Although generative AI is being deployed into classrooms with promises of aiding teachers, educators caution that these tools can have unintended pedagogical repercussions, including cultural misrepresentation and bias. These concerns are heightened in low-resource language and Indigenous education settings, where AI systems frequently underperform. We investigate these challenges in Hawai‘i, where public schools operate under a statewide mandate to integrate Hawaiian language and culture into education. Through four co-design workshops with 22 public school educators, we surfaced concerns about using generative AI in educational settings, particularly around cultural misrepresentation, and corresponding designs for auditing tools that address these issues. We find that educators envision tools grounded in specific Hawaiian cultural values and practices, such as tracing the genealogy of knowledge in source materials. Building on these insights, we conceptualize AI auditing as a community-oriented process rather than the work of isolated individuals, and discuss implications for designing auditing tools.

For designing a wide range of everyday objects, the design process should be aware of both the human body and the underlying semantics of the design specification. However, these two objectives present significant challenges to the current AI-based designing tools. In this work, we present a method to synthesize body-aware 3D objects from a base mesh given an input body geometry and either text or image as guidance. The generated objects can be simulated on virtual characters, or fabricated for real-world use. We propose to use a mesh deformation procedure that optimizes for both semantic alignment as well as contact and penetration losses. Using our method, users can generate both virtual or real-world objects from text, image, or sketch, without the need for manual artist intervention. We present both qualitative and quantitative results on various object categories, demonstrating the effectiveness of our approach.

Reconstructing past events requires reasoning across long time horizons. To figure out what happened, humans draw on prior knowledge about the world and human behavior and integrate insights from various sources of evidence including visual, language, and auditory cues. We introduce MARPLE, a benchmark for evaluating long-horizon inference capabilities using multi-modal evidence. Our benchmark features agents interacting with simulated households, supporting vision, language, and auditory stimuli, as well as procedurally generated environments and agent behaviors. Inspired by classic ``whodunit'' stories, we ask AI models and human participants to infer which agent caused a change in the environment based on a step-by-step replay of what actually happened. The goal is to correctly identify the culprit as early as possible. Our findings show that human participants outperform both traditional Monte Carlo simulation methods and an LLM baseline (GPT-4) on this task. Compared to humans, traditional inference models are less robust and performant, while GPT-4 has difficulty comprehending environmental changes. We analyze factors influencing inference performance and ablate different modes of evidence, finding that all modes are valuable for performance. Overall, our experiments demonstrate that the long-horizon, multimodal inference tasks in our benchmark present a challenge to current models. Project website: https://marple-benchmark.github.io/.