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Sang Won Lee

Publications and source records attributed to Sang Won Lee.

At least 19 recordsLinked to original sources

PhysicsBench: A Unified Leaderboard for Generative and Predictive Models in Engineering Design and Simulation

Generative and predictive artificial intelligence models are increasingly used to generate geometry and to predict physical fields and scalar quantities in engineering design and simulation. Yet these models are typically evaluated in isolation, on academic datasets at unconstrained scales, with inconsistent metrics and procedures. We present PhysicsBench, a unified benchmark and leaderboard that evaluates generative and predictive models under one standardized procedure. PhysicsBench spans seven generation and prediction tasks across 1D, 2D, and 3D domains and ranks 66 models on nine datasets, comprising industrial-scale CAD/CFD/FEA simulations and public references, expanded into 28 configurations. One procedure and ranking apply to both families, each ranked within its own tasks. Evaluation spans realistic, limited data scales from S to XL rather than the unlimited training sets common in academic benchmarks. A common metric suite captures geometric fidelity with distributional distances, physical-field and scalar accuracy, and engineering-specific field- and shape-validity. BenchRank debiases correlated metrics and ranks by PageRank over a head-to-head dominance graph, so every reported quality metric is also ranked, with computational cost in a separate efficiency view. Across tasks, an architecture's large-scale academic standing weakly predicts its small-data ranking. The top model changes with data scale in six of the seven tasks, and no model leads more than one task. PhysicsBench turns "state-of-the-art" from a self-reported claim into an openly published foundation for model selection.

cs.LG↗

DeepSAGE: Stage-Aware Reinforcement Learning for Structured CBT Counseling Dialogue

Large Language Model (LLM)-based counseling agents can generate fluent and supportive responses, but they often lack the structured, goal-directed progression required to conduct a coherent therapeutic session. We present DeepSAGE (Strategic AI Guidance Engine), a hybrid LLM--Deep Reinforcement Learning (DRL) framework for stage-aware counseling dialogue grounded in the first session of Cognitive Behavioral Therapy (CBT). DeepSAGE represents the session as eleven stages with explicit therapeutic objectives, with an external controller determines stage completion and the DRL model selects therapeutic intentions that guide LLM response generation. We evaluate DeepSAGE against six retrieval-, prompting-, stage-, and policy-based alternatives. DeepSAGE elicits higher simulated client engagement and openness and achieves the strongest balance of stage-goal completion and dialogue efficiency among stage-structured systems. Domain expert review further indicates that the generated conversations exhibit broadly plausible emotional trajectories and recognizable CBT processes. Because the evaluation relies primarily on simulated clients and model-based metrics, these findings demonstrate comparative dialogue-control improvements rather than clinical effectiveness. These results suggest that combining stage-structured dialogue with learned strategy selection is a promising approach for AI counseling, though clinical effectiveness, safety, and real-world utility require further human evaluation.

cs.AI↗

MAESTRO: Adapting GUIs and Guiding Navigation with User Preferences in Conversational Agents with GUIs

Modern task-oriented chatbots present GUI elements alongside natural-language dialogue, yet the agent's role has largely been limited to interpreting natural-language input as GUI actions and following a linear workflow. In preference-driven, multi-step tasks such as booking a flight or reserving a restaurant, earlier choices constrain later options and may force users to restart from scratch. User preferences serve as the key criteria for these decisions, yet existing agents do not systematically leverage them. We present MAESTRO, which extends the agent's role from execution to decision support. MAESTRO maintains a shared preference memory that extracts hard and soft preferences from natural-language utterances and provides two mechanisms. Preference-Grounded GUI Adaptation applies in-place operators (augment, sort, filter, and highlight) to the existing GUI according to preference strength, supporting comparison among options. Preference-Guided Workflow Navigation detects conflicts between preferences and available options, proposes backtracking, and records failed paths to avoid revisiting dead ends. Through a controlled experiment (N=33), we demonstrated that MAESTRO improved decision quality in movie ticketing: final bookings left fewer hard preferences unmet, and users made fewer selections that violated their stated preferences during the process than in the baseline condition, although task success rate and completion time did not differ significantly. In addition, we showed that using MAESTRO in voice mode can increase users' active engagement as well as their mental burden, revealing the nuanced tension in agentic interaction design for conversational agents with a GUI.

cs.HC↗

The Help Ladder: Skill-Adaptive Peer Scaffolding for Real-Time Collaborative Programming

Collaborative programming is a widely adopted classroom activity to encourage peer scaffolding, yet real-time collaboration often breaks down into parallel individual work with minimal interaction. Our formative studies reveal that even when students want to collaborate, they are held back by the effort required to understand a teammate's entire problem at once. We present Canary, a system that supports peer scaffolding by breaking down programming obstacles into smaller steps tailored to a student's skill level. Canary alerts potential helpers to specific places where they can start, using AI to turn complex problems into a step-by-step ladder that starts with easy fixes before moving toward harder logic. By providing this gradual ramp-up, Canary enables students to make quick contributions and progressively work toward solving their peers' problems. Our evaluation shows that this staged approach makes helping feel less overwhelming, leading to more frequent and effective collaboration among students.

cs.HC↗

Workshop Paper: An empirical study to understand how students use ChatGPT for writing essays and how it affects their ownership

This paper was a Workshop Paper. See the full paper which will be presented at CHI 2026: arXiv:2501.10551; As large language models (LLMs) become more powerful and ubiquitous, systems like ChatGPT are increasingly used by students to help them with writing tasks. To better understand how these tools are used, we investigate how students might use an LLM for essay writing, for example, to study the queries asked to ChatGPT and the responses that ChatGPT gives. To that end, we plan to conduct a user study that will record the user writing process and present them with the opportunity to use ChatGPT as an AI assistant. This study's findings will help us understand how these tools are used and how practitioners -- such as educators and essay readers -- should consider writing education and evaluation based on essay writing.

cs.HC↗

An Empirical Study to Understand How Students Use ChatGPT for Writing Essays

As large language models (LLMs) advance and become widespread, students increasingly turn to systems like ChatGPT for assistance with writing tasks. Educators are concerned with students' usage of ChatGPT beyond cheating; using ChatGPT may reduce their critical engagement with writing, hindering students' learning processes. The negative or positive impact of using LLM-powered tools for writing will depend on how students use them; however, how students use ChatGPT remains largely unknown, resulting in a limited understanding of its impact on learning. To better understand how students use these tools, we conducted an online study $(n=70)$ where students were given an essay-writing task using a custom platform we developed to capture the queries they made to ChatGPT. To characterize their ChatGPT usage, we categorized each of the queries students made to ChatGPT. We then analyzed the relationship between ChatGPT usage and a variety of other metrics, including students' self-perception, attitudes towards AI, and the resulting essay itself. We found that factors such as gender, race, and perceived self-efficacy can help predict different AI usage patterns. Additionally, we found that different usage patterns were associated with varying levels of enjoyment and perceived ownership over the essay. The results of this study contribute to discussions about how writing education should incorporate generative AI-powered tools in the classroom.

cs.HC↗

Toward Integrated Solutions: A Systematic Interdisciplinary Review of Cybergrooming Research

Cybergrooming exploits minors through online trust-building, yet research remains fragmented, limiting holistic prevention. Social sciences focus on behavioral insights, while computational methods emphasize detection, but their integration remains insufficient. This review systematically synthesizes both fields using the PRISMA framework to enhance clarity, reproducibility, and cross-disciplinary collaboration. Findings show that qualitative methods offer deep insights but are resource-intensive, machine learning models depend on data quality, and standard metrics struggle with imbalance and cultural nuances. By bridging these gaps, this review advances interdisciplinary cybergrooming research, guiding future efforts toward more effective prevention and detection strategies.

cs.CY↗

StagePilot: Stage-Level Planning for Long-Horizon Dialogue Simulation in Cybergrooming

Cybergrooming is an evolving threat to youth, requiring proactive educational interventions. We address this by modeling dialogue progression as a structured planning problem over stage-wise interactions. We propose StagePilot, a dialogue framework that separates stage-level planning from response generation, in which the model selects the next stage under constrained transitions and generates responses conditioned on it, enabling coherent and realistic progression. Reinforcement learning is used to learn stage-level policies from offline data, optimizing for both emotional alignment and goal-consistent progression. Our empirical experiments show that StagePilot generates more structured, coherent dialogue trajectories and reduces conversational stagnation compared to baselines; notably, the IQL+AWAC variant reaches the final stage more often while maintaining over 70% positive or neutral responses, yielding a 43% relative improvement.

cs.LG↗

NIRVANA: A Comprehensive Dataset for Reproducing How Students Use Generative AI for Essay Writing

With the rapid adoption of AI writing assistants in education, educators and researchers need empirical evidence to understand the impact on student writing and inform effective pedagogical design. Despite widespread use, we lack systematic understanding of how students engage with these tools during authentic writing tasks: when they seek assistance, what they ask, and how they incorporate AI-generated content into their essays. This gap limits evidence-based policy development and rigorous evaluation of generative AI's learning effects. To address this gap, we introduce NIRVANA, a dataset capturing how university students use generative AI while writing an analytical essay. The dataset includes 77 students who completed an essay task with access to ChatGPT, recording keystroke-level writing behavior, full ChatGPT conversation histories, and all text copied from ChatGPT, enabling a complete reconstruction of the writing process and revealing how AI assistance shapes student work. Our analysis identifies key behavioral patterns, including variation in ChatGPT query frequency and its relationship to essay characteristics such as length and readability. We identify four writing profiles based on students' contribution and revision patterns: Lead Authors, Collaborators, Drafters, and Vibe Writers. To support deeper investigation, we developed a replay interface that reconstructs the writing process; qualitative analysis of sampled replays demonstrates how this tool enables systematic examination of student-AI interactions.

cs.HC↗

2026 Roadmap on Artificial Intelligence and Machine Learning for Smart Manufacturing

The evolution of artificial intelligence (AI) and machine learning (ML) is reshaping smart manufacturing by providing new capabilities for efficiency, adaptability, and autonomy across industrial value chains. However, the deployment of AI and ML in industrial settings still faces critical challenges, including the complexity of industrial big data, effective data management, integration with heterogeneous sensing and control systems, and the demand for trustworthy, explainable, and reliable operation in high-stakes industrial environments. In this roadmap, we present a comprehensive perspective on the foundations, applications, and emerging directions of AI and ML in smart manufacturing. It is structured in three parts. The first highlights the foundations and trends that frame the evolution of AI in smart manufacturing. The second focuses on key topics where AI is already enabling advances, including industrial big data analytics, advanced sensing and perception, autonomous systems, additive and laser-based manufacturing, digital twins, robotics, supply chain and logistics optimization, and sustainable manufacturing. The third section explores non-traditional ML approaches that are opening new frontiers, such as physics-informed AI, generative AI, semantic AI, advanced digital twins, explainable AI, RAMS, data-centric metrology, LLMs, and foundation models for highly connected and complex manufacturing systems. By identifying both opportunities and remaining barriers across these areas, this roadmap outlines the advances needed in methods, integration strategies, and industrial adoption. We hope this roadmap will serve as a guide for researchers, engineers, and practitioners to accelerate innovation, align academic and industrial priorities, and ensure that AI-driven smart manufacturing delivers reliable, sustainable, and scalable impact for the future of manufacturing ecosystems.

cs.AI↗

From Vulnerable to Resilient: Examining Parent and Teen Perceptions on How to Respond to Unwanted Cybergrooming Advances

Cybergrooming is a form of online abuse that threatens teens' mental health and physical safety. Yet, most prior work has focused on detecting perpetrators' behaviors, leaving a limited understanding of how teens might respond to such unwanted advances. To address this gap, we conducted an online survey with 74 participants -- 51 parents and 23 teens -- who responded to simulated cybergrooming scenarios in two ways: responses that they think would make teens more vulnerable or resilient to unwanted sexual advances. Through a mixed-methods analysis, we identified four types of vulnerable responses (encouraging escalation, accepting an advance, displaying vulnerability, and negating risk concern) and four types of protective strategies (setting boundaries, directly declining, signaling risk awareness, and leveraging avoidance techniques). As the cybergrooming risk escalated, both vulnerable responses and protective strategies showed a corresponding progression. This study contributes a teen-centered understanding of cybergrooming, a labeled dataset, and a stage-based taxonomy of perceived protective strategies, while offering implications for educational programs and sociotechnical interventions.

cs.HC↗

"Having Lunch Now": Understanding How Users Engage with a Proactive Agent for Daily Planning and Self-Reflection

Conversational agents have been studied as tools to scaffold planning and self-reflection for productivity and well-being. While prior work has demonstrated positive outcomes, we still lack a clear understanding of what drives these results and how users behave and communicate with agents that act as coaches rather than assistants. Such understanding is critical for designing interactions in which agents foster meaningful behavioral change. We conducted a 14-day longitudinal study with 12 participants using a proactive agent that initiated regular check-ins to support daily planning and reflection. Our findings reveal diverse interaction patterns: participants accepted or negotiated suggestions, developed shared mental models, reported progress, and at times resisted or disengaged. We also identified problematic aspects of the agent's behavior, including rigidity, premature turn-taking, and overpromising. Our work contributes to understanding how people interact with a proactive, coach-like agent and offers design considerations for facilitating effective behavioral change.

cs.HC↗

CHOIR: A Chatbot-mediated Organizational Memory Leveraging Communication in University Research Labs

University research labs often rely on chat-based platforms for communication and project management, where valuable knowledge surfaces but is easily lost in message streams. Documentation can preserve knowledge, but it requires ongoing maintenance and is challenging to navigate. Drawing on formative interviews that revealed organizational memory challenges in labs, we designed CHOIR, an LLM-based chatbot that supports organizational memory through four key functions: document-grounded Q\&A, Q\&A sharing for follow-up discussion, knowledge extraction from conversations, and AI-assisted document updates. We deployed CHOIR in four research labs for one month (n=21), where the lab members asked 107 questions and lab directors updated documents 38 times in the organizational memory. Our findings reveal a privacy-awareness tension: questions were asked privately, limiting directors' visibility into documentation gaps. Students often avoided contribution due to challenges in generalizing personal experiences into universal documentation. We contribute design implications for privacy-preserving awareness and supporting context-specific knowledge documentation.

cs.HC↗

LingoQ: Bridging the Gap between EFL Learning and Work through AI-Generated Work-Related Quizzes

Non-native English speakers performing English-related tasks at work struggle to sustain EFL learning, despite their motivation. Often, study materials are disconnected from their work context. Our formative study revealed that reviewing work-related English becomes burdensome with current systems, especially after work. Although workers rely on LLM-based assistants to address their immediate needs, these interactions may not directly contribute to their English skills. We present LingoQ, an AI-mediated system that allows workers to practice English using quizzes generated from their LLM queries during work. LingoQ leverages these on-the-fly queries using AI to generate personalized quizzes that workers can review and practice on their smartphones. We conducted a three-week deployment study with 28 EFL workers to evaluate LingoQ. Participants valued the quality-assured, work-situated quizzes and constantly engaging with the app during the study. This active engagement improved self-efficacy and led to learning gains for beginners and, potentially, for intermediate learners. Drawing on these results, we discuss design implications for leveraging workers' growing reliance on LLMs to foster proficiency and engagement while respecting work boundaries and ethics.

cs.HC↗

"Are we writing an advice column for Spock here?" Understanding Stereotypes in AI Advice for Autistic Users

Autistic individuals sometimes disclose autism when asking LLMs for social advice, hoping for more personalized responses. However, they also recognize that these systems may reproduce stereotypes, raising uncertainty about the risks and benefits of disclosure. We conducted a mixed-methods study combining a large-scale LLM audit experiment with interviews involving 11 autistic participants. We developed a six-step pipeline operationalizing 12 documented autism stereotypes into decision-making scenarios framed as users requesting advice (e.g., "Should I do A or B?"). We generated 345,000 responses from six LLMs and measured how advice shifted when prompts disclosed autism versus when they did not. When autism was disclosed, LLMs disproportionately recommended avoiding stereotypically stressful situations, including social events, confrontations, new experiences, and romantic relationships. While some participants viewed this as affirming, others criticized it as infantilizing or undermining opportunities for growth. Our study illuminates how the intermingling of affirmation and stereotyping complicates the personalization of LLMs.

cs.HC↗

Designing Human-AI Collaboration to Support Learning in Counterspeech Writing

Online hate speech has become increasingly prevalent on social media, causing harm to individuals and society. While automated content moderation has received considerable attention, user-driven counterspeech remains a less explored yet promising approach. However, many people face difficulties in crafting effective responses. We introduce CounterQuill, a human-AI collaborative system that helps everyday users with writing empathetic counterspeech - not by generating automatic replies, but by educating them through reflection and response. CounterQuill follows a three-stage workflow grounded in computational thinking: (1) a learning session to build understanding of hate speech and counterspeech, (2) a brainstorming session to identify harmful patterns and ideate counterspeech ideas, and (3) a co-writing session that helps users refine their counter responses while preserving personal voice. Through a user study (N = 20), we found that CounterQuill helped participants develop the skills to brainstorm and draft counterspeech with confidence and control throughout the process. Our findings highlight how AI systems can scaffold complex communication tasks through structured, human-centered workflows that educate users on how to recognize, reflect on, and respond to online hate speech.

cs.HC↗

Dynamite: Real-Time Debriefing Slide Authoring through AI-Enhanced Multimodal Interaction

Facilitating class-wide debriefings after small-group discussions is a common strategy in ethics education. Instructor interviews revealed that effective debriefings should highlight frequently discussed themes and surface underrepresented viewpoints, making accurate representations of insight occurrence essential. Yet authoring presentations in real time is cognitively overwhelming due to the volume of data and tight time constraints. We present Dynamite, an AI-assisted system that enables semantic updates to instructor-authored slides during live classroom discussions. These updates are powered by semantic data binding, which links slide content to evolving discussion data, and semantic suggestions, which offer revision options aligned with pedagogical goals. In a within-subject in-lab study with 12 participants, Dynamite outperformed a text-based AI baseline in content accuracy and quality. Participants used voice and sketch input to quickly organize semantic blocks, then applied suggestions to accelerate refinement as data stabilized.

cs.HC↗

Designing Conversational AI to Support Think-Aloud Practice in Technical Interview Preparation for CS Students

One challenge in technical interviews is the think-aloud process, where candidates verbalize their thought processes while solving coding tasks. Despite its importance, opportunities for structured practice remain limited. Conversational AI offers potential assistance, but limited research explores user perceptions of its role in think-aloud practice. To address this gap, we conducted a study with 17 participants using an LLM-based technical interview practice tool. Participants valued AI's role in simulation, feedback, and learning from generated examples. Key design recommendations include promoting social presence in conversational AI for technical interview simulation, providing feedback beyond verbal content analysis, and enabling crowdsourced think-aloud examples through human-AI collaboration. Beyond feature design, we examined broader considerations, including intersectional challenges and potential strategies to address them, how AI-driven interview preparation could promote equitable learning in computing careers, and the need to rethink AI's role in interview practice by suggesting a research direction that integrates human-AI collaboration.

cs.HC↗