Résultats de recherche pour « Role-Play »

We present the use of two methods we believe warrant more use than they currently have in the field of human-robot interaction: role-play and Hierarchical Task Analysis. Some of its potential is showcased through our use of them in an ongoing research project which entails developing a robot application meant to assist at a community pharmacy. The two methods have provided us with several advantages. The role-playing provided a controlled and adjustable environment for understanding the customers' needs where pharmacists could act as models for the robot's behavior; and the Hierarchical Task Analysis ensured the behavior displayed was modelled correctly and aided development through facilitating co-design. Future research could focus on developing task analysis methods especially suited for social robot interaction.

Large Language Models (LLMs) have shown promise in character imitation, enabling immersive and engaging conversations. However, they often generate content that is irrelevant or inconsistent with a character's background. We attribute these failures to: (1) the inability to accurately recall character-specific knowledge due to entity ambiguity, and (2) a lack of awareness of the character's cognitive boundaries. To address these issues, we propose RoleRAG, a retrieval-based framework that integrates efficient entity disambiguation for knowledge indexing with a boundary-aware retriever for extracting contextually appropriate information from a structured knowledge graph. Experiments on role-playing benchmarks show that RoleRAG's calibrated retrieval helps both general-purpose and role-specific LLMs better align with character knowledge and reduce hallucinated responses.

Since the COVID-19 pandemic, educational institutions have embarked on digital transformation projects. The success of these projects depends on integrating new technologies and understanding the needs of digitally literate students. The "learning by doing" approach suggests that real success in learning new skills is achieved when students can try out and practise these skills. In this article, we demonstrate how Large Language Models (LLMs) can enhance the quality of teaching by using ChatGPT in a role-playing simulation game scenario to promote active learning. Moreover, we discuss how LLMs can boost students' interest in learning by allowing them to practice real-life scenarios using ChatGPT.

As dialogue agents become increasingly human-like in their performance, it is imperative that we develop effective ways to describe their behaviour in high-level terms without falling into the trap of anthropomorphism. In this paper, we foreground the concept of role-play. Casting dialogue agent behaviour in terms of role-play allows us to draw on familiar folk psychological terms, without ascribing human characteristics to language models they in fact lack. Two important cases of dialogue agent behaviour are addressed this way, namely (apparent) deception and (apparent) self-awareness.

Modern large language models (LLMs) exhibit a remarkable capacity for role-playing, enabling them to embody not only human characters but also non-human entities. This versatility allows them to simulate complex human-like interactions and behaviors within various contexts, as well as to emulate specific objects or systems. While these capabilities have enhanced user engagement and introduced novel modes of interaction, the influence of role-playing on LLMs' reasoning abilities remains underexplored. In this study, we introduce a strategically designed role-play prompting methodology and assess its performance under the zero-shot setting across twelve diverse reasoning benchmarks. Our empirical results illustrate that role-play prompting consistently surpasses the standard zero-shot approach across most datasets. Notably, in experiments conducted using ChatGPT, accuracy on AQuA rises from 53.5% to 63.8%, and on Last Letter from 23.8% to 84.2%.Upon further comparison with the Zero-Shot-CoT technique, which prompts the model to "think step by step", our study demonstrates that role-play prompting acts as a more effective trigger for the CoT process. This highlights its potential to augment the reasoning capabilities of LLMs. We release our code at https://github.com/NKU-HLT/Role-Play-Prompting.