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Kangsan Lee

Publications and source records attributed to Kangsan Lee.

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Transformation of social relationships in COVID-19 America: Remote communication may amplify political echo chambers

The COVID-19 pandemic, with millions of Americans compelled to stay home and work remotely, presented an opportunity to explore the dynamics of social relationships in a predominantly remote world. Using the 1972-2022 General Social Surveys, we found that the pandemic significantly disrupted the patterns of social gatherings with family, friends, and neighbors, but only momentarily. Drawing from the nationwide ego-network surveys of 41,033 Americans from 2020 to 2022, we found that the size and composition of core networks remained stable, though political homophily increased among non-kin relationships compared to previous surveys between 1985 and 2016. Critically, heightened remote communication during the initial phase of the pandemic was associated with increased interaction with the same partisans, though political homophily decreased during the later phase of the pandemic when in-person contacts increased. These results underscore the crucial role of social institutions and social gatherings in promoting spontaneous encounters with diverse political backgrounds.

cs.SI

Perception, performance, and detectability of conversational artificial intelligence across 32 university courses

The emergence of large language models has led to the development of powerful tools such as ChatGPT that can produce text indistinguishable from human-generated work. With the increasing accessibility of such technology, students across the globe may utilize it to help with their school work -- a possibility that has sparked discussions on the integrity of student evaluations in the age of artificial intelligence (AI). To date, it is unclear how such tools perform compared to students on university-level courses. Further, students' perspectives regarding the use of such tools, and educators' perspectives on treating their use as plagiarism, remain unknown. Here, we compare the performance of ChatGPT against students on 32 university-level courses. We also assess the degree to which its use can be detected by two classifiers designed specifically for this purpose. Additionally, we conduct a survey across five countries, as well as a more in-depth survey at the authors' institution, to discern students' and educators' perceptions of ChatGPT's use. We find that ChatGPT's performance is comparable, if not superior, to that of students in many courses. Moreover, current AI-text classifiers cannot reliably detect ChatGPT's use in school work, due to their propensity to classify human-written answers as AI-generated, as well as the ease with which AI-generated text can be edited to evade detection. Finally, we find an emerging consensus among students to use the tool, and among educators to treat this as plagiarism. Our findings offer insights that could guide policy discussions addressing the integration of AI into educational frameworks.

cs.CY