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Dylan Thomas Doyle

Publications and source records attributed to Dylan Thomas Doyle.

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Designing Conversations with the Dead: How People Engage with Generative Ghosts

We examine how people experience two choices in the design of generative ghosts, AI systems that are trained on data of the dead: representation, where an AI speaks about a deceased person in the third person, and reincarnation, where the AI speaks as the deceased in the first person. Through a qualitative user study with 16 participants, we explore how each shaped authenticity, affect, and risk. Reincarnation was preferred for its immediacy, but participants shared fears of over-reliance. Representation was preferred for engaging with memory over conversational presence, though participants often ignored this distinction, engaging in dialogue despite third-person framing. Across both modes, participants privileged affective resonance over factual fidelity. We conclude by showing how factors such as tone, language, and conversational rhythm -- factors unique to the user's memory of the deceased -- shape interactions with generative ghosts, and argue that those interactions are always collaborative.

cs.HC

Incorporating Ethics in Computing Courses: Perspectives from Educators

Incorporating ethics into computing education has become a priority for the SIGCSE community. Many computing departments and educators have contributed to this endeavor by creating standalone computing ethics courses or integrating ethics modules and discussions into preexisting curricula. In this study, we hope to support this effort by reporting on computing educators' attitudes toward including ethics in their computing classroom, with a special focus on the structures that hinder or help this endeavor. We surveyed 138 higher education computing instructors to understand their attitudes toward including ethics in their classes, what barriers might be preventing them from doing so, and which structures best support them. We found that even though instructors were generally positive about ethics as a component of computing education, there are specific barriers preventing ethics from being included in some computing courses. In this work, we explore how to alleviate these barriers and outline support structures that could encourage further integration of ethics and computing in higher education.

cs.CY