arXiv subjects

Junti Zhang

Publications and source records attributed to Junti Zhang.

5 recordsLinked to original sources

arXiv2026

Leveraging AI for Direct Bystander Intervention Against Cyberbullying

Cyberbullying is a pervasive problem in online environments, causing substantial psychological harm to victims. Although bystander intervention has proven effective in mitigating its impact, motivating bystanders to engage in direct intervention remains a persistent challenge. Studies have suggested that difficulties in intervention skills and defending self-efficacy hinder bystanders from initiating direct intervention. To address this challenge, we introduced EmojiGen, an AI intervention tool designed to empower bystanders for direct intervention. EmojiGen enabled users to simply select an emoji as an intention clue, which subsequently combined the cyberbullying context to generate responses. In a between-subjects experiment involving 90 participants on a custom-built social media platform, we found that EmojiGen significantly increased the frequency of direct bystander interventions, both in supporting victims and in confronting perpetrators, driven by different factors. EmojiGen also increased the sense of knowing how to help and defending self-efficacy, while reducing perceived workload and anxiety associated with initiating intervention. The study contributed to the CSCW community through offering an effective direct bystander intervention method and providing design implications for future cyberbullying interventions.

cs.HC↗

arXiv2026

Who You Explain To Matters: Learning by Explaining to Conversational Agents with Different Pedagogical Roles

Conversational agents are increasingly used in education for learning support. An application is "learning by explaining", where learners explain their understanding to an agent. However, existing research focuses on single roles, leaving it unclear how different pedagogical roles influence learners' interaction patterns, learning outcomes and experiences. We conducted a between-subjects study (N=96) comparing agents with three pedagogical roles (Tutee, Peer, Challenger) and a control condition while learning an economics concept. We found that different pedagogical roles shaped learning dynamics, including interaction patterns and experiences. Specifically, the Tutee agent elicited the most cognitive investment but led to high pressure. The Peer agent fostered high absorption and interest through collaborative dialogue. The Challenger agent promoted cognitive and metacognitive acts, enhancing critical thinking with moderate pressure. The findings highlight how agent roles shape different learning dynamics, guiding the design of educational agents tailored to specific pedagogical goals and learning phases.

cs.HC↗

arXiv2026

Conversational AI for Social Good (CAI4SG): An Overview of Emerging Trends, Applications, and Challenges

The integration of Conversational Agents (CAs) into daily life offers opportunities to tackle global challenges, leading to the emergence of Conversational AI for Social Good (CAI4SG). This paper examines the advancements of CAI4SG using a role-based framework that categorizes systems according to their AI autonomy and emotional engagement. This framework emphasizes the importance of considering the role of CAs in social good contexts, such as serving as empathetic supporters in mental health or functioning as assistants for accessibility. Additionally, exploring the deployment of CAs in various roles raises unique challenges, including algorithmic bias, data privacy, and potential socio-technical harms. These issues can differ based on the CA's role and level of engagement. This paper provides an overview of the current landscape, offering a role-based understanding that can guide future research and design aimed at the equitable, ethical, and effective development of CAI4SG.

cs.HC↗

arXiv2025

Mining Evidence about Your Symptoms: Mitigating Availability Bias in Online Self-Diagnosis

People frequently exposed to health information on social media tend to overestimate their symptoms during online self-diagnosis due to availability bias. This may lead to incorrect self-medication and place additional burdens on healthcare providers to correct patients' misconceptions. In this work, we conducted two mixed-method studies to identify design goals for mitigating availability bias in online self-diagnosis. We investigated factors that distort self-assessment of symptoms after exposure to social media. We found that availability bias is pronounced when social media content resonated with individuals, making them disregard their own evidences. To address this, we developed and evaluated three chatbot-based symptom checkers designed to foster evidence-based self-reflection for bias mitigation given their potential to encourage thoughtful responses. Results showed that chatbot-based symptom checkers with cognitive intervention strategies mitigated the impact of availability bias in online self-diagnosis.

cs.HC↗

arXiv2025

As Confidence Aligns: Exploring the Effect of AI Confidence on Human Self-confidence in Human-AI Decision Making

Complementary collaboration between humans and AI is essential for human-AI decision making. One feasible approach to achieving it involves accounting for the calibrated confidence levels of both AI and users. However, this process would likely be made more difficult by the fact that AI confidence may influence users' self-confidence and its calibration. To explore these dynamics, we conducted a randomized behavioral experiment. Our results indicate that in human-AI decision-making, users' self-confidence aligns with AI confidence and such alignment can persist even after AI ceases to be involved. This alignment then affects users' self-confidence calibration. We also found the presence of real-time correctness feedback of decisions reduced the degree of alignment. These findings suggest that users' self-confidence is not independent of AI confidence, which practitioners aiming to achieve better human-AI collaboration need to be aware of. We call for research focusing on the alignment of human cognition and behavior with AI.

cs.HC↗