April Yi Wang

Chengbo Zheng, Dakuo Wang, April Yi Wang et al.

Creating presentation slides is a critical but time-consuming task for data scientists. While researchers have proposed many AI techniques to lift data scientists' burden on data preparation and model selection, few have targeted the presentation creation task. Based on the needs identified from a formative study, this paper presents NB2Slides, an AI system that facilitates users to compose presentations of their data science work. NB2Slides uses deep learning methods as well as example-based prompts to generate slides from computational notebooks, and take users' input (e.g., audience background) to structure the slides. NB2Slides also provides an interactive visualization that links the slides with the notebook to help users further edit the slides. A follow-up user evaluation with 12 data scientists shows that participants believed NB2Slides can improve efficiency and reduces the complexity of creating slides. Yet, participants questioned the future of full automation and suggested a human-AI collaboration paradigm.

Junling Wang, Boqi Chen, Heejin Do et al.

AI systems are increasingly used to support educational content creation, yet it remains unclear whether they can generate outputs that faithfully represent the pedagogical concepts they are intended to teach. Thus, we introduce equation-to-visual generation, a task that, in contrast to conventional image generation, requires producing pedagogically meaningful visuals from arithmetic equations while precisely preserving their numerical and relational structure. Informed by interviews with teachers and an analysis of educational materials, we construct E2V-Bench, a benchmark spanning four pedagogically grounded visual types, along with automatic metrics for evaluating visual correctness. Our evaluation reveals that recent text-to-image (T2I) models frequently fail on this task, with errors dominated by incorrect object counts and broken relational structure. Building on this, we explore benchmark-guided enhancement strategies. These strategies improve representative models, while the remaining gap calls for stronger numerical and relational grounding in future T2I models.

Zhengxu Li, Junling Wang, April Yi Wang

Generative AI has the potential to help teachers rapidly create classroom-ready visual materials, particularly in mathematics where diagrams and visual representations must be pedagogically meaningful and instructionally correct. However, current generative tools primarily support prompting and post-hoc editing, leaving open a key question for correctness-sensitive educational authoring: when in the generation pipeline should teachers exert control? In this paper, we investigate how the timing of human control in AI-assisted generation shapes teachers' visual authoring practices in correctness-sensitive tasks. We introduce a design space of three stages of control: pre-generation control, where users specify intent solely through natural language prompts before generation; mid-generation control, where users inspect and confirm an explicit layout structure before the system completes generation; and post-generation control, where users directly modify AI-generated visuals after generation through object-level edits. In a within-subject, mixed-methods study with 24 primary mathematics teachers, post-generation control received higher ratings on predictability and correctness, while other subjective measures showed no reliable differences. Qualitative findings explain these differences by revealing workflow trade-offs: highly automated, pre-generation control supports rapid ideation but reduces perceived agency and predictability; mid-generation control improves structural alignment at the cost of additional effort; and post-generation control preserves user agency through low-cost, direct verification and correction. Together, these results suggest that in correctness-sensitive educational tasks, effective generative tools should align system behavior with teacher intent and support stage-dependent workflows that combine automation with direct manipulation.

Peng Kuang, Emma Söderberg, April Yi Wang et al.

Program comprehension is an essential activity in software engineering. Not only does it often challenge professionals, but it can also hinder novices from advancing their programming skills. Gaze, an emerging modality in developer tools, has so far primarily been utilized to improve our understanding of programmers' visual attention and as a means to reason about programmers' cognitive processes. There has been limited exploration of integrating gaze-based assistance into development environments to support programmers, despite the tight links between attention and gaze. We also know that joint attention is important in collaboration, further suggesting that there is value in exploring collective gaze. In this paper, we investigate the effect of visualizing gaze patterns gathered from experts to novice programmers to assist them with program comprehension in a new codebase. To this end, we present GazePrinter, designed to provide gaze-orienting visual cues informed by experts to aid novices with program comprehension. We present the results of a mixed-methods study conducted with 40 novices to study the effects of using GazePrinter for program comprehension tasks. The study included a survey, a controlled experiment, and interviews. We found that visualization of expert gaze can have a significant effect on novice programmers' behavior in terms of which path they take through the code base; with GazePrinter, novices took a path closer to the path taken by experts. We also found indications of reduced time and cognitive load among novices using GazePrinter.

Dana Feng, Bhada Yun, April Yi Wang

Juniors enter as AI-natives, seniors adapted mid-career. AI is not just changing how engineers code-it is reshaping who holds agency across work and professional growth. We contribute junior-senior accounts on their usage of agentic AI through a three-phase mixed-methods study: ACTA combined with a Delphi process with 5 seniors, an AI-assisted debugging task with 10 juniors, and blind reviews of junior prompt histories by 5 more seniors. We found that agency in software engineering is primarily constrained by organizational policies rather than individual preferences, with experienced developers maintaining control through detailed delegation while novices struggle between over-reliance and cautious avoidance. Seniors leverage pre-AI foundational instincts to steer modern tools and possess valuable perspectives for mentoring juniors in their early AI-encouraged career development. From synthesis of results, we suggest three practices that focus on preserving agency in software engineering for coding, learning, and mentorship, especially as AI grows increasingly autonomous.

Bhada Yun, Evgenia Taranova, April Yi Wang

AI chatbots are shifting from tools to companions. This raises critical questions about agency: who drives conversations and sets boundaries in human-AI chatrooms? We report a month-long longitudinal study with 22 adults who chatted with Day, an LLM companion we built, followed by a semi-structured interview with post-hoc elicitation of notable moments, cross-participant chat reviews, and a 'strategy reveal' disclosing Day's vertical (depth-seeking) vs. horizontal (breadth-seeking) modes. We discover that agency in human-AI chatrooms is an emergent, shared experience: as participants claimed agency by setting boundaries and providing feedback, and the AI was perceived to steer intentions and drive execution, control shifted and was co-constructed turn-by-turn. We introduce a 3-by-5 framework mapping who (human, AI, hybrid) x agency action (Intention, Execution, Adaptation, Delimitation, Negotiation), modulated by individual and environmental factors. Ultimately, we argue for translucent design (i.e. transparency-on-demand), spaces for agency negotiation, and guidelines toward agency-aware conversational AI.

Bhada Yun, Renn Su, April Yi Wang

Does AI understand human values? While this remains an open philosophical question, we take a pragmatic stance by introducing VAPT, the Value-Alignment Perception Toolkit, for studying how LLMs reflect people's values and how people judge those reflections. 20 participants texted a human-like chatbot over a month, then completed a 2-hour interview with our toolkit evaluating AI's ability to extract (pull details regarding), embody (make decisions guided by), and explain (provide proof of) human values. 13 participants left our study convinced that AI can understand human values. Participants found the experience insightful for self-reflection and found themselves getting persuaded by the AI's reasoning. Thus, we warn about "weaponized empathy": a potentially dangerous design pattern that may arise in value-aligned, yet welfare-misaligned AI. VAPT offers concrete artifacts and design implications to evaluate and responsibly build value-aligned conversational agents with transparency, consent, and safeguards as AI grows more capable and human-like into the future.

Junling Wang, Anna Rutkiewicz, April Yi Wang et al.

Visuals are valuable tools for teaching math word problems (MWPs), helping young learners interpret textual descriptions into mathematical expressions before solving them. However, creating such visuals is labor-intensive and there is a lack of automated methods to support this process. In this paper, we present Math2Visual, an automatic framework for generating pedagogically meaningful visuals from MWP text descriptions. Math2Visual leverages a pre-defined visual language and a design space grounded in interviews with math teachers, to illustrate the core mathematical relationships in MWPs. Using Math2Visual, we construct an annotated dataset of 1,903 visuals and evaluate Text-to-Image (TTI) models for their ability to generate visuals that align with our design. We further fine-tune several TTI models with our dataset, demonstrating improvements in educational visual generation. Our work establishes a new benchmark for automated generation of pedagogically meaningful visuals and offers insights into key challenges in producing multimodal educational content, such as the misrepresentation of mathematical relationships and the omission of essential visual elements.

Anjali Khurana, Xiaotian Su, April Yi Wang et al.

Large Language Model (LLM)-based in-application assistants, or copilots, can automate software tasks, but users often prefer learning by doing, raising questions about the optimal level of automation for an effective user experience. We investigated two automation paradigms by designing and implementing a fully automated copilot (AutoCopilot) and a semi-automated copilot (GuidedCopilot) that automates trivial steps while offering step-by-step visual guidance. In a user study (N=20) across data analysis and visual design tasks, GuidedCopilot outperformed AutoCopilot in user control, software utility, and learnability, especially for exploratory and creative tasks, while AutoCopilot saved time for simpler visual tasks. A follow-up design exploration (N=10) enhanced GuidedCopilot with task-and state-aware features, including in-context preview clips and adaptive instructions. Our findings highlight the critical role of user control and tailored guidance in designing the next generation of copilots that enhance productivity, support diverse skill levels, and foster deeper software engagement.

Elizaveta Artser, Daniil Karol, Anna Potriasaeva et al.

Debugging is a crucial skill in programming education and software development, yet it is often overlooked in CS curricula. To address this, we introduce an AI-powered debugging assistant integrated into an IDE. It offers real-time support by analyzing code, suggesting breakpoints, and providing contextual hints. Using RAG with LLMs, program slicing, and custom heuristics, it enhances efficiency by minimizing LLM calls and improving accuracy. A three-level evaluation - technical analysis, UX study, and classroom tests - highlights its potential for teaching debugging.

Xiaotian Su, Naim Zierau, Soomin Kim et al.

Social media platforms increasingly employ proactive moderation techniques, such as detecting and curbing toxic and uncivil comments, to prevent the spread of harmful content. Despite these efforts, such approaches are often criticized for creating a climate of censorship and failing to address the underlying causes of uncivil behavior. Our work makes both theoretical and practical contributions by proposing and evaluating two types of emotion monitoring dashboards to users' emotional awareness and mitigate hate speech. In a study involving 211 participants, we evaluate the effects of the two mechanisms on user commenting behavior and emotional experiences. The results reveal that these interventions effectively increase users' awareness of their emotional states and reduce hate speech. However, our findings also indicate potential unintended effects, including increased expression of negative emotions (Angry, Fear, and Sad) when discussing sensitive issues. These insights provide a basis for further research on integrating proactive emotion regulation tools into social media platforms to foster healthier digital interactions.

Dakuo Wang, Xiaojuan Ma, April Yi Wang

Human-Centered AI (HCAI) refers to the research effort that aims to design and implement AI techniques to support various human tasks, while taking human needs into consideration and preserving human control. In this short position paper, we illustrate how we approach HCAI using a series of research projects around Data Science (DS) works as a case study. The AI techniques built for supporting DS works are collectively referred to as AutoML systems, and their goals are to automate some parts of the DS workflow. We illustrate a three-step systematical research approach(i.e., explore, build, and integrate) and four practical ways of implementation for HCAI systems. We argue that our work is a cornerstone towards the ultimate future of Human-AI Collaboration for DS and beyond, where AI and humans can take complementary and indispensable roles to achieve a better outcome and experience.

April Yi Wang, Dakuo Wang, Jaimie Drozdal et al.

Computational notebooks allow data scientists to express their ideas through a combination of code and documentation. However, data scientists often pay attention only to the code, and neglect creating or updating their documentation during quick iterations. Inspired by human documentation practices learned from 80 highly-voted Kaggle notebooks, we design and implement Themisto, an automated documentation generation system to explore how human-centered AI systems can support human data scientists in the machine learning code documentation scenario. Themisto facilitates the creation of documentation via three approaches: a deep-learning-based approach to generate documentation for source code, a query-based approach to retrieve online API documentation for source code, and a user prompt approach to nudge users to write documentation. We evaluated Themisto in a within-subjects experiment with 24 data science practitioners, and found that automated documentation generation techniques reduced the time for writing documentation, reminded participants to document code they would have ignored, and improved participants' satisfaction with their computational notebook.

David Piorkowski, Soya Park, April Yi Wang et al.

The development of AI applications is a multidisciplinary effort, involving multiple roles collaborating with the AI developers, an umbrella term we use to include data scientists and other AI-adjacent roles on the same team. During these collaborations, there is a knowledge mismatch between AI developers, who are skilled in data science, and external stakeholders who are typically not. This difference leads to communication gaps, and the onus falls on AI developers to explain data science concepts to their collaborators. In this paper, we report on a study including analyses of both interviews with AI developers and artifacts they produced for communication. Using the analytic lens of shared mental models, we report on the types of communication gaps that AI developers face, how AI developers communicate across disciplinary and organizational boundaries, and how they simultaneously manage issues regarding trust and expectations.