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Arthur Hjorth

Publications and source records attributed to Arthur Hjorth.

6 recordsLinked to original sources

When Large Language Models are More PersuasiveThan Incentivized Humans, and Why

Large Language Models (LLMs) have been shown to be highly persuasive, but when and why they outperform humans is still an open question. We compare the persuasiveness of two LLMs (Claude 3.5 Sonnet and DeepSeek v3) against humans who had incentives to persuade, using an interactive, real-time conversational setting. We demonstrate that LLMs persuasive superiority is context-dependent: it depends on whether the persuasion attempt is truthful (towards the right answer) or deceptive (towards the wrong answer) and on the LLM model, and wanes over repeated interactions (unlike human persuasiveness). In our first large-scale experiment, humans vs LLMs (Claude 3.5 Sonnet) interacted with other humans who were completing an online quiz for a reward, attempting to persuade them toward a given (either correct or incorrect) answer. Claude was more persuasive than incentivized human persuaders both in truthful and deceptive contexts and it significantly increased accuracy if persuasion was truthful, but decreased it if persuasion was deceptive. In a follow-up experiment with Deepseek v3, we replicated the findings about accuracy but found greater LLM persuasiveness only if the persuasion was deceptive. Linguistic analyses of the persuaders texts suggest that these effects may be due to LLMs expressing higher conviction than humans.

cs.CL

Natural Language Processing 4 All (NLP4All): A New Online Platform for Teaching and Learning NLP Concepts

Natural Language Processing offers new insights into language data across almost all disciplines and domains, and allows us to corroborate and/or challenge existing knowledge. The primary hurdles to widening participation in and use of these new research tools are, first, a lack of coding skills in students across K-16, and in the population at large, and second, a lack of knowledge of how NLP-methods can be used to answer questions of disciplinary interest outside of linguistics and/or computer science. To broaden participation in NLP and improve NLP-literacy, we introduced a new tool web-based tool called Natural Language Processing 4 All (NLP4All). The intended purpose of NLP4All is to help teachers facilitate learning with and about NLP, by providing easy-to-use interfaces to NLP-methods, data, and analyses, making it possible for non- and novice-programmers to learn NLP concepts interactively.

cs.CL

Revisiting Citizen Science Through the Lens of Hybrid Intelligence

Artificial Intelligence (AI) can augment and sometimes even replace human cognition. Inspired by efforts to value human agency alongside productivity, we discuss the benefits of solving Citizen Science (CS) tasks with Hybrid Intelligence (HI), a synergetic mixture of human and artificial intelligence. Currently there is no clear framework or methodology on how to create such an effective mixture. Due to the unique participant-centered set of values and the abundance of tasks drawing upon both human common sense and complex 21st century skills, we believe that the field of CS offers an invaluable testbed for the development of HI and human-centered AI of the 21st century, while benefiting CS as well. In order to investigate this potential, we first relate CS to adjacent computational disciplines. Then, we demonstrate that CS projects can be grouped according to their potential for HI-enhancement by examining two key dimensions: the level of digitization and the amount of knowledge or experience required for participation. Finally, we propose a framework for types of human-AI interaction in CS based on established criteria of HI. This "HI lens" provides the CS community with an overview of several ways to utilize the combination of AI and human intelligence in their projects. It also allows the AI community to gain ideas on how developing AI in CS projects can further their own field.

cs.HC

SciNote: Collaborative Problem Solving and Argumentation Tool

As educators push for students to learn science by doing science, there is a need for computational scaffolding to assist students' evaluation of scientific evidence and argument building. In this paper, we present a pilot study of SciNote, a CSCL tool allowing educators to integrate third-party software into a flexible and collaborative workspace. We explore how SciNote enables teams to build data-driven arguments during inquiry-based learning activities.

cs.CY

A training programme for early-stage researchers that focuses on developing personal science outreach portfolios

Development of outreach skills is critical for researchers when communicating their work to non-expert audiences. However, due to the lack of formal training, researchers are typically unaware of the benefits of outreach training and often under-prioritize outreach. We present a training programme conducted with an international network of PhD students in quantum physics, which focused on developing outreach skills and an understanding of the associated professional benefits by creating an outreach portfolio consisting of a range of implementable outreach products. We describe our approach, assess the impact, and provide a list of guidelines for designing similar programmes across scientific disciplines in the future.

physics.ed-ph

crea.blender: A Neural Network-Based Image Generation Game to Assess Creativity

We present a pilot study on crea.blender, a novel co-creative game designed for large-scale, systematic assessment of distinct constructs of human creativity. Co-creative systems are systems in which humans and computers (often with Machine Learning) collaborate on a creative task. This human-computer collaboration raises questions about the relevance and level of human creativity and involvement in the process. We expand on, and explore aspects of these questions in this pilot study. We observe participants play through three different play modes in crea.blender, each aligned with established creativity assessment methods. In these modes, players "blend" existing images into new images under varying constraints. Our study indicates that crea.blender provides a playful experience, affords players a sense of control over the interface, and elicits different types of player behavior, supporting further study of the tool for use in a scalable, playful, creativity assessment.

cs.HC