Xinyu Li

Yizhou Fan, Luzhen Tang, Huixiao Le et al.

With the continuous development of technological and educational innovation, learners nowadays can obtain a variety of support from agents such as teachers, peers, education technologies, and recently, generative artificial intelligence such as ChatGPT. The concept of hybrid intelligence is still at a nascent stage, and how learners can benefit from a symbiotic relationship with various agents such as AI, human experts and intelligent learning systems is still unknown. The emerging concept of hybrid intelligence also lacks deep insights and understanding of the mechanisms and consequences of hybrid human-AI learning based on strong empirical research. In order to address this gap, we conducted a randomised experimental study and compared learners' motivations, self-regulated learning processes and learning performances on a writing task among different groups who had support from different agents (ChatGPT, human expert, writing analytics tools, and no extra tool). A total of 117 university students were recruited, and their multi-channel learning, performance and motivation data were collected and analysed. The results revealed that: learners who received different learning support showed no difference in post-task intrinsic motivation; there were significant differences in the frequency and sequences of the self-regulated learning processes among groups; ChatGPT group outperformed in the essay score improvement but their knowledge gain and transfer were not significantly different. Our research found that in the absence of differences in motivation, learners with different supports still exhibited different self-regulated learning processes, ultimately leading to differentiated performance. What is particularly noteworthy is that AI technologies such as ChatGPT may promote learners' dependence on technology and potentially trigger metacognitive laziness.

Xinyu Li, Marwa Mahmoud

In the contemporary era of intelligent connectivity, Affective Computing (AC), which enables systems to recognize, interpret, and respond to human behavior states, has become an integrated part of many AI systems. As one of the most critical components of responsible AI and trustworthiness in all human-centered systems, explainability has been a major concern in AC. Particularly, the recently released EU General Data Protection Regulation requires any high-risk AI systems to be sufficiently interpretable, including biometric-based systems and emotion recognition systems widely used in the affective computing field. Existing explainable methods often compromise between interpretability and performance. Most of them focus only on highlighting key network parameters without offering meaningful, domain-specific explanations to the stakeholders. Additionally, they also face challenges in effectively co-learning and explaining insights from multimodal data sources. To address these limitations, we propose a novel and generalizable framework, namely the Attention-Guided Concept Model (AGCM), which provides learnable conceptual explanations by identifying what concepts that lead to the predictions and where they are observed. AGCM is extendable to any spatial and temporal signals through multimodal concept alignment and co-learning, empowering stakeholders with deeper insights into the model's decision-making process. We validate the efficiency of AGCM on well-established Facial Expression Recognition benchmark datasets while also demonstrating its generalizability on more complex real-world human behavior understanding applications.