HACHIMI: Scalable and Controllable Student Persona Generation via Orchestrated Agents

Personas used to seed LLM social simulations face a cold-start problem: existing methods lack a principled basis for deciding which attributes to include and how to assign their values. As a result, synthetic populations may misrepresent the demographic composition, latent attributes, and dependency structure that shape downstream behavior. We introduce MetaPersona-DB, a dataset of 11,000+ empirical human-subjects studies annotated with task-relevant variables, reported relationships, and aggregate-level population statistics. Building on this resource, we propose MetaPersona, a framework that retrieves task-relevant evidence, constructs literature-derived persona dependency graphs, and samples synthetic populations from empirical priors linking demographics, latent attributes, and outcomes. Across three downstream case studies, three baselines, and three frontier models, results vary by task and model: MetaPersona performs strongly on misinformation belief and AI-tool sentiment, while results on income redistribution are mixed. It also reduces persona-construction cost to under $0.5 per task using GPT-5.2. Finally, we present MetaPersona-Studio, a prototype interactive interface for empirically grounded persona generation.

Activation-based steering enables inference-time personalization of large language models, but its effects in educational applications are not well understood. We study activation-based persona vectors representing seven character traits in short-answer generation and automated scoring on the ASAP-SAS benchmark, across three language models spanning dense and mixture-of-experts architectures. Persona steering lowers answer quality overall, with much larger effects on open-ended English Language Arts (ELA) prompts than on factual science prompts. Interpretive and argumentative tasks are particularly sensitive, showing up to 11$\times$ larger degradation. On the scoring side, we observe predictable valence-aligned calibration shifts: evil'' and impolite'' scorers grade more harshly, while good'' and optimistic'' scorers grade more leniently. ELA tasks are 2.5-3$\times$ more susceptible to scorer personalization than science tasks, and the mixture-of-experts model shows roughly 6$\times$ larger calibration shifts than the dense models. To our knowledge, this is the first study to systematically examine the effects of activation-steered persona traits in educational generation and scoring. Our findings highlight the need for task- and architecture-aware calibration when deploying personalized models in educational settings.

Persona prompting can steer LLM generation towards a domain-specific tone and pattern. This behavior enables use cases in multi-agent systems where diverse interactions are crucial and human-centered tasks require high-level human alignment. Prior works provide mixed opinions on their utility: some report performance gains when using expert personas for certain domains and their contribution to data diversity in synthetic data creation, while others find near-zero or negative impact on general utility. To fully leverage the benefits of the LLM persona and avoid its harmfulness, a more comprehensive investigation of the mechanism is crucial. In this work, we study how model optimization, task type, prompt length, and placement can impact expert persona effectiveness across instruction-tuned and reasoning LLMs, and provide insight into conditions under which expert personas fail and succeed. Based on our findings, we developed a pipeline to fully leverage the benefits of an expert persona, named PRISM (Persona Routing via Intent-based Self-Modeling), which self-distills an intent-conditioned expert persona into a gated LoRA adapter through a bootstrapping process that requires no external data, models, or knowledge. PRISM enhances human preference and safety alignment on generative tasks while maintaining accuracy on discriminative tasks across all models, with minimal memory and computing overhead.