arXiv subjects

Edith Law

Publications and source records attributed to Edith Law.

At least 19 recordsLinked to original sources

arXiv2026

An Experiential Approach to AI Literacy

Despite AI tools becoming more prevalent and applicable to a variety of workplaces, workers consistently report uncertainty about where AI applies, what problems it can help solve, and how it fits into real workflows. In other words, there is a gap between `knowing' and `doing' when it comes to AI literacy. We propose an experiential form of AI literacy which integrates participant's daily experiences into the learning experience by brainstorming grounded AI use cases through storytelling. We introduce a novel pedagogical approach that helps individuals move away from abstract notions of AI towards practical knowledge of how AI would (or would not) work in different workflows, contexts, and situations. Through this approach, we anticipate two major outcomes: (1) enhanced AI literacy for stakeholders within a variety of work sectors and (2) concrete AI use cases developed through participatory design that are grounded in AI literacy and participant's expertise.

cs.HC↗

arXiv2026

Building a "-Sensitive Design" Methodology from Political Philosophies or Ideologies

Value-based approaches such as Value Sensitive Design (VSD) enable technology designers to engage with and integrate human values in technology through a tripartite methodology of conceptual, empirical, and technical investigations. However, VSD contains pitfalls in both translating values to requirements and a lack of normative grounding, leading to adaptations such as Jacobs' Capability Sensitive Design (CSD). Inspired by CSD and extensions of the design approach, we propose the concept of creating -Sensitive Design (-SD); a meta-framework to embed various political or ideological values as norms in a design research process. We exemplify this through \emph{Dependency}-Sensitive Design (DSD), combining ideas from Kittay's critiques of classical liberal theory within a practical VSD framework. Finally, we push for further work combining philosophy and design in areas beyond CSD and DSD.

cs.HC↗

arXiv2026

The Consensus Trap: Dissecting Subjectivity and the "Ground Truth" Illusion in Data Annotation

In machine learning, "ground truth" refers to the assumed correct labels used to train and evaluate models. However, the foundational "ground truth" paradigm rests on a positivistic fallacy that treats human disagreement as technical noise rather than a vital sociotechnical signal. This systematic literature review analyzes research published between 2020 and 2025 across seven premier venues: ACL, AIES, CHI, CSCW, EAAMO, FAccT, and NeurIPS, investigating the mechanisms in data annotation practices that facilitate this "consensus trap". Our reflexive thematic analysis of 346 papers reveals that systemic failures in positional legibility, combined with the recent architectural shift toward human-as-verifier models, specifically the reliance on model-mediated annotations, introduce deep-seated anchoring bias and effectively remove human voices from the loop. We further demonstrate how geographic hegemony imposes Western norms as universal benchmarks, often enforced by the performative alignment of precarious data workers who prioritize requester compliance over honest subjectivity to avoid economic penalties. Critiquing the "noisy sensor" fallacy, where statistical models misdiagnose pluralism as error, we argue for reclaiming disagreement as a high-fidelity signal essential for building culturally competent models. To address these systemic tensions, we propose a roadmap for pluralistic annotation infrastructures that shift the objective from discovering a singular "right" answer to mapping the diversity of human experience.

cs.AI↗

arXiv2025

Reflective Verbal Reward Design for Pluralistic Alignment

AI agents are commonly aligned with "human values" through reinforcement learning from human feedback (RLHF), where a single reward model is learned from aggregated human feedback and used to align an agent's behavior. However, human values are not homogeneous--different people hold distinct and sometimes conflicting values. Aggregating feedback into a single reward model risks disproportionately suppressing minority preferences. To address this, we present a novel reward modeling approach for learning individualized reward models. Our approach uses a language model to guide users through reflective dialogues where they critique agent behavior and construct their preferences. This personalized dialogue history, containing the user's reflections and critiqued examples, is then used as context for another language model that serves as an individualized reward function (what we call a "verbal reward model") for evaluating new trajectories. In studies with 30 participants, our method achieved a 9-12% improvement in accuracy over non-reflective verbal reward models while being more sample efficient than traditional supervised learning methods.

cs.AI↗

arXiv2024

Democratizing Reward Design for Personal and Representative Value-Alignment

Aligning AI agents with human values is challenging due to diverse and subjective notions of values. Standard alignment methods often aggregate crowd feedback, which can result in the suppression of unique or minority preferences. We introduce Interactive-Reflective Dialogue Alignment, a method that iteratively engages users in reflecting on and specifying their subjective value definitions. This system learns individual value definitions through language-model-based preference elicitation and constructs personalized reward models that can be used to align AI behaviour. We evaluated our system through two studies with 30 participants, one focusing on "respect" and the other on ethical decision-making in autonomous vehicles. Our findings demonstrate diverse definitions of value-aligned behaviour and show that our system can accurately capture each person's unique understanding. This approach enables personalized alignment and can inform more representative and interpretable collective alignment strategies.

cs.AI↗

arXiv2024

Interactive environments for training children's curiosity through the practice of metacognitive skills: a pilot study

Curiosity-driven learning has shown significant positive effects on students' learning experiences and outcomes. But despite this importance, reports show that children lack this skill, especially in formal educational settings. To address this challenge, we propose an 8-session workshop that aims to enhance children's curiosity through training a set of specific metacognitive skills we hypothesize are involved in its process. Our workshop contains animated videos presenting declarative knowledge about curiosity and the said metacognitive skills as well as practice sessions to apply these skills during a reading-comprehension task, using a web platform designed for this study (e.g. expressing uncertainty, formulating questions, etc). We conduct a pilot study with 15 primary school students, aged between 8 and 10. Our first results show a positive impact on children's metacognitive efficiency and their ability to express their curiosity through question-asking behaviors.

cs.CY↗

arXiv2023

Learning by Teaching: Key Challenges and Design Implications

Benefits of learning by teaching (LbT) have been highlighted by previous studies from a pedagogical lens, as well as through computer-supported systems. However, the challenges that university students face in technology-mediated LbT$\unicode{x2013}$whether it be teaching oneself, teaching a peer, or teaching an agent$\unicode{x2013}$are not well understood. Furthermore, there is a gap in knowledge on the challenges that students encounter throughout the process of teaching (content selection, preparation, teaching, receiving and giving feedback, and reflection) despite its importance to the design of LbT platforms. Thus, we conducted a study with 24 university students where they taught content they had not fully grasped, without guidance, and participated in a semi-structured interview. Results demonstrate that participants encountered the following challenges: psychological barriers relating to self and others, and lack of know-how. Furthermore, we illuminate design implications required to overcome these challenges and benefit from LbT without requiring prior training in pedagogy.

cs.HC↗

arXiv2023

Towards a More Inclusive Metaverse via Designing Tools That Support Collaborative Virtual World Building by Users With and Without Disabilities

Research has found social VR to bring various benefits to users with and without disabilities. Given the success of social VR applications that support user-created worlds, it is important to consider how we can empower users in building inclusive virtual worlds by investigating how tools for world building can be built to better support collaborations between users with and without disabilities. As such, this position paper provides a brief discussion of existing research into important factors that should be considered during such collaborations, and possible future research directions.

cs.HC↗

arXiv2023

Value Reflection: Motivation, Examples and The Role of Technology

Findings from existing research provide possible evidence that values are an important construct that should be part of the self-reflection process. However, many questions about value reflection remain unexplored. As such, this position paper aims to provide an overview of relevant research and frameworks, example studies on value reflection pursued by the authors, and design aspects that might both improve value reflection processes and provide a brief mapping of where and how technology could be of help.

cs.HC↗

arXiv2023

"We need to do more ... I need to do more": Augmenting Digital Media Consumption via Critical Reflection to Increase Compassion and Promote Prosocial Attitudes and Behaviors

Much HCI research on prompting prosocial behaviors focuses on methods for increasing empathy. However, increased empathy may have unintended negative consequences. Our work offers an alternative solution that encourages critical reflection for nurturing compassion, which involves motivation and action to help others. In a between-subject experiment, participants (N=60) viewed a climate change documentary while receiving no prompts (CON), reflective prompts to focus on their emotions (RE) or surprises (RS). State compassion, critical reflection, and motivation to act or learn were measured at the end of the session (post-video) and two weeks later (follow-up). Despite participants' condition not affecting compassion, critical reflection was positively correlated with post-video state compassion. RE and RS participants demonstrated deeper reflection and reported higher motivation to learn post-video, and more prosocial behavioral changes during follow-up. RS participants reported better follow-up recall than RE participants. We conclude by discussing implications on designing technology to support compassion and longer-term critical reflection.

cs.HC↗

arXiv2022

CodeToon: Story Ideation, Auto Comic Generation, and Structure Mapping for Code-Driven Storytelling

Recent work demonstrated how we can design and use coding strips, a form of comic strips with corresponding code, to enhance teaching and learning in programming. However, creating coding strips is a creative, time-consuming process. Creators have to generate stories from code (code->story) and design comics from stories (story->comic). We contribute CodeToon, a comic authoring tool that facilitates this code-driven storytelling process with two mechanisms: (1) story ideation from code using metaphor and (2) automatic comic generation from the story. We conducted a two-part user study that evaluates the tool and the comics generated by participants to test whether CodeToon facilitates the authoring process and helps generate quality comics. Our results show that CodeToon helps users create accurate, informative, and useful coding strips in a significantly shorter time. Overall, this work contributes methods and design guidelines for code-driven storytelling and opens up opportunities for using art to support computer science education.

cs.HC↗

arXiv2022

Conversational agents for fostering curiosity-driven learning in children

Curiosity is an important factor that favors independent and individualized learning in children. Research suggests that it is also a competence that can be fostered by training specific metacognitive skills and information-searching behaviors. In this light, we develop a conversational agent that helps children generate curiosity-driven questions, and encourages their use to lead autonomous explorations and gain new knowledge. The study was conducted with 51 primary school students who interacted with either a neutral agent or an incentive agent that helped curiosity-driven questioning by offering specific semantic cues. Results showed a significant increase in the number and the quality of the questions generated with the incentive agent. This interaction also resulted in longer explorations and stronger learning progress. Together, our results suggest that the more our agent is able to train children's curiosity-related metacognitive skills, the better they can maintain their information-searching behaviors and the more new knowledge they are likely to acquire.

cs.HC↗

arXiv2022

Natural Language Communication with a Teachable Agent

Conversational teachable agents offer a promising platform to support learning, both in the classroom and in remote settings. In this context, the agent takes the role of the novice, while the student takes on the role of teacher. This framing is significant for its ability to elicit the Prot\'eg\'e effect in the student-teacher, a pedagogical phenomenon known to increase engagement in the teaching task, and also improve cognitive outcomes. In prior work, teachable agents often take a passive role in the learning interaction, and there are few studies in which the agent and student engage in natural language dialogue during the teaching task. This work investigates the effect of teaching modality when interacting with a virtual agent, via the web-based teaching platform, the Curiosity Notebook. A method of teaching the agent by selecting sentences from source material is compared to a method paraphrasing the source material and typing text input to teach. A user study has been conducted to measure the effect teaching modality on the learning outcomes and engagement of the participants. The results indicate that teaching via paraphrasing and text input has a positive effect on learning outcomes for the material covered, and also on aspects of affective engagement. Furthermore, increased paraphrasing effort, as measured by the similarity between the source material and the material the teacher conveyed to the robot, improves learning outcomes for participants.

cs.HC↗

arXiv2021

Identifying Functions and Behaviours of Social Robots during Learning Activities: Teachers' Perspective

With advances in artificial intelligence, research is increasingly exploring the potential functions that social robots can play in education. As teachers are a critical stakeholder in the use and application of educational technologies, we conducted a study to understand teachers' perspectives on how a social robot could support a variety of learning activities in the classroom. Through interviews, robot puppeteering, and group brainstorming sessions with five elementary and middle school teachers from a local school in Canada, we take a socio-technical perspective to conceptualize possible robot functions and behaviours, and the effects they may have on the current way learning activities are designed, planned, and executed. Overall, the teachers responded positively to the idea of introducing a social robot as a technological tool for learning activities, envisioning differences in usage for teacher-robot and student-robot interactions. Further, Engestr\"om's Activity System Model -- a framework for analyzing human needs, tasks, and outcomes -- illustrated a number of tensions associated with learning activities in the classroom. We discuss the fine-grained robot functions and behaviours conceived by teachers, and how they address the current tensions -- providing suggestions for improving the design of social robots for learning activities.

cs.RO↗

arXiv2021

Exploring Individual and Collaborative Storytelling in an Introductory Creative Coding Class

Teaching programming through storytelling is a popular pedagogical approach and an active area of research. However, most previous work in this area focused on K-12 students using block-based programming. Little, if any, work has examined the approach with university students using text-based programming. This experience report fills this gap. Specifically, we report our experience administering three storytelling assignments -- two individual and one collaborative -- in an introductory computer science class with 49 undergraduate students using $\textit{p5.js}$, a text-based programming library for creative coding. Our work contributes an understanding of students' experiences with the three authoring processes and a set of recommendations to improve the administration of and experience with individual and collaborative storytelling with text-based programming.

cs.CY↗

arXiv2021

Using Comics to Introduce and Reinforce Programming Concepts in CS1

Recent work investigated the potential of comics to support the teaching and learning of programming concepts and suggested several ways $coding$ $strips$, a form of comic strip with its corresponding code, can be used. Building on this work, we tested the recommended use cases of $coding$ $strip$ in an undergraduate introductory computer science course at a large comprehensive university. At the end of the course, we surveyed students to assess their experience and found they benefited in various ways. Our work contributes a demonstration of the various ways comics can be used in introductory CS courses and an initial understanding of benefits and challenges with using comics in computing education gleaned from an analysis of students' survey responses and code submissions.

cs.CY↗

arXiv2021

Rethinking Immersive Virtual Reality and Empathy

In this position paper, we aim to spark more discussions surrounding the use of empathy as the intended outcome of many studies on immersive virtual reality experiences. As a construct, empathy has many significant flaws that may lead to unintended and negative outcomes, going against our original goal of employing these technologies for the betterment of society. We highlight the possible advantages of designing for rational compassion instead, and propose alternative research directions and outcome measurements for immersive virtual reality that urgently warrant our attention.

cs.HC↗

arXiv2021

Can a Humorous Conversational Agent Enhance Learning Experience and Outcomes?

Previous studies have highlighted the benefits of pedagogical conversational agents using socially-oriented conversation with students. In this work, we examine the effects of a conversational agent's use of affiliative and self-defeating humour -- considered conducive to social well-being and enhancing interpersonal relationships -- on learners' perception of the agent and attitudes towards the task. Using a between-subjects protocol, 58 participants taught a conversational agent about rock classification using a learning-by-teaching platform, the Curiosity Notebook. While all agents were curious and enthusiastic, the style of humour was manipulated such that the agent either expressed an affiliative style, a self-defeating style, or no humour. Results demonstrate that affiliative humour can significantly increase motivation and effort, while self-defeating humour, although enhancing effort, negatively impacts enjoyment. Findings further highlight the importance of understanding learner characteristics when using humour.

cs.HC↗