Tiffany Zhu

Tiffany Zhu, Iain Weissburg, Kexun Zhang et al.

As AI advances in text generation, human trust in AI generated content remains constrained by biases that go beyond concerns of accuracy. This study explores how bias shapes the perception of AI versus human generated content. Through three experiments involving text rephrasing, news article summarization, and persuasive writing, we investigated how human raters respond to labeled and unlabeled content. While the raters could not differentiate the two types of texts in the blind test, they overwhelmingly favored content labeled as "Human Generated," over those labeled "AI Generated," by a preference score of over 30%. We observed the same pattern even when the labels were deliberately swapped. This human bias against AI has broader societal and cognitive implications, as it undervalues AI performance. This study highlights the limitations of human judgment in interacting with AI and offers a foundation for improving human-AI collaboration, especially in creative fields.

Tiffany Zhu, Kexun Zhang, William Yang Wang

The impressive essay writing and problem-solving capabilities of large language models (LLMs) like OpenAI's ChatGPT have opened up new avenues in education. Our goal is to gain insights into the widespread use of LLMs among secondary students to inform their future development. Despite school restrictions, our survey of over 300 middle and high school students revealed that a remarkable 70% of students have utilized LLMs, higher than the usage percentage among young adults, and this percentage remains consistent across 7th to 12th grade. Students also reported using LLMs for multiple subjects, including language arts, history, and math assignments, but expressed mixed thoughts on their effectiveness due to occasional hallucinations in historical contexts and incorrect answers for lack of rigorous reasoning. The survey feedback called for LLMs better adapted for students, and also raised questions to developers and educators on how to help students from underserved communities leverage LLMs' capabilities for equal access to advanced education resources. We propose a few ideas to address such issues, including subject-specific models, personalized learning, and AI classrooms.