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Yoonsu Kim

Publications and source records attributed to Yoonsu Kim.

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Student-ChatGPT Interaction Visible: Designing a Teacher Dashboard for EFL Writing Education

We present a Prompt Analytics Dashboard (PAD) for teachers that can traces student-LLM interactions from EFL writing classes. PAD can show student prompt-response exchanges with LLM chatbot and English essay writing revision histories to support data-informed instruction and visibility in classes. Through two iterative co-design sessions with six EFL instructors, we distilled a compact trace taxonomy (misuse signals, goal-alignment cues, revision effort) and instantiated three interface views (overview, week/outcome filter, drill-down with evidence snippets). This pipeline summarizes potential misuse and alignment at class/cohort levels and attaches micro-explanations to reduce over-surveillance. Instructors reported reduced scanning burden and clearer timing for interventions.

cs.HC

Contexty: Capturing and Organizing In-situ Thoughts for Context-Aware AI Support

During complex knowledge work, people engage in iterative sensemaking: interpreting information, connecting ideas, and refining their understanding. Yet in current human-AI collaboration, these cognitive processes are difficult to share and organize for AI. They arise in situ and are rarely captured without interrupting the task, and even when expressed, remain scattered or reduced to system-generated summaries that fail to reflect users' cognitive processes. We address this challenge by enabling AI context that is grounded in users' cognitive traces and can be directly inspected and revised by the user. We first explore this through a probe system that supports in-situ snippet memoing, allowing users to easily share their cognitive moves. Our study (N=10) highlights the value of capturing such context and the challenge of organizing it once accumulated. We then present Contexty, which supports users in inspecting and refining these contexts to better reflect their understanding of the task. Our evaluation (N=12) showed that Contexty improved task awareness, thought structuring, and users' sense of authorship and control, with participants preferring snippet-grounded AI responses over non-grounded ones (78.1%). We discuss how capturing and organizing users' cognitive context enables AI as a context-aware collaborator while preserving user agency.

cs.HC

"When to Hand Off, When to Work Together": Expanding Human-Agent Co-Creative Collaboration through Concurrent Interaction

As agents move into shared workspaces and their execution becomes visible, human-agent collaboration faces a fundamental shift from sequential delegation to concurrent co-creation. This raises a new coordination problem: what interaction patterns emerge, and what agent capabilities are required to support them? Study 1 (N=10) revealed that process visibility naturally prompted concurrent intervention, but exposed a critical capability gap: agents lacked the collaborative context awareness needed to distinguish user feedback from independent parallel work. This motivated CLEO, a design probe that embodies this capability, interpreting concurrent user actions as feedback or independent work and adapting execution accordingly. Study 2 (N=10) analyzed 214 turn-level interactions, identifying a taxonomy of five action patterns and ten codes, along with six triggers and four enabling factors explaining when and why users shift between collaboration modes. Concurrent interaction appeared in 31.8% of turns. We present a decision model, design implications, and an annotated dataset, positioning concurrent interaction as what makes delegation work better.

cs.HC

IntentFlow: Investigating Fluid Dynamics of Intent Communication in Generative AI

Generative AI shifts interaction toward intent-based outcome specification, despite user intents being inherently vague, fluid, and evolving. While a growing body of HCI research has proposed diverse interaction techniques to support this process, there is limited understanding of what the key aspects of intent communication are and how they interplay to shape users' workflows. To bridge this gap, we first conduct a systematic literature review of 46 HCI papers and identify four core aspects of intent communication support: intent articulation, exploration, management, and synchronization. To investigate how these aspects interplay in practice, we developed IntentFlow, a research probe that embodies all four aspects for a writing task, and conducted a comparative study (N=12). Our action-level behavioral analysis reveals that comprehensive support enables verification-driven refinement and progressive intent curation, reduces cognitive effort, and improves users' sense of control and understanding of intent-output alignment. We conclude with design implications for building generative AI systems that support intent communication as a dynamic, iterative process.

cs.HC

Benchmarking Large Language Models for Diagnosing Students' Cognitive Skills from Handwritten Math Work

Students' handwritten math work provides a rich resource for diagnosing cognitive skills, as it captures intermediate reasoning beyond final answers. We investigate how current large language models (LLMs) perform in diagnosing cognitive skills from such work. However, student responses vary widely, often omitting steps or providing only vague, contextually implicit evidence. Despite recent advances in LLMs' multimodal and reasoning capabilities, their performance under such conditions remains underexplored. To address this gap, we constructed MathCog, a benchmark dataset containing 3,036 diagnostic verdicts across 639 student responses to 110 math problems, annotated by teachers using TIMSS-grounded cognitive skill checklists with evidential strength labels (Evident/Vague). Evaluating 18 LLMs, we find that (1) all models underperform (F1 < 0.5) regardless of capability, and (2) performance degrades sharply under vague evidence. Error analysis reveals systematic patterns: models frequently misattribute Vague evidence as Evident, overthink minimal cues, and hallucinate nonexistent evidence. We discuss implications for evidence-aware, teacher-in-the-loop designs for LLM-based cognitive diagnosis in educational settings.

cs.AI

Applying the Gricean Maxims to a Human-LLM Interaction Cycle: Design Insights from a Participatory Approach

While large language models (LLMs) are increasingly used to assist users in various tasks through natural language interactions, these interactions often fall short due to LLMs' limited ability to infer contextual nuances and user intentions, unlike humans. To address this challenge, we draw inspiration from the Gricean Maxims--human communication theory that suggests principles of effective communication--and aim to derive design insights for enhancing human-AI interactions (HAI). Through participatory design workshops with communication experts, designers, and end-users, we identified ways to apply these maxims across the stages of the HAI cycle. Our findings include reinterpreted maxims tailored to human-LLM contexts and nine actionable design considerations categorized by interaction stage. These insights provide a concrete framework for designing more cooperative and user-centered LLM-based systems, bridging theoretical foundations in communication with practical applications in HAI.

cs.HC

LLM-Driven Learning Analytics Dashboard for Teachers in EFL Writing Education

This paper presents the development of a dashboard designed specifically for teachers in English as a Foreign Language (EFL) writing education. Leveraging LLMs, the dashboard facilitates the analysis of student interactions with an essay writing system, which integrates ChatGPT for real-time feedback. The dashboard aids teachers in monitoring student behavior, identifying noneducational interaction with ChatGPT, and aligning instructional strategies with learning objectives. By combining insights from NLP and Human-Computer Interaction (HCI), this study demonstrates how a human-centered approach can enhance the effectiveness of teacher dashboards, particularly in ChatGPT-integrated learning.

cs.HC

Designing Prompt Analytics Dashboards to Analyze Student-ChatGPT Interactions in EFL Writing

While ChatGPT has significantly impacted education by offering personalized resources for students, its integration into educational settings poses unprecedented risks, such as inaccuracies and biases in AI-generated content, plagiarism and over-reliance on AI, and privacy and security issues. To help teachers address such risks, we conducted a two-phase iterative design process that comprises surveys, interviews, and prototype demonstration involving six EFL (English as a Foreign Language) teachers, who integrated ChatGPT into semester-long English essay writing classes. Based on the needs identified during the initial survey and interviews, we developed a prototype of Prompt Analytics Dashboard (PAD) that integrates the essay editing history and chat logs between students and ChatGPT. Teacher's feedback on the prototype informs additional features and unmet needs for designing future PAD, which helps them (1) analyze contextual analysis of student behaviors, (2) design an overall learning loop, and (3) develop their teaching skills.

cs.HC

Beyond Prompts: Learning from Human Communication for Enhanced AI Intent Alignment

AI intent alignment, ensuring that AI produces outcomes as intended by users, is a critical challenge in human-AI interaction. The emergence of generative AI, including LLMs, has intensified the significance of this problem, as interactions increasingly involve users specifying desired results for AI systems. In order to support better AI intent alignment, we aim to explore human strategies for intent specification in human-human communication. By studying and comparing human-human and human-LLM communication, we identify key strategies that can be applied to the design of AI systems that are more effective at understanding and aligning with user intent. This study aims to advance toward a human-centered AI system by bringing together human communication strategies for the design of AI systems.

cs.HC

Understanding Users' Dissatisfaction with ChatGPT Responses: Types, Resolving Tactics, and the Effect of Knowledge Level

Large language models (LLMs) with chat-based capabilities, such as ChatGPT, are widely used in various workflows. However, due to a limited understanding of these large-scale models, users struggle to use this technology and experience different kinds of dissatisfaction. Researchers have introduced several methods, such as prompt engineering, to improve model responses. However, they focus on enhancing the model's performance in specific tasks, and little has been investigated on how to deal with the user dissatisfaction resulting from the model's responses. Therefore, with ChatGPT as the case study, we examine users' dissatisfaction along with their strategies to address the dissatisfaction. After organizing users' dissatisfaction with LLM into seven categories based on a literature review, we collected 511 instances of dissatisfactory ChatGPT responses from 107 users and their detailed recollections of dissatisfactory experiences, which we released as a publicly accessible dataset. Our analysis reveals that users most frequently experience dissatisfaction when ChatGPT fails to grasp their intentions, while they rate the severity of dissatisfaction related to accuracy the highest. We also identified four tactics users employ to address their dissatisfaction and their effectiveness. We found that users often do not use any tactics to address their dissatisfaction, and even when using tactics, 72% of dissatisfaction remained unresolved. Moreover, we found that users with low knowledge of LLMs tend to face more dissatisfaction on accuracy while they often put minimal effort in addressing dissatisfaction. Based on these findings, we propose design implications for minimizing user dissatisfaction and enhancing the usability of chat-based LLM.

cs.HC

LLM-as-a-tutor in EFL Writing Education: Focusing on Evaluation of Student-LLM Interaction

In the context of English as a Foreign Language (EFL) writing education, LLM-as-a-tutor can assist students by providing real-time feedback on their essays. However, challenges arise in assessing LLM-as-a-tutor due to differing standards between educational and general use cases. To bridge this gap, we integrate pedagogical principles to assess student-LLM interaction. First, we explore how LLMs can function as English tutors, providing effective essay feedback tailored to students. Second, we propose three metrics to evaluate LLM-as-a-tutor specifically designed for EFL writing education, emphasizing pedagogical aspects. In this process, EFL experts evaluate the feedback from LLM-as-a-tutor regarding quality and characteristics. On the other hand, EFL learners assess their learning outcomes from interaction with LLM-as-a-tutor. This approach lays the groundwork for developing LLMs-as-a-tutor tailored to the needs of EFL learners, advancing the effectiveness of writing education in this context.

cs.CL

RECIPE: How to Integrate ChatGPT into EFL Writing Education

The integration of generative AI in the field of education is actively being explored. In particular, ChatGPT has garnered significant interest, offering an opportunity to examine its effectiveness in English as a foreign language (EFL) education. To address this need, we present a novel learning platform called RECIPE (Revising an Essay with ChatGPT on an Interactive Platform for EFL learners). Our platform features two types of prompts that facilitate conversations between ChatGPT and students: (1) a hidden prompt for ChatGPT to take an EFL teacher role and (2) an open prompt for students to initiate a dialogue with a self-written summary of what they have learned. We deployed this platform for 213 undergraduate and graduate students enrolled in EFL writing courses and seven instructors. For this study, we collect students' interaction data from RECIPE, including students' perceptions and usage of the platform, and user scenarios are examined with the data. We also conduct a focus group interview with six students and an individual interview with one EFL instructor to explore design opportunities for leveraging generative AI models in the field of EFL education.

cs.HC