arXiv subjects

Hyunseung Lim

Publications and source records attributed to Hyunseung Lim.

16 recordsLinked to original sources

arXiv2026

Investigating Social Bias in Narrative Image Generation

Text-to-image (T2I) generation models are increasingly embedded in applications such as media content creation and education, raising concerns about how their outputs may reproduce social biases. Prior work has shown that T2I models exhibit social biases, yet existing evaluations largely focus on a photo generation task. As a result, it remains unclear whether and how such biases manifest in more narrative visual formats, such as storyboards and comics, where characters and events are presented across multiple panels. In this work, we compare bias expression across photo, storyboard, and comic generation in six T2I models by adapting BBG, a text-based bias evaluation framework, to image generation. Our results show that proprietary models generate 25.9% biased outputs in photo generation on average, with biased outputs increasing by 9.6pp in storyboard generation and 18.2pp in comic generation. We also find that photos mainly encode biases through subtle visual cues, while storyboards and comics reveal them more explicitly through event sequencing, character positioning, narrative resolution, and textual elements. These findings show that biases that remain less visible in photo generation may surface in narrative visual formats, highlighting the importance of evaluating T2I systems with diverse visual formats beyond photo generation.

cs.CV↗

arXiv2026

Student-ChatGPT Interaction Visible: Designing a Teacher Dashboard for EFL Writing Education

We present a Prompt Analytics Dashboard (PAD) for teachers that can traces student-LLM interactions from EFL writing classes. PAD can show student prompt-response exchanges with LLM chatbot and English essay writing revision histories to support data-informed instruction and visibility in classes. Through two iterative co-design sessions with six EFL instructors, we distilled a compact trace taxonomy (misuse signals, goal-alignment cues, revision effort) and instantiated three interface views (overview, week/outcome filter, drill-down with evidence snippets). This pipeline summarizes potential misuse and alignment at class/cohort levels and attaches micro-explanations to reduce over-surveillance. Instructors reported reduced scanning burden and clearer timing for interventions.

cs.HC↗

arXiv2026

Dark and Bright Side of Participatory Red-Teaming with Targets of Stereotyping for Eliciting Harmful Behaviors from Large Language Models

Red-teaming, where adversarial prompts are crafted to expose harmful behaviors and assess risks, offers a dynamic approach to surfacing underlying stereotypical bias in large language models. Because such subtle harms are best recognized by those with lived experience, involving targets of stereotyping as red-teamers is essential. However, critical challenges remain in leveraging their lived experience for red-teaming while safeguarding psychological well-being. We conducted an empirical study of participatory red-teaming with 20 individuals stigmatized by stereotypes against nonprestigious college graduates in South Korea. Through mixed methods analysis, we found participants transformed experienced discrimination into strategic expertise for identifying biases, while facing psychological costs such as stress and negative reflections on group identity. Notably, red-team participation enhanced their sense of agency and empowerment through their role as guardians of the AI ecosystem. We discuss implications for designing participatory red-teaming that prioritizes both the ethical treatment and empowerment of stigmatized groups.

cs.HC↗

arXiv2026

Understanding Human-Multi-Agent Team Formation for Creative Work

Team-based collaboration is a cornerstone of modern creative work. Recent advances in generative AI open possibilities for humans to collaborate with multiple AI agents in distinct roles to address complex creative workflows. Yet, how to form Human-Multi-Agent Teams (HMATs) is underexplored, especially given that inter-agent interactions increase complexity and the risk of unexpected behaviors. In this exploratory study, we aim to understand how to form HMATs for creative work using CrafTeam, a technology probe that allows users to form and collaborate with their teams. We conducted a study with 12 design practitioners, in which participants iterated through a three-step cycle: forming HMATs, ideating with their teams, and reflecting on their teams' ideation. Our findings reveal that while participants initially attempted autonomous team operations, they ultimately adopted team formations in which they directly orchestrated agents. We discuss design considerations for HMAT formation that humans can effectively orchestrate multiple agents.

cs.HC↗

arXiv2025

When Scaffolding Breaks: Investigating Student Interaction with LLM-Based Writing Support in Real-Time K-12 EFL Classrooms

Large language models (LLMs) are promising tools for scaffolding students' English writing skills, but their effectiveness in real-time K-12 classrooms remains underexplored. Addressing this gap, our study examines the benefits and limitations of using LLMs as real-time learning support, considering how classroom constraints, such as diverse proficiency levels and limited time, affect their effectiveness. We conducted a deployment study with 157 eighth-grade students in a South Korean middle school English class over six weeks. Our findings reveal that while scaffolding improved students' ability to compose grammatically correct sentences, this step-by-step approach demotivated lower-proficiency students and increased their system reliance. We also observed challenges to classroom dynamics, where extroverted students often dominated the teacher's attention, and the system's assistance made it difficult for teachers to identify struggling students. Based on these findings, we discuss design guidelines for integrating LLMs into real-time writing classes as inclusive educational tools.

cs.HC↗

arXiv2025

AssurAI: Experience with Constructing Korean Socio-cultural Datasets to Discover Potential Risks of Generative AI

The rapid evolution of generative AI necessitates robust safety evaluations. However, current safety datasets are predominantly English-centric, failing to capture specific risks in non-English, socio-cultural contexts such as Korean, and are often limited to the text modality. To address this gap, we introduce AssurAI, a new quality-controlled Korean multimodal dataset for evaluating the safety of generative AI. First, we define a taxonomy of 35 distinct AI risk factors, adapted from established frameworks by a multidisciplinary expert group to cover both universal harms and relevance to the Korean socio-cultural context. Second, leveraging this taxonomy, we construct and release AssurAI, a large-scale Korean multimodal dataset comprising 11,480 instances across text, image, video, and audio. Third, we apply the rigorous quality control process used to ensure data integrity, featuring a two-phase construction (i.e., expert-led seeding and crowdsourced scaling), triple independent annotation, and an iterative expert red-teaming loop. Our pilot study validates AssurAI's effectiveness in assessing the safety of recent LLMs. We release AssurAI to the public to facilitate the development of safer and more reliable generative AI systems for the Korean community.

cs.AI↗

arXiv2025

PANORAMA: A Dataset and Benchmarks Capturing Decision Trails and Rationales in Patent Examination

Patent examination remains an ongoing challenge in the NLP literature even after the advent of large language models (LLMs), as it requires an extensive yet nuanced human judgment on whether a submitted claim meets the statutory standards of novelty and non-obviousness against previously granted claims -- prior art -- in expert domains. Previous NLP studies have approached this challenge as a prediction task (e.g., forecasting grant outcomes) with high-level proxies such as similarity metrics or classifiers trained on historical labels. However, this approach often overlooks the step-by-step evaluations that examiners must make with profound information, including rationales for the decisions provided in office actions documents, which also makes it harder to measure the current state of techniques in patent review processes. To fill this gap, we construct PANORAMA, a dataset of 8,143 U.S. patent examination records that preserves the full decision trails, including original applications, all cited references, Non-Final Rejections, and Notices of Allowance. Also, PANORAMA decomposes the trails into sequential benchmarks that emulate patent professionals' patent review processes and allow researchers to examine large language models' capabilities at each step of them. Our findings indicate that, although LLMs are relatively effective at retrieving relevant prior art and pinpointing the pertinent paragraphs, they struggle to assess the novelty and non-obviousness of patent claims. We discuss these results and argue that advancing NLP, including LLMs, in the patent domain requires a deeper understanding of real-world patent examination. Our dataset is openly available at https://huggingface.co/datasets/LG-AI-Research/PANORAMA.

cs.CY↗

arXiv2025

Feed-O-Meter: Investigating AI-Generated Mentee Personas as Interactive Agents for Scaffolding Design Feedback Practice

Effective feedback, including critique and evaluation, helps designers develop design concepts and refine their ideas, supporting informed decision-making throughout the iterative design process. However, in studio-based design courses, students often struggle to provide feedback due to a lack of confidence and fear of being judged, which limits their ability to develop essential feedback-giving skills. Recent advances in large language models (LLMs) suggest that role-playing with AI agents can let learners engage in multi-turn feedback without the anxiety of external judgment or the time constraints of real-world settings. Yet prior studies have raised concerns that LLMs struggle to behave like real people in role-play scenarios, diminishing the educational benefits of these interactions. Therefore, designing AI-based agents that effectively support learners in practicing and developing intellectual reasoning skills requires more than merely assigning the target persona's personality and role to the agent. By addressing these issues, we present Feed-O-Meter, a novel system that employs carefully designed LLM-based agents to create an environment in which students can practice giving design feedback. The system enables users to role-play as mentors, providing feedback to an AI mentee and allowing them to reflect on how that feedback impacts the AI mentee's idea development process. A user study (N=24) indicated that Feed-O-Meter increased participants' engagement and motivation through role-switching and helped them adjust feedback to be more comprehensible for an AI mentee. Based on these findings, we discuss future directions for designing systems to foster feedback skills in design education.

cs.HC↗

arXiv2025

Culture is Everywhere: A Call for Intentionally Cultural Evaluation

The prevailing ``trivia-centered paradigm'' for evaluating the cultural alignment of large language models (LLMs) is increasingly inadequate as these models become more advanced and widely deployed. Existing approaches typically reduce culture to static facts or values, testing models via multiple-choice or short-answer questions that treat culture as isolated trivia. Such methods neglect the pluralistic and interactive realities of culture, and overlook how cultural assumptions permeate even ostensibly ``neutral'' evaluation settings. In this position paper, we argue for \textbf{intentionally cultural evaluation}: an approach that systematically examines the cultural assumptions embedded in all aspects of evaluation, not just in explicitly cultural tasks. We systematically characterize the what, how, and circumstances by which culturally contingent considerations arise in evaluation, and emphasize the importance of researcher positionality for fostering inclusive, culturally aligned NLP research. Finally, we discuss implications and future directions for moving beyond current benchmarking practices, discovering important applications that we don't know exist, and involving communities in evaluation design through HCI-inspired participatory methodologies.

cs.CL↗

arXiv2025

A Large-Scale Real-World Evaluation of LLM-Based Virtual Teaching Assistant

Virtual Teaching Assistants (VTAs) powered by Large Language Models (LLMs) have the potential to enhance student learning by providing instant feedback and facilitating multi-turn interactions. However, empirical studies on their effectiveness and acceptance in real-world classrooms are limited, leaving their practical impact uncertain. In this study, we develop an LLM-based VTA and deploy it in an introductory AI programming course with 477 graduate students. To assess how student perceptions of the VTA's performance evolve over time, we conduct three rounds of comprehensive surveys at different stages of the course. Additionally, we analyze 3,869 student--VTA interaction pairs to identify common question types and engagement patterns. We then compare these interactions with traditional student--human instructor interactions to evaluate the VTA's role in the learning process. Through a large-scale empirical study and interaction analysis, we assess the feasibility of deploying VTAs in real-world classrooms and identify key challenges for broader adoption. Finally, we release the source code of our VTA system, fostering future advancements in AI-driven education: \texttt{https://github.com/sean0042/VTA}.

cs.CY↗

arXiv2025

Mind the Blind Spots: A Focus-Level Evaluation Framework for LLM Reviews

Peer review underpins scientific progress, but it is increasingly strained by reviewer shortages and growing workloads. Large Language Models (LLMs) can automatically draft reviews now, but determining whether LLM-generated reviews are trustworthy requires systematic evaluation. Researchers have evaluated LLM reviews at either surface-level (e.g., BLEU and ROUGE) or content-level (e.g., specificity and factual accuracy). Yet it remains uncertain whether LLM-generated reviews attend to the same critical facets that human experts weigh -- the strengths and weaknesses that ultimately drive an accept-or-reject decision. We introduce a focus-level evaluation framework that operationalizes the focus as a normalized distribution of attention across predefined facets in paper reviews. Based on the framework, we developed an automatic focus-level evaluation pipeline based on two sets of facets: target (e.g., problem, method, and experiment) and aspect (e.g., validity, clarity, and novelty), leveraging 676 paper reviews (https://figshare.com/s/d5adf26c802527dd0f62) from OpenReview that consists of 3,657 strengths and weaknesses identified from human experts. The comparison of focus distributions between LLMs and human experts showed that the off-the-shelf LLMs consistently have a more biased focus towards examining technical validity while significantly overlooking novelty assessment when criticizing papers.

cs.CL↗

arXiv2024

LLM-Driven Learning Analytics Dashboard for Teachers in EFL Writing Education

This paper presents the development of a dashboard designed specifically for teachers in English as a Foreign Language (EFL) writing education. Leveraging LLMs, the dashboard facilitates the analysis of student interactions with an essay writing system, which integrates ChatGPT for real-time feedback. The dashboard aids teachers in monitoring student behavior, identifying noneducational interaction with ChatGPT, and aligning instructional strategies with learning objectives. By combining insights from NLP and Human-Computer Interaction (HCI), this study demonstrates how a human-centered approach can enhance the effectiveness of teacher dashboards, particularly in ChatGPT-integrated learning.

cs.HC↗

arXiv2024

Designing Prompt Analytics Dashboards to Analyze Student-ChatGPT Interactions in EFL Writing

While ChatGPT has significantly impacted education by offering personalized resources for students, its integration into educational settings poses unprecedented risks, such as inaccuracies and biases in AI-generated content, plagiarism and over-reliance on AI, and privacy and security issues. To help teachers address such risks, we conducted a two-phase iterative design process that comprises surveys, interviews, and prototype demonstration involving six EFL (English as a Foreign Language) teachers, who integrated ChatGPT into semester-long English essay writing classes. Based on the needs identified during the initial survey and interviews, we developed a prototype of Prompt Analytics Dashboard (PAD) that integrates the essay editing history and chat logs between students and ChatGPT. Teacher's feedback on the prototype informs additional features and unmet needs for designing future PAD, which helps them (1) analyze contextual analysis of student behaviors, (2) design an overall learning loop, and (3) develop their teaching skills.

cs.HC↗

arXiv2024

Identify Design Problems Through Questioning: Exploring Role-playing Interactions with Large Language Models to Foster Design Questioning Skills

Identifying design problems is a crucial step for creating plausible solutions, but it is challenging for design novices due to their limited knowledge and experience. Questioning is a promising skill that enables students to independently identify design problems without being passive or relying on instructors. This study explores role-playing interactions with Large Language Model (LLM)-powered Conversational Agents (CAs) to foster the questioning skills of novice design students. We proposed an LLM-powered CA prototype and conducted a preliminary study with 16 novice design students engaged in a real-world design class to observe the interactions between students and the LLM-powered CAs. Our findings indicate that while the CAs stimulated questioning and reduced pressure to ask questions, it also inadvertently led to over-reliance on LLM responses. We proposed design considerations and future works for LLM-powered CA to foster questioning skills.

cs.HC↗

arXiv2024

LLM-as-a-tutor in EFL Writing Education: Focusing on Evaluation of Student-LLM Interaction

In the context of English as a Foreign Language (EFL) writing education, LLM-as-a-tutor can assist students by providing real-time feedback on their essays. However, challenges arise in assessing LLM-as-a-tutor due to differing standards between educational and general use cases. To bridge this gap, we integrate pedagogical principles to assess student-LLM interaction. First, we explore how LLMs can function as English tutors, providing effective essay feedback tailored to students. Second, we propose three metrics to evaluate LLM-as-a-tutor specifically designed for EFL writing education, emphasizing pedagogical aspects. In this process, EFL experts evaluate the feedback from LLM-as-a-tutor regarding quality and characteristics. On the other hand, EFL learners assess their learning outcomes from interaction with LLM-as-a-tutor. This approach lays the groundwork for developing LLMs-as-a-tutor tailored to the needs of EFL learners, advancing the effectiveness of writing education in this context.

cs.CL↗

arXiv2023

RECIPE: How to Integrate ChatGPT into EFL Writing Education

The integration of generative AI in the field of education is actively being explored. In particular, ChatGPT has garnered significant interest, offering an opportunity to examine its effectiveness in English as a foreign language (EFL) education. To address this need, we present a novel learning platform called RECIPE (Revising an Essay with ChatGPT on an Interactive Platform for EFL learners). Our platform features two types of prompts that facilitate conversations between ChatGPT and students: (1) a hidden prompt for ChatGPT to take an EFL teacher role and (2) an open prompt for students to initiate a dialogue with a self-written summary of what they have learned. We deployed this platform for 213 undergraduate and graduate students enrolled in EFL writing courses and seven instructors. For this study, we collect students' interaction data from RECIPE, including students' perceptions and usage of the platform, and user scenarios are examined with the data. We also conduct a focus group interview with six students and an individual interview with one EFL instructor to explore design opportunities for leveraging generative AI models in the field of EFL education.

cs.HC↗