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Oghenemaro Anuyah

Publications and source records attributed to Oghenemaro Anuyah.

5 recordsLinked to original sources

Designing Staged Evaluation Workflows for LLMs: Integrating Domain Experts, Lay Users, and Model-Generated Evaluation Criteria

Large Language Models (LLMs) are increasingly utilized for domain-specific tasks, yet evaluating their outputs remains challenging. A common strategy is to apply evaluation criteria to assess alignment with domain-specific standards, yet little is understood about how criteria differ across sources or where each type is most useful in the evaluation process. This study investigates criteria developed by domain experts, lay users, and LLMs to identify their complementary roles within an evaluation workflow. Results show that experts produce fact-based criteria with long-term value, lay users emphasize usability with a shorter-term focus, and LLMs target procedural checks for immediate task requirements. We also examine how criteria evolve between a priori and a posteriori phases, noting drift across stages as well as convergence in the a posteriori phase. Based on our observations, we propose design guidelines for a staged evaluation workflow combining the complementary strengths of these sources to balance quality, cost, and scalability.

cs.HC↗

Key Considerations for Domain Expert Involvement in LLM Design and Evaluation: An Ethnographic Study

Large Language Models (LLMs) are increasingly developed for use in complex professional domains, yet little is known about how teams design and evaluate these systems in practice. This paper examines the challenges and trade-offs in LLM development through a 12-week ethnographic study of a team building a pedagogical chatbot. The researcher observed design and evaluation activities and conducted interviews with both developers and domain experts. Analysis revealed four key practices: creating workarounds for data collection, turning to augmentation when expert input was limited, co-developing evaluation criteria with experts, and adopting hybrid expert-developer-LLM evaluation strategies. These practices show how teams made strategic decisions under constraints and demonstrate the central role of domain expertise in shaping the system. Challenges included expert motivation and trust, difficulties structuring participatory design, and questions around ownership and integration of expert knowledge. We propose design opportunities for future LLM development workflows that emphasize AI literacy, transparent consent, and frameworks recognizing evolving expert roles.

cs.HC↗

Online Safety for All: Sociocultural Insights from a Systematic Review of Youth Online Safety in the Global South

Youth online safety research in HCI has historically centered on perspectives from the Global North, often overlooking the unique particularities and cultural contexts of regions in the Global South. This paper presents a systematic review of 66 youth online safety studies published between 2014 and 2024, specifically focusing on regions in the Global South. Our findings reveal a concentrated research focus in Asian countries and predominance of quantitative methods. We also found limited research on marginalized youth populations and a primary focus on risks related to cyberbullying. Our analysis underscores the critical role of cultural factors in shaping online safety, highlighting the need for educational approaches that integrate social dynamics and awareness. We propose methodological recommendations and a future research agenda that encourages the adoption of situated, culturally sensitive methodologies and youth-centered approaches to researching youth online safety regions in the Global South. This paper advocates for greater inclusivity in youth online safety research, emphasizing the importance of addressing varied sociocultural contexts to better understand and meet the online safety needs of youth in the Global South.

cs.HC↗

Generating and Visualizing Trace Link Explanations

Recent breakthroughs in deep-learning (DL) approaches have resulted in the dynamic generation of trace links that are far more accurate than was previously possible. However, DL-generated links lack clear explanations, and therefore non-experts in the domain can find it difficult to understand the underlying semantics of the link, making it hard for them to evaluate the link's correctness or suitability for a specific software engineering task. In this paper we present a novel NLP pipeline for generating and visualizing trace link explanations. Our approach identifies domain-specific concepts, retrieves a corpus of concept-related sentences, mines concept definitions and usage examples, and identifies relations between cross-artifact concepts in order to explain the links. It applies a post-processing step to prioritize the most likely acronyms and definitions and to eliminate non-relevant ones. We evaluate our approach using project artifacts from three different domains of interstellar telescopes, positive train control, and electronic health-care systems, and then report coverage, correctness, and potential utility of the generated definitions. We design and utilize an explanation interface which leverages concept definitions and relations to visualize and explain trace link rationales, and we report results from a user study that was conducted to evaluate the effectiveness of the explanation interface. Results show that the explanations presented in the interface helped non-experts to understand the underlying semantics of a trace link and improved their ability to vet the correctness of the link.

cs.SE↗

Can we leverage rating patterns from traditional users to enhance recommendations for children?

Recommender algorithms performance is often associated with the availability of sufficient historical rating data. Unfortunately, when it comes to children, this data is seldom available. In this paper, we report on an initial analysis conducted to examine the degree to which data about traditional users, i.e., adults, can be leveraged to enhance the recommendation process for children.

cs.IR↗