we release the dataset, prompts, caps, and code in our public GitHub repository.

cs.AI

Beyond Passive Viewing: A Pilot Study of a Hybrid Learning Platform Augmenting Video Lectures with Conversational AI

The exponential growth of AI education has brought millions of learners to online platforms, yet this massive scale has simultaneously exposed critical pedagogical shortcomings. Traditional video-based instruction, while cost-effective and scalable, demonstrates systematic failures in both sustaining learner engagement and facilitating the deep conceptual mastery essential for AI literacy. We present a pilot study evaluating a novel hybrid learning platform that integrates real-time conversational AI tutors with traditional video lectures. Our controlled experiment (N = 58, mean age M = 21.4, SD = 2.8) compared traditional video-based instruction with our AI-augmented video platform. This study employed a sequential within-subjects design where all participants first completed the traditional video condition followed by the AI-augmented condition, providing direct comparisons of learning outcomes. We measured learning effectiveness through immediate post-tests and delayed retention assessments (2-week delay). Results suggest improvements in learning performance: immediate post-test performance showed a large effect size (d = 1.505) with participants scoring 8.3 points higher after AI-augmented instruction (91.8 vs 83.5 out of 100, p < .001). Behavioral analytics revealed increased engagement duration (71.1% improvement with AI tutoring) in the experimental group. This pilot study provides preliminary evidence that conversational AI tutors may enhance traditional educational delivery, suggesting a potential avenue for developing scalable, adaptive learning systems.

cs.HC