Yiling Zhao

Caleb Ziems, Dora Zhao, Rose E. Wang et al.

Large Language Models (LLMs) are increasingly shaping the private and professional lives of users, with numerous applications in business, education, finance, healthcare, law, and science. With this rise in global influence comes greater urgency to build, evaluate, and deploy these systems in a manner that prioritizes not only technical capabilities but also human priorities. This work presents a framework for developing Human-Centered Large Language Models (HCLLMs), which integrates perspectives from Natural Language Processing (NLP), Human-Computer Interaction (HCI), and responsible AI. Considering the ethics, economics, and technical objectives of language modeling, we argue that model developers need to address human concerns, preferences, values, and goals, not only during a cursory post-training stage, but rather with rigor and care at every stage of the pipeline. This paper offers human-centered insights and recommendations for developers at each stage, from system design to data sourcing, model training, evaluation, and responsible deployment. Then we conclude with a case study, applying these insights to understand the future of work with HCLLMs.

Yiling Zhao, Audrey Michal, Nithum Thain et al.

As AI systems shape individual and societal decisions, fostering critical AI literacy is essential. Traditional approaches, such as blog articles, static lessons, and social media discussions, often fail to support deep conceptual understanding and critical engagement. This study examines whether interactive simulations can help learners think like a scientist by engaging them in hypothesis testing, experimentation, and direct observation of AI behavior. In a controlled study with 605 participants, we assess how interactive AI tutorials impact learning of key concepts such as fairness, dataset representativeness, and bias in language models. Results show that interactive simulations effectively enhance AI literacy across topics, supporting greater knowledge transfer and self-reported confidence, though engagement alone does not predict learning. This work contributes to the growing field of AI literacy education, highlighting how interactive, inquiry-driven methodologies can better equip individuals to critically engage with AI in their daily lives.