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Generative AI (GenAI) has introduced myriad opportunities and challenges for higher education. Anticipating this potential transformation requires understanding students' contextualised practices and norms around GenAI. We conducted semi-structured interviews with 26 students and 11 educators from diverse departments across two universities. Grounded in Strong Structuration Theory, we find diversity in students' uses and motivations for GenAI. Occurring in the context of unclear university guidelines, institutional fixation on plagiarism, and inconsistent educator communication, students' practices are informed by unspoken rules around appropriate use, GenAI limitations and reliance strategies, and consideration of agency and skills. Perceived impacts include changes in confidence, and concerns about skill development, relationships with educators, and plagiarism. Both groups envision changes in universities' attitude to GenAI, responsible use training, assessments, and integration of GenAI into education. We discuss socio-technical implications in terms of current and anticipated changes in the external and internal structures that contextualise students' GenAI use.

Avatars are edging into mainstream videoconferencing, but evaluation of how avatar animation modalities contribute to work meeting outcomes has been limited. We report a within-group videoconferencing experiment in which 68 employees of a global technology company, in 16 groups, used the same stylized avatars in three modalities (static picture, audio-animation, and webcam-animation) to complete collaborative decision-making tasks. Quantitatively, for meeting outcomes, webcam-animated avatars improved meeting effectiveness over the picture modality and were also reported to be more comfortable and inclusive than both other modalities. In terms of avatar satisfaction, there was a similar preference for webcam animation as compared to both other modalities. Our qualitative analysis shows participants expressing a preference for the holistic motion of webcam animation, and that meaningful movement outweighs realism for meeting outcomes, as evidenced through a systematic overview of ten thematic factors. We discuss implications for research and commercial deployment and conclude that webcam-animated avatars are a plausible alternative to video in work meetings., Comment: to be published in PACM HCI

Generative AI tools can help users with many tasks. One such task is data analysis, which is notoriously challenging for non-expert end-users due to its expertise requirements, and where AI holds much potential, such as finding relevant data sources, proposing analysis strategies, and writing analysis code. To understand how data analysis workflows can be assisted or impaired by generative AI, we conducted a study (n=15) using Bing Chat via participatory prompting. Participatory prompting is a recently developed methodology in which users and researchers reflect together on tasks through co-engagement with generative AI. In this paper we demonstrate the value of the participatory prompting method. We found that generative AI benefits the information foraging and sensemaking loops of data analysis in specific ways, but also introduces its own barriers and challenges, arising from the difficulties of query formulation, specifying context, and verifying results., Comment: Ian Drosos, Advait Sarkar, Xiaotong Xu, Carina Negreanu, Sean Rintel, and Lev Tankelevitch. 2024. "It's like a rubber duck that talks back": Understanding Generative AI-Assisted Data Analysis Workflows through a Participatory Prompting Study. In Proceedings of the 3rd Annual Meeting of the Symposium on Human-Computer Interaction for Work (CHIWORK 2024)

Effective meetings are effortful, but traditional videoconferencing systems offer little support for reducing this effort across the meeting lifecycle. Generative AI (GenAI) has the potential to radically redefine meetings by augmenting intentional meeting behaviors. CoExplorer, our novel adaptive meeting prototype, preemptively generates likely phases that meetings would undergo, tools that allow capturing attendees' thoughts before the meeting, and for each phase, window layouts, and appropriate applications and files. Using CoExplorer as a technology probe in a guided walkthrough, we studied its potential in a sample of participants from a global technology company. Our findings suggest that GenAI has the potential to help meetings stay on track and reduce workload, although concerns were raised about users' agency, trust, and possible disruption to traditional meeting norms. We discuss these concerns and their design implications for the development of GenAI meeting technology., Comment: DIS 2024

Ineffective meetings due to unclear goals are major obstacles to productivity, yet support for intentionality is surprisingly scant in our meeting and allied workflow technologies. To design for intentionality, we need to understand workers' attitudes and practices around goals. We interviewed 21 employees of a global technology company and identified contrasting mental models of meeting goals: meetings as a means to an end, and meetings as an end in themselves. We explore how these mental models impact how meeting goals arise, goal prioritization, obstacles to considering goals, and how lack of alignment around goals may create tension between organizers and attendees. We highlight the challenges in balancing preparation, constraining scope, and clear outcomes, with the need for intentional adaptability and discovery in meetings. Our findings have implications for designing systems which increase effectiveness in meetings by catalyzing intentionality and reducing tension in the organisation of meetings.

Generative AI (GenAI) systems offer opportunities to increase user productivity in many tasks, such as programming and writing. However, while they boost productivity in some studies, many others show that users are working ineffectively with GenAI systems and losing productivity. Despite the apparent novelty of these usability challenges, these 'ironies of automation' have been observed for over three decades in Human Factors research on the introduction of automation in domains such as aviation, automated driving, and intelligence. We draw on this extensive research alongside recent GenAI user studies to outline four key reasons for productivity loss with GenAI systems: a shift in users' roles from production to evaluation, unhelpful restructuring of workflows, interruptions, and a tendency for automation to make easy tasks easier and hard tasks harder. We then suggest how Human Factors research can also inform GenAI system design to mitigate productivity loss by using approaches such as continuous feedback, system personalization, ecological interface design, task stabilization, and clear task allocation. Thus, we ground developments in GenAI system usability in decades of Human Factors research, ensuring that the design of human-AI interactions in this rapidly moving field learns from history instead of repeating it.

Generative AI (GenAI) systems offer unprecedented opportunities for transforming professional and personal work, yet present challenges around prompting, evaluating and relying on outputs, and optimizing workflows. We argue that metacognition$\unicode{x2013}$the psychological ability to monitor and control one's thoughts and behavior$\unicode{x2013}$offers a valuable lens to understand and design for these usability challenges. Drawing on research in psychology and cognitive science, and recent GenAI user studies, we illustrate how GenAI systems impose metacognitive demands on users, requiring a high degree of metacognitive monitoring and control. We propose these demands could be addressed by integrating metacognitive support strategies into GenAI systems, and by designing GenAI systems to reduce their metacognitive demand by targeting explainability and customizability. Metacognition offers a coherent framework for understanding the usability challenges posed by GenAI, and provides novel research and design directions to advance human-AI interaction.

Workplace meetings are vital to organizational collaboration, yet relatively little progress has been made toward measuring meeting effectiveness and inclusiveness at scale. The recent rise in remote and hybrid meetings represents an opportunity to do so via computer-mediated communication (CMC) systems. Here, we share the results of an effective and inclusive meetings survey embedded within a CMC system in a diverse set of companies and organizations. We correlate the survey results with objective metrics available from the CMC system to identify the generalizable attributes that characterize perceived effectiveness and inclusiveness in meetings. Additionally, we explore a predictive model of meeting effectiveness and inclusiveness based solely on objective meeting attributes. Lastly, we show challenges and discuss solutions around the subjective measurement of meeting experiences. To our knowledge, this is the largest data-driven study conducted after the pandemic peak to measure, understand, and predict effectiveness and inclusiveness in real-world meetings at an organizational scale.

The Speech Bubbles (SB) intervention is a Key Stage 1 (KS1) drama and storytelling intervention aimed at supporting children's communication skills, confidence and wellbeing. The intervention was targeted at pupils aged 5-7 in KS1 (Year 1 or Year 2) in primary schools in England, who had been identified by their teachers as having difficulties with, or lacking confidence in, communicating, or having poor attention and listening skills. This impact evaluation consisted of an individually randomised controlled trial (RCT). Year 1 and Year 2 pupils with poor communication skills (as identified by teachers using SB referral guidance) were randomly allocated to either receive the SB programme (treatment arm), or continue with their curriculum as normal (control arm). Pupils in the two arms were compared on reading attainment and oral communication as two primary outcomes, and on social skills and creative self-efficacy as two secondary outcomes. Assuming successful randomisation, an RCT is the least biased method to estimate intervention effects and make causal inferences. In the implementation and process evaluation (IPE), multiple sources of data were collected and triangulated from six case study schools to answer the research questions. This consisted of semi-structured interviews with four staff members at each case study school, unstructured interviews with participating children, an observation of an SB lesson, a survey for teaching assistants (TAs), review of intervention manuals and guidance, and collection of administrative data. [This report was produced with the Behavioural Insights Team of the University College London (UCL) (United Kingdom), Institute of Education (IOE). The Royal Society of Arts (RSA) contributed to funding for this evaluation.]