CL-bench Life: Can Language Models Learn from Real-Life Context?

Shihan Dou; Yujiong Shen; Chenhao Huang; Junjie Ye; Jiayi Chen; Junzhe Wang; Qianyu He; Shichun Liu; Changze Lv; Jiahang Lin; Jiazheng Zhang; Ming Zhang; Shaofan Liu; Tao Ji; Zhangyue Yin; Cheng Zhang; Huaibing Xie; Jianglu Hu; Jingcheng Deng; Lincheng Li; Minda Hu; Shaolei Wang; Syrus Zhao; Weichao Wang; Yan Lei; Yang Liu; Yanling Xiao; Yiting Liu; Zenan Xu; Zhen Guo; Ziliang Zhao; Pluto Zhou; Tao Gui; Qi Zhang; Xuanjing Huang; Yu-Gang Jiang; Di Wang; Shunyu Yao

arXiv · 2604.27043

CL-bench Life: Can Language Models Learn from Real-Life Context?

View original source ↗Read source document ↗Export metadata ↓

Abstract

Today's AI assistants such as OpenClaw are designed to handle context effectively, making context learning an increasingly important capability for models. As these systems move beyond professional settings into everyday life, the nature of the contexts they must handle also shifts. Real-life contexts are often messy, fragmented, and deeply tied to personal and social experience, such as multi-party conversations, personal archives, and behavioral traces. Yet it remains unclear whether current frontier language models can reliably learn from such contexts and solve tasks grounded in them. To this end, we introduce CL-bench Life, a fully human-curated benchmark comprising 405 context-task pairs and 5,348 verification rubrics, covering common real-life scenarios. Solving tasks in CL-bench Life requires models to reason over complex, messy real-life contexts, calling for strong real-life context learning abilities that go far beyond those evaluated in existing benchmarks. We evaluate ten frontier LMs and find that real-life context learning remains highly challenging: even the best-performing model achieves only 19.3% task solving rate, while the average performance across models is only 13.8%. Models still struggle to reason over contexts such as messy group chat histories and fragmented behavioral records from everyday life. CL-bench Life provides a crucial testbed for advancing real-life context learning, and progress on it can enable more intelligent and reliable AI assistants in everyday life.

Explore related subjects

cs.CL

Keep this discovery

Explore connections, maps & timelines

BibTeX RIS

Shihan Dou, Yujiong Shen, Chenhao Huang, Junjie Ye, Jiayi Chen, Junzhe Wang, Qianyu He, Shichun Liu, Changze Lv, Jiahang Lin, Jiazheng Zhang, Ming Zhang, Shaofan Liu, Tao Ji, Zhangyue Yin, Cheng Zhang, Huaibing Xie, Jianglu Hu, Jingcheng Deng, Lincheng Li, Minda Hu, Shaolei Wang, Syrus Zhao, Weichao Wang, Yan Lei, Yang Liu, Yanling Xiao, Yiting Liu, Zenan Xu, Zhen Guo, Ziliang Zhao, Pluto Zhou, Tao Gui, Qi Zhang, Xuanjing Huang, Yu-Gang Jiang, Di Wang, Shunyu Yao. 2026-04-29. CL-bench Life: Can Language Models Learn from Real-Life Context?. https://arxiv.org/abs/2604.27043

Cite the original work for its findings. Save a collection to share your selection of sources.

KEEP EXPLORING

Related papers

arXiv2026

What is the Role of Small Models in the LLM Era: A Survey

Large Language Models (LLMs) have demonstrated remarkable capabilities in various reasoning tasks, which leads to the development of increasingly large models. However, scaling up model sizes results in significantly higher computational costs and energy consumption, which makes these models impractical for academic researchers and businesses with limited resources. At the same time, Small Models (SMs) are frequently used in practical settings, although their significance is currently underestimated. This raises important questions about the role of small models in the era of LLMs, a topic that has received limited attention in prior surveys. In this work, we systematically examine the relationship between LLMs and SMs from two key perspectives: Collaboration and Competition (or Complementarity). We hope this survey provides valuable insights for practitioners, fostering a deeper understanding of the contribution of small models and promoting more efficient use of computational resources.

cs.CL↗

arXiv2026

SG-FSM: A Self-Guiding Zero-Shot Prompting Paradigm for Multi-Hop Question Answering Based on Finite State Machine

Large Language Models with chain-of-thought prompting, such as OpenAI-o1, have shown impressive capabilities in natural language inference tasks. However, Multi-hop Question Answering (MHQA) remains challenging for many existing models due to issues like hallucination, error propagation, and limited context length. To address these challenges and enhance LLMs' performance on MHQA, we propose the Self-Guiding prompting Finite State Machine (SG-FSM), designed to strengthen multi-hop reasoning abilities. Unlike traditional chain-of-thought methods, SG-FSM tackles MHQA by iteratively breaking down complex questions into sub-questions, correcting itself to improve accuracy. It processes one sub-question at a time, dynamically deciding the next step based on the current context and results, functioning much like an automaton. Experiments across various benchmarks demonstrate the effectiveness of our approach, outperforming strong baselines on challenging datasets such as Musique. SG-FSM reduces hallucination, enabling recovery of the correct final answer despite intermediate errors. It also improves adherence to specified output formats, simplifying evaluation significantly.

cs.CL↗

arXiv2026

A Course Intelligence Platform for Higher Education: Lessons from AI-Assisted Course Evaluation

The rapid adoption of generative AI has created new opportunities for teaching, learning, and quality assurance. Existing applications, however, remain largely student-facing, with comparatively limited attention to institution-level needs. This paper presents a course intelligence platform deployed across more than 100 universities and serving over 10,000 instructors in China. By linking competency requirements, knowledge structures, teaching activities, and assessment evidence, it establishes a shared foundation for knowledge organization, instructional design, learning assessment, and quality evaluation. The course evaluation module is examined as a representative institution-facing application of the platform, which integrates national evaluation standards, structured educational evidence, customized prompting strategies, and domain-adapted LLMs to generate quantitative scores and qualitative feedback. A case study involving 100 authentic university courses is conducted to evaluate its alignment with expert judgments and the interpretability of its outputs. Statistical analyses show substantial agreement between AI-generated assessments and expert ratings, while qualitative results highlight the credibility of the feedback. The findings further suggest that AI-assisted evaluation requires not only capable models but also structured domain knowledge and transparent criteria. In this context, human ratings should be treated as an informative reference rather than an error-free gold standard, and the objective is to achieve consistent, interpretable, and defensible judgments instead of merely replicating expert scores.

cs.CL↗