arXiv subjects

Yeon Su Park

Publications and source records attributed to Yeon Su Park.

7 recordsLinked to original sources

arXiv2026

The Work Behind Delegation: A Framework for Supervising AI Coding Agents

As AI coding agents carry out development tasks with greater autonomy, developers are shifting from direct implementation toward supervising delegated work. Yet existing research offers limited understanding of how developers organize supervisory activities into connected workflows. Drawing on observations and workflow diagrams from 19 experienced developers, we reconfigure Sheridan's framework of human supervisory control into seven stages and the connecting loops for supervising AI coding agents. We applied the framework to public developer discussions on Reddit and found that supervisory demands extend across stages and that developers manage them by concentrating effort in planning, delegating supervisory work to other agents, and turning recurring guidance into reusable assets. Our framework provides a useful analytical lens for understanding how developers supervise AI coding agents by capturing how supervision is structured in agentic software development.

cs.HC↗

arXiv2026

When AI "Works," When Does Help Begin?: Intergenerational Support Around Older Adults' LLM Usage

LLMs are becoming part of everyday life, including for older adults (OAs). OAs often learn digital technologies with younger family members, who have traditionally served as "warm experts" providing trusted and personalized operational help. LLMs expand this role: family supporters may also help OAs judge appropriate uses, consider what information to disclose, assess the credibility of outputs, and decide when AI-generated advice is safe to act on. We conducted a formative qualitative study with six OAs and seven younger adults (YAs), using semi-structured interviews and scenario-based think-aloud activities. OA participants described using LLMs to lighten their recurring reliance on family, while preserving family as a selectively invoked support channel. However, because LLMs rarely produced visible operational breakdowns, YAs had limited signals for when support was actually needed. Instead, YAs relied on OAs' partial disclosures and negotiated intervention through general warnings and self-imposed action boundaries. As a result, family support often solved an immediate problem without leaving reusable calibration knowledge for future use. Based on these findings, we propose design implications for intergenerational LLM support (e.g., consentful help requests, learning-oriented family support that preserves OA task ownership).

cs.HC↗

arXiv2026

PapersPlease: A Benchmark for Evaluating Motivational Values of Large Language Models Based on ERG Theory

Evaluating the performance and biases of large language models (LLMs) through role-playing scenarios is becoming increasingly common, as LLMs often exhibit biased behaviors in these contexts. Building on this line of research, we introduce PapersPlease, a benchmark consisting of 3,700 moral dilemmas designed to investigate LLMs' decision-making in prioritizing various levels of human needs. In our setup, LLMs act as immigration inspectors deciding whether to approve or deny entry based on the short narratives of people. These narratives are constructed using the Existence, Relatedness, and Growth (ERG) theory, which categorizes human needs into three hierarchical levels. Our analysis of six LLMs reveals statistically significant patterns in decision-making, suggesting that LLMs encode implicit preferences. Additionally, our evaluation of the impact of incorporating social identities into the narratives shows varying responsiveness based on both motivational needs and identity cues, with some models exhibiting higher denial rates for marginalized identities. All data is publicly available at https://github.com/yeonsuuuu28/papers-please.

cs.CL↗

arXiv2026

Supporting Tutors in the Gig Economy with Automated Feedback: A Case Study on Ringle

The rise of online tutoring platforms in the gig economy has made education more scalable, flexible, and on-demand. These platforms rely on learner evaluations as the primary feedback for tutors and platforms. However, such feedback offers limited guidance for tutors' improvement and makes it difficult to monitor tutor quality at scale. To this end, we explored AI-powered automated feedback and how tutors perceive and respond to it. We deployed a research probe on Ringle, a popular online English tutoring platform, that analyzed tutors' lessons and provided automated feedback. We then surveyed 36 tutors about their experience. Our findings reveal that while tutors perceived automated feedback more negatively than learner feedback, they found it useful for self-monitoring and understanding platform expectations, though discrepancies between them often caused confusion. Based on these insights, we propose design considerations for feedback systems for online educational gig platforms.

cs.HC↗

arXiv2026

Authorship Drift: How Self-Efficacy and Trust Evolve During LLM-Assisted Writing

Large language models (LLMs) are increasingly used as collaborative partners in writing. However, this raises a critical challenge of authorship, as users and models jointly shape text across interaction turns. Understanding authorship in this context requires examining users' evolving internal states during collaboration, particularly self-efficacy and trust. Yet, the dynamics of these states and their associations with users' prompting strategies and authorship outcomes remain underexplored. We examined these dynamics through a study of 302 participants in LLM-assisted writing, capturing interaction logs and turn-by-turn self-efficacy and trust ratings. Our analysis showed that collaboration generally decreased users' self-efficacy while increasing trust. Participants who lost self-efficacy were more likely to ask the LLM to edit their work directly, whereas those who recovered self-efficacy requested more review and feedback. Furthermore, participants with stable self-efficacy showed higher actual and perceived authorship of the final text. Based on these findings, we propose design implications for understanding and supporting authorship in human-LLM collaboration.

cs.HC↗

arXiv2025

Understanding EFL Learners' Code-Switching and Teachers' Pedagogical Approaches in LLM-Supported Speaking Practice

For English as a Foreign Language (EFL) learners, code-switching (CSW), or alternating between their native language and the target language (English), can lower anxiety and ease communication barriers. Large language models (LLMs), with their multilingual abilities, offer new opportunities to support CSW in speaking practice. Yet, the pedagogical design of LLM-based tutors remains underexplored. To this end, we conducted a six-week study of LLM-mediated speaking practice with 20 Korean EFL learners, alongside a qualitative study with nine English teachers who designed and refined responses to learner CSW. Findings show that learners used CSW not only to bridge lexical gaps but also to express cultural and emotional nuance, prompting teachers to employ selective interventions and dynamic scaffolding strategies. We conclude with design implications for bilingual LLM-powered tutors that leverage teachers' expertise to transform CSW into meaningful learning opportunities.

cs.HC↗

arXiv2025

Less Talk, More Trust: Understanding Players' In-game Assessment of Communication Processes in League of Legends

In-game team communication in online multiplayer games has shown the potential to foster efficient collaboration and positive social interactions. Yet players often associate communication within ad hoc teams with frustration and wariness. Though previous works have quantitatively analyzed communication patterns at scale, few have identified the motivations of how a player makes in-the-moment communication decisions. In this paper, we conducted an observation study with 22 League of Legends players by interviewing them during Solo Ranked games on their use of four in-game communication media (chat, pings, emotes, votes). We performed thematic analysis to understand players' in-context assessment and perception of communication attempts. We demonstrate that players evaluate communication opportunities on proximate game states bound by player expectations and norms. Our findings illustrate players' tendency to view communication, regardless of its content, as a precursor to team breakdowns. We build upon these findings to motivate effective player-oriented communication design in online games.

cs.HC↗