Generative AI shifts interaction toward intent-based outcome specification, despite inherently vague, fluid, and evolving intents. While HCI research has proposed diverse interaction techniques to support this process, how key aspects of intent communication interplay to shape users’ workflows remains underexplored. To bridge this gap, we 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.

Large language models (LLMs) are increasingly used as collaborative partners in writing. However, this raises a critical challenge of authorship, as users and models jointly shape text across interaction turns. Understanding authorship in this context requires examining users’ evolving internal states during collaboration, particularly self-efficacy and trust. Yet, the dynamics of these states and their associations with users’ prompting strategies and authorship outcomes remain underexplored. We examined these dynamics through a study of 302 participants in LLM-assisted writing, capturing interaction logs and turn-by-turn self-efficacy and trust ratings. Our analysis showed that collaboration generally decreased users’ self-efficacy while increasing trust. Participants who lost self-efficacy were more likely to ask the LLM to edit their work directly, whereas those who recovered self-efficacy requested more review and feedback. Furthermore, participants with stable self-efficacy showed higher actual and perceived authorship of the final text. Based on these findings, we propose design implications for understanding and supporting authorship in human-LLM collaboration.

In-game team communication in online multiplayer games has shown the potential to foster efficient collaboration and positive social interactions. Yet players often associate communication within ad hoc teams with frustration and wariness. Though previous works have quantitatively analyzed communication patterns at scale, few have identified the motivations of how a player makes in-the-moment communication decisions. In this paper, we conducted an observation study with 22 League of Legends players by interviewing them during Solo Ranked games on their use of four in-game communication media (chat, pings, emotes, votes). We performed thematic analysis to understand players' in-context assessment and perception of communication attempts. We demonstrate that players evaluate communication opportunities on proximate game states bound by player expectations and norms. Our findings illustrate players' tendency to view communication, regardless of its content, as a precursor to team breakdowns. We build upon these findings to motivate effective player-oriented communication design in online games.

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.

Research suggests that automatic speech recognition (ASR) systems, which automatically convert speech to text, show different performances according to various input classes (e.g., accent, age), requiring attention to building fairer AI systems that would perform similarly across various input classes. However, would an AI system with the same performance regardless of input classes really be perceived as fair enough? To this end, we investigate how listeners perceive the ASR system of the same result differently according to whether the speaker is a native speaker (NS) or a non-native speaker (NNS), which may lead to unfair situations. We conducted a study (n = 420), where participants were given one of the ten speech recordings with various accents of the same script along with the same captions. We found that even with the same ASR output, listeners perceive the ASR results differently. They found captions to be more useful for NNS's speech and blamed NNS more for the errors than NS. Based on the findings, we present design implications suggesting that we should take a step further than just achieving the same performance across various input classes to build a fair ASR system.

Online videos are a promising medium for older adults to learn. Yet, few studies have investigated what, how, and why they learn through online videos. In this study, we investigated older adults’ motivation, watching patterns, and difficulties in using online videos for learning by (1) running interviews with 13 older adults and (2) analyzing large-scale video event logs (N=41.8M) from a Korean Massive Online Open Course (MOOC) platform. Our results show that older adults (1) are motivated to learn practical topics, leading to less consumption of STEM domains than non-older adults, (2) watch videos with less interaction and watch a larger portion of a single video compared to non-older adults, and (3) face various difficulties (e.g., inconvenience arisen due to their unfamiliarity with technologies) that limit their learning through online videos. Based on the findings, we propose design guidelines for online videos and platforms targeted to support older adults’ learning.

Many people rely on tutorial videos when learning to perform tasks using complex software. Watching the video for instructions and applying them to target software requires frequent going back-and-forth between the two, which incurs cognitive overhead. Furthermore, users need to constantly compare the two to see if they are following correctly, as they are prone to missing out on subtle differences. We propose SoftVideo, a prototype system that helps users plan ahead before watching each step in tutorial videos and provides feedback and help to users on their progress. SoftVideo is powered by collective interaction data, as experiences of previous learners with the same goal can provide insights into how they learned from the tutorial. By identifying the difficulty and relatedness of each step from the interaction logs, SoftVideo provides information on each step such as its estimated difficulty, lets users know if they completed or missed a step, and suggests tips such as relevant steps when it detects users struggling. To enable such a data-driven system, we collected and analyzed video interaction logs and the associated Photoshop usage logs for two tutorial videos from 120 users. We then defined six metrics that portray the difficulty of each step, including the time taken to complete a step and the number of pauses in a step, which were also used to detect users’ struggling moments by comparing their progress to the collected data. To investigate the feasibility and usefulness of SoftVideo, we ran a user study with 30 participants where they performed a Photoshop task by following along a tutorial video with SoftVideo. Results show that participants could proactively and effectively plan their pauses and playback speed, and adjust their concentration level. They were also able to identify and recover from errors with the help SoftVideo provides.

Thanks to advanced sensing and logging technology, automatic personality assessment (APA) with users' behavioral data in the workplace is on the rise. While previous work has focused on building APA systems with high accuracy, little research has attempted to understand users' perception towards APA systems. To fill this gap, we take a mixed-methods approach: we (1) designed a survey (n=89) to understand users'social workplace behavior both online and offline and their privacy concerns; (2) built a research probe that detects personality from online and offline data streams with up to 81.3% accuracy, and deployed it for three weeks in Korea (n=32); and (3) conducted post-interviews (n=9). We identify privacy issues in sharing data and system-induced change in natural behavior as important design factors for APA systems. Our findings suggest that designers should consider the complex relationship between users' perception and system accuracy for a more user-centered APA design.