Yuting Deng

2papers

2 Papers

CYFeb 23
Examining and Addressing Barriers to Diversity in LLM-Generated Ideas

Yuting Deng, Melanie Brucks, Olivier Toubia

Ideas generated by independent samples of humans tend to be more diverse than ideas generated from independent LLM samples, raising concerns that widespread reliance on LLMs could homogenize ideation and undermine innovation at a societal level. Drawing on cognitive psychology, we identify (both theoretically and empirically) two mechanisms undermining LLM idea diversity. First, at the individual level, LLMs exhibit fixation just as humans do, where early outputs constrain subsequent ideation. Second, at the collective level, LLMs aggregate knowledge into a unified distribution rather than exhibiting the knowledge partitioning inherent to human populations, where each person occupies a distinct region of the knowledge space. Through four studies, we demonstrate that targeted prompting interventions can address each mechanism independently: Chain-of-Thought (CoT) prompting reduces fixation by encouraging structured reasoning (only in LLMs, not humans), while ordinary personas (versus "creative entrepreneurs" such as Steve Jobs) improve knowledge partitioning by serving as diverse sampling cues, anchoring generation in distinct regions of the semantic space. Combining both approaches produces the highest idea diversity, outperforming humans. These findings offer a theoretically grounded framework for understanding LLM idea diversity and practical strategies for human-AI collaborations that leverage AI's efficiency without compromising the diversity essential to a healthy innovation ecosystem.

CYOct 4, 2020
Learning from Home: A Mixed-Methods Analysis of Live Streaming Based Remote Education Experience in Chinese Colleges During the COVID-19 Pandemic

Zhilong Chen, Hancheng Cao, Yuting Deng et al.

The COVID-19 global pandemic and resulted lockdown policies have forced education in nearly every country to switch from a traditional co-located paradigm to a pure online 'distance learning from home' paradigm. Lying in the center of this learning paradigm shift is the emergence and wide adoption of distance communication tools and live streaming platforms for education. Here, we present a mixed-methods study on live streaming based education experience during the COVID-19 pandemic. We focus our analysis on Chinese higher education, carried out semi-structured interviews on 30 students, and 7 instructors from diverse colleges and disciplines, meanwhile launched a large-scale survey covering 6291 students and 1160 instructors in one leading Chinese university. Our study not only reveals important design guidelines and insights to better support current remote learning experience during the pandemic, but also provides valuable implications towards constructing future collaborative education supporting systems and experience after pandemic.