GhostWriter: Augmenting Collaborative Human-AI Writing Experiences Through Personalization and Agency

Large language models (LLMs) are becoming more prevalent and have found a ubiquitous use in providing different forms of writing assistance. However, LLM-powered writing systems can frustrate users due to their limited personalization and control, which can be exacerbated when users lack experience with prompt engineering. We see design as one way to address these challenges and introduce GhostWriter, an AI-enhanced writing design probe where users can exercise enhanced agency and personalization. GhostWriter leverages LLMs to learn the user's intended writing style implicitly as they write, while allowing explicit teaching moments through manual style edits and annotations. We study 18 participants who use GhostWriter on two different writing tasks, observing that it helps users craft personalized text generations and empowers them by providing multiple ways to control the system's writing style. From this study, we present insights regarding people's relationship with AI-assisted writing and offer design recommendations for future work.

From User Surveys to Telemetry-Driven Agents: Exploring the Potential of Personalized Productivity Solutions

We present a comprehensive, user-centric approach to understand preferences in AI-based productivity agents and develop personalized solutions tailored to users' needs. Utilizing a two-phase method, we first conducted a survey with 363 participants, exploring various aspects of productivity, communication style, agent approach, personality traits, personalization, and privacy. Drawing on the survey insights, we developed a GPT-4 powered personalized productivity agent that utilizes telemetry data gathered via Viva Insights from information workers to provide tailored assistance. We compared its performance with alternative productivity-assistive tools, such as dashboard and narrative, in a study involving 40 participants. Our findings highlight the importance of user-centric design, adaptability, and the balance between personalization and privacy in AI-assisted productivity tools. By building on the insights distilled from our study, we believe that our work can enable and guide future research to further enhance productivity solutions, ultimately leading to optimized efficiency and user experiences for information workers.

Affective Conversational Agents: Understanding Expectations and Personal Influences

The rise of AI conversational agents has broadened opportunities to enhance human capabilities across various domains. As these agents become more prevalent, it is crucial to investigate the impact of different affective abilities on their performance and user experience. In this study, we surveyed 745 respondents to understand the expectations and preferences regarding affective skills in various applications. Specifically, we assessed preferences concerning AI agents that can perceive, respond to, and simulate emotions across 32 distinct scenarios. Our results indicate a preference for scenarios that involve human interaction, emotional support, and creative tasks, with influences from factors such as emotional reappraisal and personality traits. Overall, the desired affective skills in AI agents depend largely on the application's context and nature, emphasizing the need for adaptability and context-awareness in the design of affective AI conversational agents.

Where does a computer vision model make mistakes? Using interactive visualizations to find where and how CV models can improve

Creating Computer Vision (CV) models remains a complex and taxing practice for end-users to build, inspect, and improve these models. Interactive ML perspectives have helped address some of these issues by considering a teacher-in-the-loop where planning, teaching, and evaluating tasks take place. To improve the experience of end-users with various levels of ML expertise, we designed and evaluated two interactive visualizations in the context of Sprite, a system for creating CV classification and detection models for images originating from videos. We study how these visualizations, as part of the machine teaching loop, help users identify (evaluate) and select (plan) images where a model is struggling and improve the model being trained. We found that users who had used the visualizations found more images across a wider set of potential types of model errors, as well as in assessing and contrasting the prediction behavior of one or more models, thus reducing the potential effort required to improve a model.

NL-EDIT: Correcting semantic parse errors through natural language interaction

We study semantic parsing in an interactive setting in which users correct errors with natural language feedback. We present NL-EDIT, a model for interpreting natural language feedback in the interaction context to generate a sequence of edits that can be applied to the initial parse to correct its errors. We show that NL-EDIT can boost the accuracy of existing text-to-SQL parsers by up to 20% with only one turn of correction. We analyze the limitations of the model and discuss directions for improvement and evaluation. The code and datasets used in this paper are publicly available at http://aka.ms/NLEdit.

Machine Teaching: A New Paradigm for Building Machine Learning Systems

The current processes for building machine learning systems require practitioners with deep knowledge of machine learning. This significantly limits the number of machine learning systems that can be created and has led to a mismatch between the demand for machine learning systems and the ability for organizations to build them. We believe that in order to meet this growing demand for machine learning systems we must significantly increase the number of individuals that can teach machines. We postulate that we can achieve this goal by making the process of teaching machines easy, fast and above all, universally accessible. While machine learning focuses on creating new algorithms and improving the accuracy of "learners", the machine teaching discipline focuses on the efficacy of the "teachers". Machine teaching as a discipline is a paradigm shift that follows and extends principles of software engineering and programming languages. We put a strong emphasis on the teacher and the teacher's interaction with data, as well as crucial components such as techniques and design principles of interaction and visualization. In this paper, we present our position regarding the discipline of machine teaching and articulate fundamental machine teaching principles. We also describe how, by decoupling knowledge about machine learning algorithms from the process of teaching, we can accelerate innovation and empower millions of new uses for machine learning models.