"What's important here?": Opportunities and Challenges of Using LLMs in Retrieving Information from Web Interfaces

Large language models (LLMs) that have been trained on a corpus that includes large amount of code exhibit a remarkable ability to understand HTML code. As web interfaces are primarily constructed using HTML, we design an in-depth study to see how LLMs can be used to retrieve and locate important elements for a user given query (i.e. task description) in a web interface. In contrast with prior works, which primarily focused on autonomous web navigation, we decompose the problem as an even atomic operation - Can LLMs identify the important information in the web page for a user given query? This decomposition enables us to scrutinize the current capabilities of LLMs and uncover the opportunities and challenges they present. Our empirical experiments show that while LLMs exhibit a reasonable level of performance in retrieving important UI elements, there is still a substantial room for improvement. We hope our investigation will inspire follow-up works in overcoming the current challenges in this domain.

What Do I Hear? Generating Sounds for Visuals with ChatGPT

This short paper introduces a workflow for generating realistic soundscapes for visual media. In contrast to prior work, which primarily focus on matching sounds for on-screen visuals, our approach extends to suggesting sounds that may not be immediately visible but are essential to crafting a convincing and immersive auditory environment. Our key insight is leveraging the reasoning capabilities of language models, such as ChatGPT. In this paper, we describe our workflow, which includes creating a scene context, brainstorming sounds, and generating the sounds.

Jigsaw: Supporting Designers in Prototyping Multimodal Applications by Assembling AI Foundation Models

Recent advancements in AI foundation models have made it possible for them to be utilized off-the-shelf for creative tasks, including ideating design concepts or generating visual prototypes. However, integrating these models into the creative process can be challenging as they often exist as standalone applications tailored to specific tasks. To address this challenge, we introduce Jigsaw, a prototype system that employs puzzle pieces as metaphors to represent foundation models. Jigsaw allows designers to combine different foundation model capabilities across various modalities by assembling compatible puzzle pieces. To inform the design of Jigsaw, we interviewed ten designers and distilled design goals. In a user study, we showed that Jigsaw enhanced designers' understanding of available foundation model capabilities, provided guidance on combining capabilities across different modalities and tasks, and served as a canvas to support design exploration, prototyping, and documentation.

The AI Incident Database as an Educational Tool to Raise Awareness of AI Harms: A Classroom Exploration of Efficacy, Limitations, & Future Improvements

Prior work has established the importance of integrating AI ethics topics into computer and data sciences curricula. We provide evidence suggesting that one of the critical objectives of AI Ethics education must be to raise awareness of AI harms. While there are various sources to learn about such harms, The AI Incident Database (AIID) is one of the few attempts at offering a relatively comprehensive database indexing prior instances of harms or near harms stemming from the deployment of AI technologies in the real world. This study assesses the effectiveness of AIID as an educational tool to raise awareness regarding the prevalence and severity of AI harms in socially high-stakes domains. We present findings obtained through a classroom study conducted at an R1 institution as part of a course focused on the societal and ethical considerations around AI and ML. Our qualitative findings characterize students' initial perceptions of core topics in AI ethics and their desire to close the educational gap between their technical skills and their ability to think systematically about ethical and societal aspects of their work. We find that interacting with the database helps students better understand the magnitude and severity of AI harms and instills in them a sense of urgency around (a) designing functional and safe AI and (b) strengthening governance and accountability mechanisms. Finally, we compile students' feedback about the tool and our class activity into actionable recommendations for the database development team and the broader community to improve awareness of AI harms in AI ethics education.

Exploring Challenges and Opportunities to Support Designers in Learning to Co-create with AI-based Manufacturing Design Tools

AI-based design tools are proliferating in professional software to assist engineering and industrial designers in complex manufacturing and design tasks. These tools take on more agentic roles than traditional computer-aided design tools and are often portrayed as "co-creators." Yet, working effectively with such systems requires different skills than working with complex CAD tools alone. To date, we know little about how engineering designers learn to work with AI-based design tools. In this study, we observed trained designers as they learned to work with two AI-based tools on a realistic design task. We find that designers face many challenges in learning to effectively co-create with current systems, including challenges in understanding and adjusting AI outputs and in communicating their design goals. Based on our findings, we highlight several design opportunities to better support designer-AI co-creation.

Videogenic: Video Highlights via Photogenic Moments

This paper investigates the challenge of extracting highlight moments from videos. To perform this task, a system needs to understand what constitutes a highlight for arbitrary video domains while at the same time being able to scale across different domains. Our key insight is that photographs taken by photographers tend to capture the most remarkable or photogenic moments of an activity. Drawing on this insight, we present Videogenic, a system capable of creating domain-specific highlight videos for a wide range of domains. In a human evaluation study (N=50), we show that a high-quality photograph collection combined with CLIP-based retrieval (which uses a neural network with semantic knowledge of images) can serve as an excellent prior for finding video highlights. In a within-subjects expert study (N=12), we demonstrate the usefulness of Videogenic in helping video editors create highlight videos with lighter workload, shorter task completion time, and better usability.

VideoMap: Video Editing in Latent Space

Video has become a dominant form of media. However, video editing interfaces have remained largely unchanged over the past two decades. Such interfaces typically consist of a grid-like asset management panel and a linear editing timeline. When working with a large number of video clips, it can be difficult to sort through them all and identify patterns within (e.g. opportunities for smooth transitions and storytelling). In this work, we imagine a new paradigm for video editing by mapping videos into a 2D latent space and building a proof-of-concept interface.

End-User Puppeteering of Expressive Movements

The end-user programming of social robot behavior is usually limited by a predefined set of movements. We are proposing a puppeteering robotic interface that provides a more intuitive method of programming robot expressive movements. As the user manipulates the puppet of a robot, the actual robot replicates the movements, providing real-time visual feedback. Through this proposed interface, even with limited training, a novice user can design and program expressive movements efficiently. We present our preliminary user study results in this extended abstract.

Team Learning as a Lens for Designing Human-AI Co-Creative Systems

Generative, ML-driven interactive systems have the potential to change how people interact with computers in creative processes - turning tools into co-creators. However, it is still unclear how we might achieve effective human-AI collaboration in open-ended task domains. There are several known challenges around communication in the interaction with ML-driven systems. An overlooked aspect in the design of co-creative systems is how users can be better supported in learning to collaborate with such systems. Here we reframe human-AI collaboration as a learning problem: Inspired by research on team learning, we hypothesize that similar learning strategies that apply to human-human teams might also increase the collaboration effectiveness and quality of humans working with co-creative generative systems. In this position paper, we aim to promote team learning as a lens for designing more effective co-creative human-AI collaboration and emphasize collaboration process quality as a goal for co-creative systems. Furthermore, we outline a preliminary schematic framework for embedding team learning support in co-creative AI systems. We conclude by proposing a research agenda and posing open questions for further study on supporting people in learning to collaborate with generative AI systems.

Soundify: Matching Sound Effects to Video

In the art of video editing, sound is really half the story. A skilled video editor overlays sounds, such as effects and ambients, over footage to add character to an object or immerse the viewer within a space. However, through formative interviews with professional video editors, we found that this process can be extremely tedious and time-consuming. We introduce Soundify, a system that matches sound effects to video. By leveraging labeled, studio-quality sound effects libraries and extending CLIP, a neural network with impressive zero-shot image classification capabilities, into a "zero-shot detector", we are able to produce high-quality results without resource-intensive correspondence learning or audio generation. We encourage you to have a look at, or better yet, have a listen to the results at https://chuanenlin.com/soundify.