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Yi-Chieh Lee

Publications and source records attributed to Yi-Chieh Lee.

At least 19 recordsLinked to original sources

CompanionHarm: A Multi-Turn Benchmark for Detecting Harms in Real-World AI Companion Conversations

As AI companions become increasingly embedded in everyday life, there is an urgent need to detect harms that emerge in social and emotional human-AI interactions. Yet research in this area is constrained by the lack of real-world, multi-turn conversational datasets for operationalizing and evaluating harms that are relational and contextual. In this work, we introduce CompanionHarm, a publicly available benchmark dataset comprising 2,111 real-world, multi-turn conversations (14,051 utterances) between users and the AI companion Replika. 7,016 AI utterances were annotated independently by three annotators across 13 harmful behavior categories grounded in a taxonomy of AI companion harms, and the dataset includes both aggregated labels and annotator-level labels to support model evaluation and systematic disagreement analysis. Evaluations of seven large language models (LLMs) show that harm detection using multi-turn conversational context outperforms detection based on isolated utterances, although current LLMs still struggle to consistently integrate contextual cues, calibrate harm severity, and interpret relational boundaries. We also find substantial annotator disagreement for context-dependent harmful behaviors, with disagreement varying according to annotators' political affiliation, conversation length, and the utterance's position. Together, CompanionHarm provides a foundation for detecting socio-emotional harms in multi-turn human-AI conversations and for rigorously examining how such harms are interpreted by both humans and LLMs. Our dataset is available at https://github.com/HanMeng2004/CompanionHarm.

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Correct Yourself, Keep My Trust: How Self-Correction and Social Connection Shape Credibility in Social Chatbots

When social chatbots make mistakes, and they do, how they recover determines whether users trust them again. Social chatbots are increasingly integrated into everyday life, yet they remain prone to generating convincing but inaccurate information. The social connection they build with users makes such errors particularly consequential. We conducted a between-subjects experiment (N=120) comparing three error correction strategies: a webpage retraction, self-correction by the same social chatbot, and correction by an expert chatbot. Our results reveal two key findings. First, all three strategies corrected the error equally well, but only self-correction did so without damaging the chatbot's credibility: participants rated self-correcting chatbots significantly higher in both trustworthiness and perceived expertise than chatbots whose errors were corrected by external sources. Second, the strength of the user's social connection with the chatbot, measured through social attraction and self-disclosure, significantly predicted the magnitude of belief change, but only when the chatbot corrected itself. Outsourcing corrections to an external source severed this link entirely. These findings suggest that social chatbots should correct their own mistakes rather than outsource corrections, and that investing in social connection is a functional mechanism that amplifies correction effectiveness, not merely a design feature. We discuss implications for designing chatbots that maintain long-term credibility while effectively addressing their own errors.

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Reshaping Undergraduate Computer Science Education in the Generative AI Era

Generative AI represents a turning point for Computer Science (CS) education. In recent decades, post-secondary CS education has largely focused on what has been seen as practical software engineering skills: implementation-level programming, debugging, testing, and software design, analysis, and documentation. However, this framing is becoming less tenable as generative AI automates many of these tasks, challenging their centrality in CS education. To keep pace with advances in AI technology, CS curricula should consider a shift toward understanding and verifying AI-generated artifacts. This white paper outlines the findings of two international NUS-Google Workshops in Singapore, where we convened faculty members, industry practitioners, and students, and proposes a strategic response to reshape how CS should be taught at the undergraduate level. Based on the findings, we identify critical skills that must be preserved and those that are becoming less important. By incorporating these skills as "breadcrumbs," we can provide helpful nudges and engaging exercises within the current curriculum, enhancing learning experiences for everyone. We believe that to effectively prepare future computer science graduates, capable of creating, solving problems, and managing, as well as co-creating, artifacts with AI. It is important to consider a shift in curricula. Emphasizing system design, abstraction, and critical evaluation could greatly enhance their education and readiness for the challenges ahead. We propose prerequisites for solutions to reform CS education by fostering AI-native competencies, re-centering fundamental education, enhancing advanced pathways, embracing new pedagogies, and shifting institutional support.

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Understanding and Supporting Online Discussion with Opinionated Chatbots

Opinionated chatbots are increasingly present on online platforms and have the potential to shape public discourse by influencing individuals' viewpoints before they engage in discussions. Despite their growing presence, the impact of interacting with opinionated chatbots on subsequent online interactions remains largely unexplored. This study investigated how exposure to different types of opinionated chatbots, specifically those expressing opposing, reinforcing, or balanced viewpoints, affected participants' subsequent online discussions. In a controlled experiment with 83 participants, we found that interacting with an opinionated chatbot that consistently opposed participants' arguments led to greater shifts in opinion, indicating enhanced openness to revising one's initial stance. Conversely, participants who interacted with a chatbot that consistently reinforced their views were more likely to adopt more agreeable communication styles in subsequent conversations with others. Furthermore, interactions with different types of opinionated chatbots resulted in varying levels of trust, as well as different perceptions of chatbots and human interlocutors. Our findings indicate that opinionated chatbots can influence both individuals' opinions on social topics and their communication behaviors in online environments. This presents a trade-off for future designers seeking to facilitate cognitive flexibility in changing opinions while maintaining positive user experiences and trust in the chatbots during public discourse. We discuss the implications for designing opinionated chatbots to promote more constructive and less polarized online

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From Standard English to Singlish: A Retrieval-Augmented Approach for Code-Switched Creole Generation in Large Language Models

Code-switching in contact varieties like Singaporean English (Singlish) challenges natural language generation due to limited parallel data and rapid lexical evolution. We propose a retrieval-augmented generation (RAG) framework that externalizes dialectal knowledge into a curated lexicon, enabling controlled lexical code-switching without fine-tuning. Our approach retrieves candidate Singlish expressions and guides generation through sparse lexical substitution. Human evaluation with 164 Singaporean participants found RAG and zero-shot prompting equally natural and appropriate. Automatic analyses reveal different transformation regimes: zero-shot prompting induces extensive paraphrasing (median 23 token edits), whereas RAG performs minimal substitutions (median 1 edit) with higher semantic preservation (mean cosine similarity 0.978 vs. 0.926). Our results demonstrate that externalizing code-switching into lexical resources enables control and auditability without sacrificing perceived quality, offering practical advantages for rapidly evolving contact varieties.

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Designing with Tensions: Older Adults' Emotional Support-Seeking Under System-Level Constraints in Conversational AI

Older adults have increasingly turned to conversational AI as a source of emotional support. However, little is known about how emotionally supportive interactions are experienced in everyday use, particularly when AI systems limit, redirect, or intervene during these interactions. We interviewed 18 older adults about their experiences using conversational AI for emotional support, examining when they turn to AI, how they engage during emotionally vulnerable moments, and how they respond when support feels disrupted. Our findings show that older adults often rely on AI when other forms of social support feel inaccessible. However, current safety-related interventions can redirect interactions in ways that participants experience as interruptions to emotional engagement or as shifts in control away from them. Such disruptions can undermine older adults' ability to remain emotionally engaged and, in some cases, contribute to emotional distress. We discussed design implications for emotionally supportive conversational AI, emphasizing the need for safety interventions that are enacted within older adults' social contexts, align with users' emotional pacing, and preserve their sense of agency.

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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.

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Alleviating Linguistic and Interactional Anxiety of Non-Native Speakers in Multilingual Communication

Non-native speakers (NNSs) frequently encounter speaking difficulties in multilingual communication, where existing approaches have shown promise in facilitating NNSs' comprehension and participation in real-time communication. However, they often overlook providing direct speaking support, where anxiety stemming from linguistic inadequacy and uncertain communication dynamics are core issues. To address this, we introduce an AI tool with translation for real-time speaking support. It also builds a channel for mutual understanding with native speakers (NSs) to mitigate interactional anxiety. Through a within-subjects experiment involving 25 NNS-NS pairs (N = 50) on collaborative tasks, our findings suggest that the tool improved NNSs' speaking self-efficacy, reduced their interactional anxiety, and decreased their workload, particularly for NNSs with below-average language proficiency. Furthermore, NNSs reported a significant sense of support from their NS partners via the mutual understanding channel, and NSs also clearly perceived the NNSs' need for assistance and displayed a strong sense of communicative responsibility. This research underscores the potential of AI support in real-time NNS communication and the importance of promoting mutual understanding, culminating in actionable design insights for future work.

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Navigating Marginalization: Toward Justice-Oriented Socio-Technical Design for Parent-Child Learning among Southeast Asian Immigrant Mothers in Taiwan

This study investigates how Southeast Asian (SEA) immigrant mothers in Taiwan participate in their children's home-based learning. Drawing on semi-structured interviews and diary studies, we explore how these mothers navigate sociocultural constraints while fostering engagement and transmitting cultural values. Despite facing diminished agency and structural marginalization, mothers engage creatively in their children's everyday learning interactions. Guided by a justice-oriented lens, we identify various harms and propose design implications for socio-technical systems that center recognition, reciprocity, and accountability in parent-child learning at the individual, familial, and societal levels. Our contribution lies in foregrounding the role of intersectional identity in parent-child learning and proposing justice-oriented design directions that support the flourishing of immigrant mothers within socio-technical systems.

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ConvScale: Conversational Interviews for Scale-Aligned Measurement

Conversational interviews are commonly used to complement structured surveys by eliciting rich and contextualized responses, which are typically analyzed qualitatively. However, their potential contribution to quantitative measurement remains underexplored. In this paper, we introduce ConvScale, an AI-supported approach that transforms psychometric scales into natural conversational interviews while preserving the original measurement structure. Based on interview data, ConvScale predicts item-level scores and aggregates them to derive scale-based assessments. In a within-subjects study with 18 participants, our results show that ConvScale-derived scores align closely with participants' self-report scores at both the item and construct levels, while maintaining moderate internal reliability; however, the structural validity was inadequate. In light of this, we discussed the potential of supporting quantitative measurement through interviews and proposed implications for future designs.

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When Humans Don't Feel Like an Option: Contextual Factors That Shape When Older Adults Turn to Conversational AI for Emotional Support

Older adults are increasingly turning to conversational AI for emotional expression. While prior research has examined general attitudes toward AI companionship, little is known about the specific moments when and why older adults choose AI over close others for emotional support. This study addresses this gap by examining the moment-level conditions that shape these decisions in everyday life. Drawing on interviews with 18 older adults, we identify three contextual factors: temporal unavailability of human contacts, relational considerations around burden and evaluation, and self-presentation concerns tied to dignity and face-saving. Our findings reveal how age-related needs for independence, dignity, and valued self-presentation shape these everyday decisions. This work shifts attention from general patterns of AI use to the moment-level circumstances in which emotionally supportive engagement emerges. By foregrounding these situated dynamics, we provide an empirical foundation for context-sensitive responsible AI design and future research on emotional support-seeking in later life.

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Understanding Older Adults' Experiences of Support, Concerns, and Risks from Kinship-Role AI-Generated Influencers

AI-generated influencers are rapidly gaining popularity on Chinese short-video platforms, often adopting kinship-based roles such as AI grandchildren to attract older adults. Although this trend has raised public concern, little is known about the design strategies behind these influencers, how older adults experience them, and the benefits and risks involved. In this study, we combined social media analysis with interviews to unpack the above questions. Our findings show that influencers use both visual and conversational cues to enact kinship roles, prompting audiences to engage in kinship-based role-play. Interviews further show that these cues arouse emotional resonance, help fulfill older adults' informational and emotional needs, while also raising concerns about emotional displacement and unequal emotional investment. We highlight the complex relationship between virtual avatars and real family ties, shaped by broader sociocultural norms, and discuss how AI might strengthen social support for older adults while mitigating risks within cultural contexts.

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InterPilot: Exploring the Design Space of AI-assisted Job Interview Support for HR Professionals

Recruitment interviews are cognitively demanding interactions in which interviewers must simultaneously listen, evaluate candidates, take notes, and formulate follow-up questions. To better understand these challenges, we conducted a formative study with eight HR professionals, from which we derived key design goals for real-time AI support. Guided by these insights, we developed InterPilot, a prototype system that augments interviews through intelligent note-taking and post-interview summary, adaptive question generation, and real-time skill-evidence mapping. We evaluated the system with another seven HR professionals in mock interviews using a within-subjects design. Results show that InterPilot reduced documentation burden without increasing overall workload, but introduced usability trade-offs related to visual attention and interaction complexity. Qualitative findings further reveal tensions around trust and verification when AI suggests highly specific technical questions. We discuss implications for designing future real-time human-AI collaboration in professional settings, highlighting the need to balance assistance granularity, attentional demands, and human agency.

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Multi-Agent Systems Shape Social Norms for Prosocial Behavior Change

Social norm interventions are used promote prosocial behaviors by highlighting prevalent actions, but their effectiveness is often limited in heterogeneous populations where shared understandings of desirable behaviors are lacking. This study explores whether multi-agent systems can establish "virtual social norms" to encourage donation behavior. We conducted an online experiment where participants interacted with a group of agents to discuss donation behaviors. Changes in perceived social norms, conformity, donation behavior, and user experience were measured pre- and postdiscussion. Results show that multi-agent interactions effectively increased perceived social norms and donation willingness. Notably, in-group agents led to stronger perceived social norms, higher conformity, and greater donation increases compared to out-group agents. Our findings demonstrate the potential of multi-agent systems for creating social norm interventions and offer insights into leveraging social identity dynamics to promote prosocial behavior in virtual environments.

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Designing Computational Tools for Exploring Causal Relationships in Qualitative Data

Exploring causal relationships for qualitative data analysis in HCI and social science research enables the understanding of user needs and theory building. However, current computational tools primarily characterize and categorize qualitative data; the few systems that analyze causal relationships either inadequately consider context, lack credibility, or produce overly complex outputs. We first conducted a formative study with 15 participants interested in using computational tools for exploring causal relationships in qualitative data to understand their needs and derive design guidelines. Based on these findings, we designed and implemented QualCausal, a system that extracts and illustrates causal relationships through interactive causal network construction and multi-view visualization. A feedback study (n = 15) revealed that participants valued our system for reducing the analytical burden and providing cognitive scaffolding, yet navigated how such systems fit within their established research paradigms, practices, and habits. We discuss broader implications for designing computational tools that support qualitative data analysis.

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AI Personalization Paradox: Personalized AI Increases Superficial Engagement in Reading while Undermines Autonomy and Ownership in Writing

AI-assisted writing raises concerns about autonomy and ownership when benefiting writers. Personalization has been proposed as an effective solution while also risking writers' reliance on AI and behavior shifting. For better personalization design, existing studies rely on interaction and information solely within the writing phase; however, few studies have examined how reading behaviors can inform personalized writing. This study investigates the effects of integrating reading highlights for personalization on AI-assisted writing. A between-subjects study with 46 participants revealed that the personalization condition encouraged participants to produce more highlights. However, highlighting unexpectedly shifted from a sense-making strategy to an instrumental act of "feeding the AI," leading to significant reliance on AI and declines in writers' sense of autonomy, ownership, and self-credit. These findings indicate personalization risks in AI-assisted writing, emphasize the importance of personalization strategies, and provide design implications.

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ChatLearn: Leveraging AI to Transform Non-Native Speaker Communication Challenges as Language Learning Opportunities

Non-native speakers (NNSs) face significant language barriers in multilingual communication with native speakers (NSs). While AI-mediated communication (AIMC) tools offer efficient one-time assistance, they often overlook opportunities for NNSs' continuous language acquisition. We introduce ChatLearn, an enhanced AIMC system that leverages NNSs' communication difficulties as learning opportunities. Beyond comprehension and expression assistance, ChatLearn simultaneously captures NNSs' language challenges, and subsequently provides them with spaced review as the conversation progresses. We conducted a mixed-methods study using a communication task with 43 NNS-NS pairs, after which ChatLearn NNSs recalled significantly more expressions than the baseline group, while there was no substantial decline in communication experience. Our findings highlight the value of contextual learning in NNS-NS communication, providing a new direction for AIMC systems that foster both immediate collaboration and continuous language development.

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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.

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