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Clara Sayffaerth

Publications and source records attributed to Clara Sayffaerth.

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Typing Behavior in Human-LLM Interaction: Keystroke Dynamics Reveal Cognitive Effort During Prompting

As Large Language Models (LLMs) become increasingly integrated into daily routines, understanding how users interact with these systems is crucial for effective human-AI collaboration. This work investigates keystroke dynamics as a behavioral measure of user mental effort and perceived output usefulness in human-LLM interaction. We conducted a user study (N = 36) to examine how task difficulty (easy vs. hard) and device type (desktop vs. mobile) influence typing behavior and workload (NASA-TLX) during interactions. Our results indicate that hard tasks led to significantly more keystrokes, slower typing, increased pauses, and higher self-reported workload. Device type had weaker effects, with mobile use slightly reducing input length and typing speed. While keystrokes captured differences in cognitive effort, they did not predict perceived LLM output usefulness. These findings highlight the potential of keystroke dynamics as real-time indicators of cognitive effort during LLM prompting, while also showing their limitations in capturing perceived collaboration success.

cs.HC

Through the Expert's Eyes: Exploring Asynchronous Expert Perspectives and Gaze Visualizations in XR

Transferring knowledge across generations is fundamental to human civilization, yet the challenge of passing on complex practical skills persists. Methods without a physically present instructor, such as videos, often fail to explain complex manual tasks, where spatial and social factors are critical. Technologies such as eXtended Reality and Artificial Intelligence hold the potential to retain expert knowledge and facilitate the creation of tailored, contextualized, and asynchronous explanations regardless of time and place. In contrast to videos, the learner's perspective can be different from the recorded perspective in XR. This paper investigates the impact of asynchronous first- and third-person perspectives and gaze visualizations on efficiency, feeling of embodiment, and connectedness during manual tasks. The empirical results of our study (N=36) show that the first-person perspective is better in quantitative measures and preferred by users. We identify best practices for presenting preserved knowledge and provide guidelines for designing future systems.

cs.HC

Educational Twin: The Influence of Artificial XR Expert Duplicates on Future Learning

Currently, it is impossible for educators to be in multiple places simultaneously and teach each student individually. Technologies such as Extended Reality (XR) and Artificial Intelligence (AI) enable the creation of realistic educational copies of experts that preserve not only visual and mental characteristics but also social aspects crucial for learning. However, research in this area is limited, which opens new questions for future work. This paper discusses how these human digital twins can potentially improve aspects like scalability, engagement, and preservation of social learning factors. While this technology offers benefits, it also introduces challenges related to educator autonomy, social interaction shifts, and ethical considerations such as privacy, bias, and identity preservation. We outline key research questions that need to be addressed to ensure that human digital twins enhance the social aspects of education instead of harming them.

cs.HC