Shuai Ma

Chengbo Zheng, Yuheng Wu, Chuhan Shi et al.

Existing research on human-AI collaborative decision-making focuses mainly on the interaction between AI and individual decision-makers. There is a limited understanding of how AI may perform in group decision-making. This paper presents a wizard-of-oz study in which two participants and an AI form a committee to rank three English essays. One novelty of our study is that we adopt a speculative design by endowing AI equal power to humans in group decision-making.We enable the AI to discuss and vote equally with other human members. We find that although the voice of AI is considered valuable, AI still plays a secondary role in the group because it cannot fully follow the dynamics of the discussion and make progressive contributions. Moreover, the divergent opinions of our participants regarding an "equal AI" shed light on the possible future of human-AI relations.

Chengbo Zheng, Yuanhao Zhang, Zeyu Huang et al.

Interdisciplinary studies often require researchers to explore literature in diverse branches of knowledge. Yet, navigating through the highly scattered knowledge from unfamiliar disciplines poses a significant challenge. In this paper, we introduce DiscipLink, a novel interactive system that facilitates collaboration between researchers and large language models (LLMs) in interdisciplinary information seeking (IIS). Based on users' topics of interest, DiscipLink initiates exploratory questions from the perspectives of possible relevant fields of study, and users can further tailor these questions. DiscipLink then supports users in searching and screening papers under selected questions by automatically expanding queries with disciplinary-specific terminologies, extracting themes from retrieved papers, and highlighting the connections between papers and questions. Our evaluation, comprising a within-subject comparative experiment and an open-ended exploratory study, reveals that DiscipLink can effectively support researchers in breaking down disciplinary boundaries and integrating scattered knowledge in diverse fields. The findings underscore the potential of LLM-powered tools in fostering information-seeking practices and bolstering interdisciplinary research.

Shuai Ma, Qiaoyi Chen, Xinru Wang et al.

In AI-assisted decision-making, humans often passively review AI's suggestion and decide whether to accept or reject it as a whole. In such a paradigm, humans are found to rarely trigger analytical thinking and face difficulties in communicating the nuances of conflicting opinions to the AI when disagreements occur. To tackle this challenge, we propose Human-AI Deliberation, a novel framework to promote human reflection and discussion on conflicting human-AI opinions in decision-making. Based on theories in human deliberation, this framework engages humans and AI in dimension-level opinion elicitation, deliberative discussion, and decision updates. To empower AI with deliberative capabilities, we designed Deliberative AI, which leverages large language models (LLMs) as a bridge between humans and domain-specific models to enable flexible conversational interactions and faithful information provision. An exploratory evaluation on a graduate admissions task shows that Deliberative AI outperforms conventional explainable AI (XAI) assistants in improving humans' appropriate reliance and task performance. Based on a mixed-methods analysis of participant behavior, perception, user experience, and open-ended feedback, we draw implications for future AI-assisted decision tool design.

Jiayuan Bai, Xuan-guang Pan, Chongyang Tao et al.

Text-to-SQL is a pivotal task that bridges natural language understanding and structured data access, yet it remains fundamentally challenging due to semantic ambiguity and complex compositional reasoning. While large language models (LLMs) have greatly advanced SQL generation though prompting, supervised finetuning and reinforced tuning, the shift toward test-time scaling exposes a new bottleneck: selecting the correct query from a diverse candidate pool. Existing selection approaches, such as self-consistency or best-of-$N$ decoding, provide only shallow signals, making them prone to inconsistent scoring, fragile reasoning chains, and a failure to capture fine-grained semantic distinctions between closely related SQL candidates. To this end, we introduce JudgeSQL, a principled framework that redefines SQL candidate selection through structured reasoning and weighted consensus tournament mechanism. JudgeSQL develops a reasoning-based SQL judge model that distills reasoning traces with reinforcement learning guided by verifiable rewards, enabling accurate and interpretable judgments. Building on this, a weighted consensus tournament integrates explicit reasoning preferences with implicit generator confidence, yielding selections that are both more reliable and more efficient. Extensive experiments on the BIRD benchmark demonstrate that JudgeSQL exhibits superior SQL judgment capabilities and good cross-scale generalization and robustness to generator capacity.

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.

Liuping Wang, Dakuo Wang, Feng Tian et al.

Chatbots systems, despite their popularity in today's HCI and CSCW research, fall short for one of the two reasons: 1) many of the systems use a rule-based dialog flow, thus they can only respond to a limited number of pre-defined inputs with pre-scripted responses; or 2) they are designed with a focus on single-user scenarios, thus it is unclear how these systems may affect other users or the community. In this paper, we develop a generalizable chatbot architecture (CASS) to provide social support for community members in an online health community. The CASS architecture is based on advanced neural network algorithms, thus it can handle new inputs from users and generate a variety of responses to them. CASS is also generalizable as it can be easily migrate to other online communities. With a follow-up field experiment, CASS is proven useful in supporting individual members who seek emotional support. Our work also contributes to fill the research gap on how a chatbot may influence the whole community's engagement.

Bin Guo, Yasan Ding, Yueheng Sun et al.

The wide spread of fake news in social networks is posing threats to social stability, economic development and political democracy etc. Numerous studies have explored the effective detection approaches of online fake news, while few works study the intrinsic propagation and cognition mechanisms of fake news. Since the development of cognitive science paves a promising way for the prevention of fake news, we present a new research area called Cognition Security (CogSec), which studies the potential impacts of fake news to human cognition, ranging from misperception, untrusted knowledge acquisition, targeted opinion/attitude formation, to biased decision making, and investigates the effective ways for fake news debunking. CogSec is a multidisciplinary research field that leverages knowledge from social science, psychology, cognition science, neuroscience, AI and computer science. We first propose related definitions to characterize CogSec and review the literature history. We further investigate the key research challenges and techniques of CogSec, including human-content cognition mechanism, social influence and opinion diffusion, fake news detection and malicious bot detection. Finally, we summarize the open issues and future research directions, such as early detection of fake news, explainable fake news debunking, social contagion and diffusion models of fake news, and so on.

Zhenyi He, Fengyuan Zhu, Ken Perlin et al.

Virtual Reality (VR) provides immersive experiences in the virtual world, but it may reduce users' awareness of physical surroundings and cause safety concerns and psychological discomfort. Hence, there is a need of an ambient information design to increase users' situational awareness (SA) of physical elements when they are immersed in VR environment. This is challenging, since there is a tradeoff between the awareness in reality and the interference with users' experience in virtuality. In this paper, we design five representations (indexical, symbolic, and iconic with three emotions) based on two dimensions (vividness and emotion) to address the problem. We conduct an empirical study to evaluate participants' SA, perceived breaks in presence (BIPs), and perceived engagement through VR tasks that require movement in space. Results show that designs with higher vividness evoke more SA, designs that are more consistent with the virtual environment can mitigate the BIP issue, and emotion-evoking designs are more engaging.