Gastrointestinal (GI) tract cancers account for a substantial portion of the global cancer burden, where early diagnosis is critical for improved management and patient outcomes. The complex aetiologies and overlapping symptoms across GI cancers often delay diagnosis, leading to suboptimal treatment strategies. Cancer-related queries are crucial for timely diagnosis, treatment, and patient education, as access to accurate, comprehensive information can significantly influence outcomes. However, the complexity of cancer as a disease, combined with the vast amount of available data, makes it difficult for clinicians and patients to quickly find precise answers. To address these challenges, we leverage large language models (LLMs) such as GPT-3.5 Turbo to generate accurate, contextually relevant responses to cancer-related queries. Pre-trained with medical data, these models provide timely, actionable insights that support informed decision-making in cancer diagnosis and care, ultimately improving patient outcomes. We calculate two metrics: A1 (which represents the fraction of entities present in the model-generated answer compared to the gold standard) and A2 (which represents the linguistic correctness and meaningfulness of the model-generated answer with respect to the gold standard), achieving maximum values of 0.546 and 0.881, respectively.

Generative Artificial Intelligence (AI) is revolutionizing educational technology by enabling highly personalized and adaptive learning environments within Intelligent Tutoring Systems (ITS). This report delves into the integration of Generative AI, particularly large language models (LLMs) like GPT-4, into ITS to enhance personalized education through dynamic content generation, real-time feedback, and adaptive learning pathways. We explore key applications such as automated question generation, customized feedback mechanisms, and interactive dialogue systems that respond to individual learner needs. The report also addresses significant challenges, including ensuring pedagogical accuracy, mitigating inherent biases in AI models, and maintaining learner engagement. Future directions highlight the potential advancements in multimodal AI integration, emotional intelligence in tutoring systems, and the ethical implications of AI-driven education. By synthesizing current research and practical implementations, this report underscores the transformative potential of Generative AI in creating more effective, equitable, and engaging educational experiences.

Grammatical error correction (GEC) tools, powered by advanced generative artificial intelligence (AI), competently correct linguistic inaccuracies in user input. However, they often fall short in providing essential natural language explanations, which are crucial for learning languages and gaining a deeper understanding of the grammatical rules. There is limited exploration of these tools in low-resource languages such as Bengali. In such languages, grammatical error explanation (GEE) systems should not only correct sentences but also provide explanations for errors. This comprehensive approach can help language learners in their quest for proficiency. Our work introduces a real-world, multi-domain dataset sourced from Bengali speakers of varying proficiency levels and linguistic complexities. This dataset serves as an evaluation benchmark for GEE systems, allowing them to use context information to generate meaningful explanations and high-quality corrections. Various generative pre-trained large language models (LLMs), including GPT-4 Turbo, GPT-3.5 Turbo, Text-davinci-003, Text-babbage-001, Text-curie-001, Text-ada-001, Llama-2-7b, Llama-2-13b, and Llama-2-70b, are assessed against human experts for performance comparison. Our research underscores the limitations in the automatic deployment of current state-of-the-art generative pre-trained LLMs for Bengali GEE. Advocating for human intervention, our findings propose incorporating manual checks to address grammatical errors and improve feedback quality. This approach presents a more suitable strategy to refine the GEC tools in Bengali, emphasizing the educational aspect of language learning.

Answer assessment is a critical aspect of various fields including education, artificial intelligence, and natural language processing. This paper aims to provide a comprehensive overview of answer assessment, exploring its methodologies, applications, challenges, and future directions. By examining the different approaches to evaluating responses, both human and automated, this paper highlights the significance of accurate and reliable answer assessment in enhancing learning outcomes, improving automated systems, and advancing research in related areas.

Gemini, developed by Google, have shown significant prowess in various natural language processing (NLP) tasks, including text generation, translation, and summarization. However, their application in mathematical reasoning presents unique challenges and opportunities. This paper explores the strengths and flaws of Gemini models, particularly the latest iterations, in the domain of mathematical reasoning. By analyzing their performance on a variety of mathematical tasks, we aim to provide a comprehensive overview of their capabilities and limitations.

We evaluate the effectiveness of GPT-4 Turbo in generating educational questions from NCERT textbooks in zero-shot mode. Our study highlights GPT-4 Turbo's ability to generate questions that require higher-order thinking skills, especially at the "understanding" level according to Bloom's Revised Taxonomy. While we find a notable consistency between questions generated by GPT-4 Turbo and those assessed by humans in terms of complexity, there are occasional differences. Our evaluation also uncovers variations in how humans and machines evaluate question quality, with a trend inversely related to Bloom's Revised Taxonomy levels. These findings suggest that while GPT-4 Turbo is a promising tool for educational question generation, its efficacy varies across different cognitive levels, indicating a need for further refinement to fully meet educational standards.

In recent years, large language models (LLMs) and generative AI have revolutionized natural language processing (NLP), offering unprecedented capabilities in education. This chapter explores the transformative potential of LLMs in automated question generation and answer assessment. It begins by examining the mechanisms behind LLMs, emphasizing their ability to comprehend and generate human-like text. The chapter then discusses methodologies for creating diverse, contextually relevant questions, enhancing learning through tailored, adaptive strategies. Key prompting techniques, such as zero-shot and chain-ofthought prompting, are evaluated for their effectiveness in generating high-quality questions, including open-ended and multiple-choice formats in various languages. Advanced NLP methods like fine-tuning and prompt-tuning are explored for their role in generating task-specific questions, despite associated costs. The chapter also covers the human evaluation of generated questions, highlighting quality variations across different methods and areas for improvement. Furthermore, it delves into automated answer assessment, demonstrating how LLMs can accurately evaluate responses, provide constructive feedback, and identify nuanced understanding or misconceptions. Examples illustrate both successful assessments and areas needing improvement. The discussion underscores the potential of LLMs to replace costly, time-consuming human assessments when appropriately guided, showcasing their advanced understanding and reasoning capabilities in streamlining educational processes.

The development of Generative Pre-trained Transformer (GPT) models has marked a significant milestone in the field of natural language processing (NLP). These models, with their ability to generate coherent and contextually relevant text, have found applications in diverse areas such as chatbots, automated content creation, and language translation. One crucial aspect of NLP where GPT models are evaluated is temporal reasoning. Temporal reasoning involves understanding, representing, and manipulating temporal information in natural language. This paper explores the capabilities of GPT models in temporal reasoning, highlighting their strengths and identifying areas where they may fail. Through various examples, we aim to provide a comprehensive understanding of the current state and potential future directions for improving temporal reasoning in GPT models.

Question Generation (QG) is an essential area in Natural Language Processing (NLP) that aims to create questions from a given text. This paper reviews the evolution of QG methods, from early rule-based systems to contemporary deep learning techniques, and explores potential future advancements. By examining the strengths and weaknesses of each approach, we provide a comprehensive understanding of the progress in QG and propose directions for future research.