Daily Papers

Generative AI (GenAI) has rapidly entered education, yet its user experience is often explained through adoption-oriented constructs such as usefulness, ease of use, and engagement. We argue that these constructs are no longer sufficient because systems such as ChatGPT do not merely support learning tasks but also participate in knowledge construction. Existing theories cannot explain why GenAI frequently produces experiences characterized by negotiated authority, redistributed cognition, and accountability tension. To address this gap, this paper develops the Human--AI Epistemic Partnership Theory (HAEPT), explaining the GenAI user experience as a form of epistemic partnership that features a dynamic negotiation of three interlocking contracts: epistemic, agency, and accountability. We argue that findings on trust, over-reliance, academic integrity, teacher caution, and relational interaction about GenAI can be reinterpreted as tensions within these contracts rather than as isolated issues. Instead of holding a single, stable view of GenAI, users adjust how they relate to it over time through calibration cycles. These repeated interactions account for why trust and skepticism often coexist and for how partnership modes describe recurrent configurations of human--AI collaboration across tasks. To demonstrate the usefulness of HAEPT, we applied it to analyze the UX of collaborative learning with AI speakers and AI-facilitated scientific argumentation, illustrating different contract configurations.

Urban assessments often compress diverse needs into single scores, which can obscure minority perspectives. We present a community-centered study in Montreal (n=35; wheelchair users, seniors, LGBTQIA2+ residents, and immigrants). Participants rated 20 streets (accessibility, inclusivity, aesthetics, practicality) and ranked 7 images on 12 interview-elicited criteria. Disagreement patterns were systematic in our sample: wheelchair users diverged most on accessibility and practicality; LGBTQIA2+ participants emphasized inclusion and liveliness; seniors prioritized security. Group discussion reduced information gaps but not value conflicts; ratings conveyed intensity, while rankings forced trade-offs. We then formalize negotiative alignment, a transparent, budget-aware bargaining procedure, and pilot it with role-played stakeholder agents plus a neutral mediator. Relative to the best base design under the same public rubric, the negotiated package increased total utility (21.10 to 24.55), raised the worst-group utility (3.20 to 3.90), improved twentieth percentile satisfaction (0.86 to 1.00; min-max normalized within the scenario), and reduced inequality (Gini 0.036 to 0.025). Treating disagreement as signal and reporting worst-group outcomes alongside totals may help planners and AI practitioners surface trade-offs and preserve minority priorities while maintaining efficiency.

Leveraging an established exercise in negotiation education, we build a novel dataset for studying how the use of language shapes bilateral bargaining. Our dataset extends existing work in two ways: 1) we recruit participants via behavioral labs instead of crowdsourcing platforms and allow participants to negotiate through audio, enabling more naturalistic interactions; 2) we add a control setting where participants negotiate only through alternating, written numeric offers. Despite the two contrasting forms of communication, we find that the average agreed prices of the two treatments are identical. But when subjects can talk, fewer offers are exchanged, negotiations finish faster, the likelihood of reaching agreement rises, and the variance of prices at which subjects agree drops substantially. We further propose a taxonomy of speech acts in negotiation and enrich the dataset with annotated speech acts. Our work also reveals linguistic signals that are predictive of negotiation outcomes.