Reza Hadi Mogavi

Ching Christie Pang, Yawei Zhao, Zhizhuo Yin et al.

In recent years, artificial intelligence (AI) has become increasingly integrated into education, reshaping traditional learning environments. Despite this, there has been limited investigation into fully operational artificial human lecturers. To the best of our knowledge, our paper presents the world's first study examining their deployment in a real-world educational setting. Specifically, we investigate the use of "digital teachers," AI-powered virtual lecturers, in a postgraduate course at the Hong Kong University of Science and Technology (HKUST). Our study explores how features such as appearance, non-verbal cues, voice, and verbal expression impact students' learning experiences. Findings suggest that students highly value naturalness, authenticity, and interactivity in digital teachers, highlighting areas for improvement, such as increased responsiveness, personalized avatars, and integration with larger learning platforms. We conclude that digital teachers have significant potential to enhance education by providing a more flexible, engaging, personalized, and accessible learning experience for students.

Joseph Tu, Hilda Hadan, Derrick M. Wang et al.

This workshop paper presents a critical examination of the integration of Generative AI (Gen AI) into the academic writing process, focusing on the use of AI as a collaborative tool. It contrasts the performance and interaction of two AI models, Gemini and ChatGPT, through a collaborative inquiry approach where researchers engage in facilitated sessions to design prompts that elicit specific AI responses for crafting research outlines. This case study highlights the importance of prompt design, output analysis, and recognizing the AI's limitations to ensure responsible and effective AI integration in scholarly work. Preliminary findings suggest that prompt variation significantly affects output quality and reveals distinct capabilities and constraints of each model. The paper contributes to the field of Human-Computer Interaction by exploring effective prompt strategies and providing a comparative analysis of Gen AI models, ultimately aiming to enhance AI-assisted academic writing and prompt a deeper dialogue within the HCI community.

Hilda Hadan, Reza Hadi Mogavi, Leah Zhang-Kennedy et al.

The rapid growth of artificial intelligence (AI) technologies has raised major privacy and ethical concerns. However, existing AI incident taxonomies and guidelines lack grounding in real-world cases, limiting their effectiveness for prevention and mitigation. We analyzed 202 real-world AI privacy and ethical incidents to develop a taxonomy that classifies them across AI lifecycle stages and captures contributing factors, including causes, responsible entities, sources of disclosure, and impacts. Our findings reveal widespread harms from poor organizational decisions and legal non-compliance, limited corrective interventions, and rare reporting from AI developers and adopting entities. Our taxonomy offers a structured approach for systematic incident reporting and emphasizes the weaknesses of current AI governance frameworks. Our findings provide actionable guidance for policymakers and practitioners to strengthen user protections, develop targeted AI policies, enhance reporting practices, and foster responsible AI governance and innovation, especially in contexts such as social media and child protection.

Hilda Hadan, Derrick Wang, Reza Hadi Mogavi et al.

Generative AI (GenAI) use in research writing is growing fast. However, it is unclear how peer reviewers recognize or misjudge AI-augmented manuscripts. To investigate the impact of AI-augmented writing on peer reviews, we conducted a snippet-based online survey with 17 peer reviewers from top-tier HCI conferences. Our findings indicate that while AI-augmented writing improves readability, language diversity, and informativeness, it often lacks research details and reflective insights from authors. Reviewers consistently struggled to distinguish between human and AI-augmented writing but their judgements remained consistent. They noted the loss of a "human touch" and subjective expressions in AI-augmented writing. Based on our findings, we advocate for reviewer guidelines that promote impartial evaluations of submissions, regardless of any personal biases towards GenAI. The quality of the research itself should remain a priority in reviews, regardless of any preconceived notions about the tools used to create it. We emphasize that researchers must maintain their authorship and control over the writing process, even when using GenAI's assistance.

Chengbo Zheng, Kangyu Yuan, Bingcan Guo et al.

The increasing use of Artificial Intelligence (AI) by students in learning presents new challenges for assessing their learning outcomes in project-based learning (PBL). This paper introduces a co-design study to explore the potential of students' AI usage data as a novel material for PBL assessment. We conducted workshops with 18 college students, encouraging them to speculate an alternative world where they could freely employ AI in PBL while needing to report this process to assess their skills and contributions. Our workshops yielded various scenarios of students' use of AI in PBL and ways of analyzing these uses grounded by students' vision of education goal transformation. We also found students with different attitudes toward AI exhibited distinct preferences in how to analyze and understand the use of AI. Based on these findings, we discuss future research opportunities on student-AI interactions and understanding AI-enhanced learning.

Reza Hadi Mogavi, Yankun Zhao, Ehsan Ul Haq et al.

As more and more face-to-face classes move to online environments, it becomes increasingly important to explore any emerging barriers to students' learning. This work focuses on characterizing student barriers to active learning in synchronous online environments. The aim is to help novice educators develop a better understanding of those barriers and prepare more student-centered course plans for their active online classes. Towards this end, we adopt a qualitative research approach and study information from different sources: social media content, interviews, and surveys from students and expert educators. Through a thematic analysis, we craft a nuanced list of students' online active learning barriers within the themes of human-side, technological, and environmental barriers. Each barrier is explored from the three aspects of frequency, importance, and exclusiveness to active online classes. Finally, we conduct a summative study with 12 novice educators and explain the benefits of using our barrier list for course planning in active online classes.