TOWARDS HUMAN-AI-COLLABORATION IN BRAINSTORMING: EMPIRICAL INSIGHTS INTO THE PERCEPTION OF WORKING WITH A GENERATIVE AI

Groups of humans or crowds can be remarkable when coming up with ideas. However, not everyone has a group of humans at their disposal to brainstorm. With recent advances in AI, however, generative large language models (LLM) might be capable of contributing ideas in a brainstorming session, turning individual work of a human into joint work of human and AI. It is, however, unclear, how group effects known from human brainstorming groups transfer to such a human-AI setting. In our mixed-method study (qualitative emphasis) with 24 participants, we investigate how a human brainstorms together with the generative LLM ‘GPT-3’, and how they perceived their experience. Our results highlight known effects like cognitive stimulation but also a risk of free riding. We thereby contribute to the understanding of how generative AI, which is becoming broadly available, can be used to address the challenge of human-AI collaboration for solving open-ended problems

Complex Problem Solving through Human-AI Collaboration: Literature Review on Research Contexts

Solving complex problems has been proclaimed as one major challenge for hybrid teams of humans and artificial intelligence (AI) systems. Human-AI collaboration brings immense opportunities in these complex tasks, in which humans struggle, but full automation is also impossible. Understanding and designing human-AI collaboration for complex problem solving is a wicked and multifaceted research problem itself. We contribute to this emergent field by reviewing to what extent existing research on instantiated human-AI collaboration already addresses this challenge. After clarifying the two key concepts (complex problem solving and human-AI collaboration), we perform a systematic literature review. We extract research contexts and assess them considering different complexity features. We thereby provide an overview of existing and guidance for designing new, suitable research contexts for studying complex problem solving through human-AI collaboration and present an outlook for further work on this research challenge

Do pictures help to memorize? The influence of item presentation and executive functions on everyday memory in older adults

Ageing is associated with a declining memory performance. This phenomenon has been extensively investigated in different laboratory settings, while the transferability from laboratory findings to everyday life situations is rather unclear. In fact, everyday life situations have been found to enhance as well as impair older adults’ memory performance. The present study deals with the question which kind of factors influence memory performance of older adults during everyday life situations. Therefore, participants (70.16 ± 5.8 years) were exposed to a supermarket scenario. Their task was to collect previously presented objects in a specified order while objects were either presented as words or pictures in correct or randomized order. Additionally, participants performed the Stroop test, Trail making test and Bochumer Matrizen test, in order to determine a possible predictability of the performance of these tasks and everyday life performance. Results showed that older adults had more problems to memorize items in the more challenging (randomized item presentation) task but presentation via pictures could offset this effect

“Put your Hands up in the Air”? The interpersonal effects of pride and shame expressions on opponents and teammates

The aim of the present research was to investigate the interpersonal effects of pride and shame expressions amongst opponents and teammates in a soccer penalty scenario. Across a series of experiments using the point-light method, pride and shame expressions exerted strong effects upon observers' anticipated emotions, associated cognitions, and performance expectations. Using the Implicit Association Test (IAT) in two pilot studies we demonstrated that the created pride and shame point-light stimuli were implicitly associated with status and performance related attributes. In Experiment 1, observing pride expressions caused opponents to anticipate more negative emotions, cognitions, and lower performance expectancies toward their next performance in comparison with neutral expressions. In contrast, pride expressions led teammates to anticipate more positive emotions (i.e., pride and happiness), cognitions, and performance expectations toward their next performance than neutral expressions (Experiments 2–4). The results are discussed within the emotions as social information (EASI, Van Kleef, 2009) framework by arguing that the social context has to be taken into account when investigating the interpersonal effects of emotion expressions. In conclusion, the present research highlights the potential interpersonal influence of the nonverbal expressions of pride and shame in soccer penalty shootouts

Learning by Doing: Educators’ Perspective on an Illustrative Tool for AI-Generated Scaffolding for Students in Conceptualizing Design Science Research Studies

Design science research (DSR) is taught in university courses and used by students for their final theses. For successfully learning DSR, it is important to learn to apply it to real-world problems. However, students not only need to learn the new DSR paradigm (meta-level) but also need to develop an understanding of the problem domain (content-level). In this paper, we focus on content-level support (CLS), proposing an illustrative tool to aid students when learning to develop a conceptual design with DSR (e.g., for a prototype). Following the DSR paradigm, we deductively identify students’ issues and use the scaffolding approach to develop design requirements (DRs) and design principles (DPs). To offer AI-generated scaffolding, we use the generative language model (GLM) “GPT-3.” We evaluate our illustrative design through 13 expert interviews. Our results show that providing students with CLS is perceived to be helpful, but the interaction with the student needs to be designed carefully to circumvent unintended usage patterns. We contribute DPs and an illustrative instantiation thereof toward a DSR tool support ecosystem. More broadly, we contribute to the understanding of how humans can be supported by AI to solve problems, an important challenge in human-AI collaboration research

HUMAN-AI COLLABORATION IN CONCEPTUALIZING DESIGN SCIENCE RESEARCH STUDIES: PERCEIVED HELPFULNESS OF GENERATIVE LANGUAGE MODEL\u27S SUGGESTIONS

Solving complex problems was named a new challenge for research on human-AI collaboration. In our study we focus on a particular means to solving complex problems: design science research (DSR). We investigate whether AI, more specifically, generative language models (GLM), can support an individual in conceptualizing DSR studies by making helpful suggestions. To do so we use extracts of a published DSR study and have GPT-3, a GLM provide suggestions for aspects of this study. These suggestions are then evaluated in a survey (n=33) regarding their helpfulness. Results show that GLM suggestions are perceived to be helpful, with some variation depending on expertise. Reported interest in using such a tool in the future was high. Describing how GLM can offer helpful suggestions we contribute toward a DSR tool support ecosystem and, more generally, towards knowledge on how humans and (generative) AI systems can team up to solve complex problems

Der Einfluss von subklinischen epilepsietypischen Potentialen auf das Kurzzeitgedächtnis bei Kindern

Kinder mit subklinischen epilepsietypischen Potentialen leiden häufig unabhängig von einem manifesten Anfallsleiden unter Konzentrationsschwierigkeiten und Teilleistungsstörungen. Die vorliegende Arbeit untersuchte den Einfluss subklinischer Entladungen auf das Kurzzeitgedächtnis mit Hilfe einer EEG-gekoppelten, computerisierten Testbatterie. Es konnte zeitgleich mit dem Auftreten epilepsietypischer Potentiale kein negativer Effekt auf das Kurzzeitgedächtnis nachgewiesen werden. Somit konnte das Konzept der transienten kognitiven Störungen (transient cognitive impairment, TCI) nicht bestätigt werden

The role of different directions of attention on the extent of implicit perception in soccer penalty kicking

The role of different directions of attention on the extent of the off-center effect (penalty takers kick to the bigger side of the goal more often, although they explicitly perceive the goalkeeper in the center of the goal) was investigated for soccer penalty kicking. Regarding the directions of attention of the striker, two conflicting assumptions (attention is paid to the goalkeeper vs. attention is only spent on target) were directly contrasted. Participants viewed a goalkeeper standing either in the middle of the goal or being displaced by different distances to the left or right. In the goal-side-related instruction condition, participants had to indicate the greater goal side and already did so at above chance-level for small displacements of 0.1%, although they were not confident in their perceptual judgments, hinting at the occurrence of the off-center effect. They became mindful of displacements of 0.8% and larger when they indicated the goal side for kicking with greater confidence. In the goalkeeper-related instruction condition, participants were asked to choose a goal side for kicking, but only when they perceived the goalkeeper in the middle of the goal. Participants chose the greater goal side at above chance-level for small displacements of 0.2%. They became mindful of the displacement for a difference of 0.8%. However, when comparing the results of both instruction conditions statistically it turned out that the effect of different directions of attention on the off-center's extent differs from those previously reported. Participants were implicitly influenced by comparably small goalkeeper displacements, but became earlier aware of goalkeeper displacements in the goal-side-related instruction condition

The development of a method for identifying penalty kick strategies in association football

Penalty takers in association football adopt either a keeper-independent or a keeper-dependent strategy, with the benefits of the keeper-independent strategy presumed to be greater. Yet, despite its relevance for research and practitioners, thus far no method for identifying penalty kick strategies has been available. To develop a validated and reliable method, Experiment 1 assessed characteristics that observers should use to distinguish the two strategies. We asked participants to rate 12 characteristics of pre-recorded clips of kicks of penalty takers that used either a keeper-independent or keeper-dependent strategy. A logistic regression model identified three variables (attention to the goalkeeper, run-up fluency and kicking technique) that in combination predicted kick strategy in 92% of the penalties. We used the model in Experiment 2 to analyse prevalence and efficacy of both the strategies for penalty kicks in penalty shoot-outs during FIFA World Cups (1986–2010) and UEFA Football Championships (1984–2012). The keeper-independent strategy was used much more frequently (i.e., 78–86%) than the keeper-dependent strategy, but successes did not differ. Penalty takers should use both the strategies to be less predictable. Goalkeepers can use the developed model to improve their chances to succeed by adjusting their behaviour to penalty takers’ preferred penalty kick strategy