LLMs as Academic Reading Companions: Extending HCI Through Synthetic Personae
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arXiv
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| Main Authors: | , |
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| Format: | Preprint |
| Published: |
2024
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| _version_ | 1866929297677090816 |
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| author | Chen, Celia Leitch, Alex |
| author_facet | Chen, Celia Leitch, Alex |
| contents | This position paper argues that large language models (LLMs) constitute promising yet underutilized academic reading companions capable of enhancing learning. We detail an exploratory study examining Claude from Anthropic, an LLM-based interactive assistant that helps students comprehend complex qualitative literature content. The study compares quantitative survey data and qualitative interviews assessing outcomes between a control group and an experimental group leveraging Claude over a semester across two graduate courses. Initial findings demonstrate tangible improvements in reading comprehension and engagement among participants using the AI agent versus unsupported independent study. However, there is potential for overreliance and ethical considerations that warrant continued investigation. By documenting an early integration of an LLM reading companion into an educational context, this work contributes pragmatic insights to guide development of synthetic personae supporting learning. Broader impacts compel policy and industry actions to uphold responsible design in order to maximize benefits of AI integration while prioritizing student wellbeing. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2403_19506 |
| institution | arXiv |
| publishDate | 2024 |
| record_format | arxiv |
| spellingShingle | LLMs as Academic Reading Companions: Extending HCI Through Synthetic Personae Chen, Celia Leitch, Alex Human-Computer Interaction This position paper argues that large language models (LLMs) constitute promising yet underutilized academic reading companions capable of enhancing learning. We detail an exploratory study examining Claude from Anthropic, an LLM-based interactive assistant that helps students comprehend complex qualitative literature content. The study compares quantitative survey data and qualitative interviews assessing outcomes between a control group and an experimental group leveraging Claude over a semester across two graduate courses. Initial findings demonstrate tangible improvements in reading comprehension and engagement among participants using the AI agent versus unsupported independent study. However, there is potential for overreliance and ethical considerations that warrant continued investigation. By documenting an early integration of an LLM reading companion into an educational context, this work contributes pragmatic insights to guide development of synthetic personae supporting learning. Broader impacts compel policy and industry actions to uphold responsible design in order to maximize benefits of AI integration while prioritizing student wellbeing. |
| title | LLMs as Academic Reading Companions: Extending HCI Through Synthetic Personae |
| topic | Human-Computer Interaction |
| url | https://arxiv.org/abs/2403.19506 |