Tim Miller

Tim Miller

This paper presents an argument for why we are not measuring trust sufficiently in explainability, interpretability, and transparency research. Most studies ask participants to complete a trust scale to rate their trust of a model that has been explained/interpreted. If the trust is increased, we consider this a positive. However, there are two issues with this. First, we usually have no way of knowing whether participants should trust the model. Trust should surely decrease if a model is of poor quality. Second, these scales measure perceived trust rather than demonstrated trust. This paper showcases three methods that do a good job at measuring perceived and demonstrated trust. It is intended to be starting point for discussion on this topic, rather than to be the final say. The author invites critique and discussion.

Francesco Bombassei De Bona, Gabriele Dominici, Tim Miller et al.

As AI becomes fundamental in sectors like healthcare, explainable AI (XAI) tools are essential for trust and transparency. However, traditional user studies used to evaluate these tools are often costly, time consuming, and difficult to scale. In this paper, we explore the use of Large Language Models (LLMs) to replicate human participants to help streamline XAI evaluation. We reproduce a user study comparing counterfactual and causal explanations, replicating human participants with seven LLMs under various settings. Our results show that (i) LLMs can replicate most conclusions from the original study, (ii) different LLMs yield varying levels of alignment in the results, and (iii) experimental factors such as LLM memory and output variability affect alignment with human responses. These initial findings suggest that LLMs could provide a scalable and cost-effective way to simplify qualitative XAI evaluation.

Simon Coghlan, Tim Miller, Jeannie Paterson

This article philosophically analyzes online exam supervision technologies, which have been thrust into the public spotlight due to campus lockdowns during the COVID-19 pandemic and the growing demand for online courses. Online exam proctoring technologies purport to provide effective oversight of students sitting online exams, using artificial intelligence (AI) systems and human invigilators to supplement and review those systems. Such technologies have alarmed some students who see them as `Big Brother-like', yet some universities defend their judicious use. Critical ethical appraisal of online proctoring technologies is overdue. This article philosophically analyzes these technologies, focusing on the ethical concepts of academic integrity, fairness, non-maleficence, transparency, privacy, respect for autonomy, liberty, and trust. Most of these concepts are prominent in the new field of AI ethics and all are relevant to the education context. The essay provides ethical considerations that educational institutions will need to carefully review before electing to deploy and govern specific online proctoring technologies.