arXiv subjects

Zhitong Guan

Publications and source records attributed to Zhitong Guan.

6 recordsLinked to original sources

arXiv2026

Envisioning Sensemaking in Multi-Human, Multi-Agent Collaborative Knowledge Work

Sensemaking is central to knowledge work, where people search, evaluate, interpret, and use information over time to construct durable understanding. The rise of generative AI has begun to reshape this process: GenAI systems now perform interpretive functions such as summarization, synthesis, and thematic grouping that knowledge workers have traditionally carried out themselves. In collaborative settings, these shifts compound, complicating how teams divide interpretive labor, trust one another's contributions, and negotiate shared understanding. In this position paper, we examine how GenAI reshapes sensemaking in collaborative knowledge work and propose five design principles for multi-human, multi-agent collaborative sensemaking: dynamic multi-layer information representations, active identification and bridging of gaps in understanding, critical engagement with information, verifiability, and accountability. Building on these principles, we introduce a conceptual framework for a dynamic shared representational workspace in which knowledge workers and specialized AI agents jointly gather evidence, schematize, hypothesize, and pursue collaborative goals. Through a partner agent, a shared space agent, and an orchestrator agent, the framework preserves the provenance and authorship of contributions and traces the evolution of both individual and shared interpretations, supporting coherent, negotiated knowledge construction that current generative AI systems tend to obscure.

cs.HC↗

arXiv2026

MetaCues: Enabling Critical Engagement with Generative AI for Information Seeking and Sensemaking

Generative AI (GenAI) search tools are increasingly used for information seeking, yet their design tends to encourage cognitive offloading, which may lead to passive engagement, selective attention, and informational homogenization. Effective use requires metacognitive engagement to craft good prompts, verify AI outputs, and critically engage with information. We developed MetaCues, a novel GenAI-based interactive tool for information seeking that delivers metacognitive cues alongside AI responses and a note-taking interface to guide users' search and associated learning. Through an online study (N = 146), we compared MetaCues to a baseline tool without cues, across two broad search topics that required participants to explore diverse perspectives in order to make informed judgments. Preliminary findings regarding participants' search behavior show that MetaCues leads to increased confidence in attitudinal judgments about the search topic as well as broader inquiry, with the latter effect emerging primarily for the topic that was less controversial and with which participants had relatively less familiarity. Accordingly, we outline directions for future qualitative exploration of search interactions and inquiry patterns.

cs.HC↗

arXiv2026

Enhancing Critical Thinking in Generative AI Search with Metacognitive Prompts

The growing use of Generative AI (GenAI) conversational search tools has raised concerns about their effects on people's metacognitive engagement, critical thinking, and learning. As people increasingly rely on GenAI to perform tasks such as analyzing and applying information, they may become less actively engaged in thinking and learning. This study examines whether metacognitive prompts - designed to encourage people to pause, reflect, assess their understanding, and consider multiple perspectives - can support critical thinking during GenAI-based search. We conducted a user study (N=40) with university students to investigate the impact of metacognitive prompts on their thought processes and search behaviors while searching with a GenAI tool. We found that these prompts led to more active engagement, prompting students to explore a broader range of topics and engage in deeper inquiry through follow-up queries. Students reported that the prompts were especially helpful for considering overlooked perspectives, promoting evaluation of AI responses, and identifying key takeaways. Additionally, the effectiveness of these prompts was influenced by students' metacognitive flexibility. Our findings highlight the potential of metacognitive prompts to foster critical thinking and provide insights for designing and implementing metacognitive support in human-AI interactions.

cs.HC↗

arXiv2025

Evolving Paradigms in Task-Based Search and Learning: A Comparative Analysis of Traditional Search Engine with LLM-Enhanced Conversational Search System

Large Language Models (LLMs) are rapidly reshaping information retrieval by enabling interactive, generative, and inference-driven search. While traditional keyword-based search remains central to web and academic information access, it often struggles to support multi-step reasoning and exploratory learning tasks. LLM-powered search interfaces, such as ChatGPT and Claude, introduce new capabilities that may influence how users formulate queries, navigate information, and construct knowledge. However, empirical understanding of these effects is still limited. This study compares search behavior and learning outcomes in two environments: a standard search engine and an LLM-powered search system. We investigate (1) how search strategies, query formulation, and evaluation behaviors differ across systems, and (2) how LLM use affects comprehension, knowledge integration, and critical thinking during search-based learning tasks. Findings offer insight into how generative AI shapes information-seeking processes and contribute to ongoing discussions in information retrieval, human-AI interaction, and technology-supported learning.

cs.IR↗

arXiv2025

Protecting Human Cognition in the Age of AI

The rapid adoption of Generative AI (GenAI) is significantly reshaping human cognition, influencing how we engage with information, think, reason, and learn. This paper synthesizes existing literature on GenAI's effects on different aspects of human cognition. Drawing on Krathwohl's revised Bloom's Taxonomy and Dewey's conceptualization of reflective thought, we examine the mechanisms through which GenAI is affecting the development of different cognitive abilities. We focus on novices, such as students, who may lack both domain knowledge and an understanding of effective human-AI interaction. Accordingly, we provide implications for rethinking and designing educational experiences that foster critical thinking and deeper cognitive engagement.

cs.CY↗

arXiv2024

FetchAid: Making Parcel Lockers More Accessible to Blind and Low Vision People With Deep-learning Enhanced Touchscreen Guidance, Error-Recovery Mechanism, and AR-based Search Support

Parcel lockers have become an increasingly prevalent last-mile delivery method. Yet, a recent study revealed its accessibility challenges to blind and low-vision people (BLV). Informed by the study, we designed FetchAid, a standalone intelligent mobile app assisting BLV in using a parcel locker in real-time by integrating computer vision and augmented reality (AR) technologies. FetchAid first uses a deep network to detect the user's fingertip and relevant buttons on the touch screen of the parcel locker to guide the user to reveal and scan the QR code to open the target compartment door and then guide the user to reach the door safely with AR-based context-aware audio feedback. Moreover, FetchAid provides an error-recovery mechanism and real-time feedback to keep the user on track. We show that FetchAid substantially improved task accomplishment and efficiency, and reduced frustration and overall effort in a study with 12 BLV participants, regardless of their vision conditions and previous experience.

cs.HC↗