Agency in sustained human-AI chatbot talks emerges as co-constructed turn-by-turn through boundary-setting and intention-steering, organized in a new 3-by-4 framework of actors and actions.
How Can We Learn and Use AI at the Same Time?
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Participatory design with high school students and teachers around generative AI produced three practices for critical AI literacy: unsettling assumptions, mutual learning via complementary expertise, and grounding critique in cultural knowledge and creative practice.
Student-facilitated workshops in one design class produced AI policies highlighting double standards in disclosure requirements between students and faculty, demonstrating value in participatory governance.
citing papers explorer
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Does My Chatbot Have an Agenda? Understanding Human and AI Agency in Human-Human-like Chatbot Interaction
Agency in sustained human-AI chatbot talks emerges as co-constructed turn-by-turn through boundary-setting and intention-steering, organized in a new 3-by-4 framework of actors and actions.
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Emergent Technology, Emergent Critique: Students and Teachers Developing Critical AI Literacy through Participatory Design around Generative AI
Participatory design with high school students and teachers around generative AI produced three practices for critical AI literacy: unsettling assumptions, mutual learning via complementary expertise, and grounding critique in cultural knowledge and creative practice.
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Participatory, not Punitive: Student-Driven AI Policy Recommendations in a Design Classroom
Student-facilitated workshops in one design class produced AI policies highlighting double standards in disclosure requirements between students and faculty, demonstrating value in participatory governance.