Transferring Domain Knowledge with (X)AI-Based Learning Systems

In numerous high-stakes domains, training novices via conventional learning systems does not suffice. To impart tacit knowledge, experts' hands-on guidance is imperative. However, training novices by experts is costly and time-consuming, increasing the need for alternatives. Explainable artificial intelligence (XAI) has conventionally been used to make black-box artificial intelligence systems interpretable. In this work, we utilize XAI as an alternative: An (X)AI system is trained on experts' past decisions and is then employed to teach novices by providing examples coupled with explanations. In a study with 249 participants, we measure the effectiveness of such an approach for a classification task. We show that (X)AI-based learning systems are able to induce learning in novices and that their cognitive styles moderate learning. Thus, we take the first steps to reveal the impact of XAI on human learning and point AI developers to future options to tailor the design of (X)AI-based learning systems.

On the Effect of Contextual Information on Human Delegation Behavior in Human-AI collaboration

The constantly increasing capabilities of artificial intelligence (AI) open new possibilities for human-AI collaboration. One promising approach to leverage existing complementary capabilities is allowing humans to delegate individual instances to the AI. However, enabling humans to delegate instances effectively requires them to assess both their own and the AI's capabilities in the context of the given task. In this work, we explore the effects of providing contextual information on human decisions to delegate instances to an AI. We find that providing participants with contextual information significantly improves the human-AI team performance. Additionally, we show that the delegation behavior changes significantly when participants receive varying types of contextual information. Overall, this research advances the understanding of human-AI interaction in human delegation and provides actionable insights for designing more effective collaborative systems.

Towards Effective Human-AI Decision-Making: The Role of Human Learning in Appropriate Reliance on AI Advice

The true potential of human-AI collaboration lies in exploiting the complementary capabilities of humans and AI to achieve a joint performance superior to that of the individual AI or human, i.e., to achieve complementary team performance (CTP). To realize this complementarity potential, humans need to exercise discretion in following AI 's advice, i.e., appropriately relying on the AI's advice. While previous work has focused on building a mental model of the AI to assess AI recommendations, recent research has shown that the mental model alone cannot explain appropriate reliance. We hypothesize that, in addition to the mental model, human learning is a key mediator of appropriate reliance and, thus, CTP. In this study, we demonstrate the relationship between learning and appropriate reliance in an experiment with 100 participants. This work provides fundamental concepts for analyzing reliance and derives implications for the effective design of human-AI decision-making.

The Impact of Imperfect XAI on Human-AI Decision-Making

Explainability techniques are rapidly being developed to improve human-AI decision-making across various cooperative work settings. Consequently, previous research has evaluated how decision-makers collaborate with imperfect AI by investigating appropriate reliance and task performance with the aim of designing more human-centered computer-supported collaborative tools. Several human-centered explainable AI (XAI) techniques have been proposed in hopes of improving decision-makers' collaboration with AI; however, these techniques are grounded in findings from previous studies that primarily focus on the impact of incorrect AI advice. Few studies acknowledge the possibility for the explanations to be incorrect even if the AI advice is correct. Thus, it is crucial to understand how imperfect XAI affects human-AI decision-making. In this work, we contribute a robust, mixed-methods user study with 136 participants to evaluate how incorrect explanations influence humans' decision-making behavior in a bird species identification task taking into account their level of expertise and an explanation's level of assertiveness. Our findings reveal the influence of imperfect XAI and humans' level of expertise on their reliance on AI and human-AI team performance. We also discuss how explanations can deceive decision-makers during human-AI collaboration. Hence, we shed light on the impacts of imperfect XAI in the field of computer-supported cooperative work and provide guidelines for designers of human-AI collaboration systems.

ML-Based Teaching Systems: A Conceptual Framework

As the shortage of skilled workers continues to be a pressing issue, exacerbated by demographic change, it is becoming a critical challenge for organizations to preserve the knowledge of retiring experts and to pass it on to novices. While this knowledge transfer has traditionally taken place through personal interaction, it lacks scalability and requires significant resources and time. IT-based teaching systems have addressed this scalability issue, but their development is still tedious and time-consuming. In this work, we investigate the potential of machine learning (ML) models to facilitate knowledge transfer in an organizational context, leading to more cost-effective IT-based teaching systems. Through a systematic literature review, we examine key concepts, themes, and dimensions to better understand and design ML-based teaching systems. To do so, we capture and consolidate the capabilities of ML models in IT-based teaching systems, inductively analyze relevant concepts in this context, and determine their interrelationships. We present our findings in the form of a review of the key concepts, themes, and dimensions to understand and inform on ML-based teaching systems. Building on these results, our work contributes to research on computer-supported cooperative work by conceptualizing how ML-based teaching systems can preserve expert knowledge and facilitate its transfer from SMEs to human novices. In this way, we shed light on this emerging subfield of human-computer interaction and serve to build an interdisciplinary research agenda.

On the Perception of Difficulty: Differences between Humans and AI

With the increased adoption of artificial intelligence (AI) in industry and society, effective human-AI interaction systems are becoming increasingly important. A central challenge in the interaction of humans with AI is the estimation of difficulty for human and AI agents for single task instances.These estimations are crucial to evaluate each agent's capabilities and, thus, required to facilitate effective collaboration. So far, research in the field of human-AI interaction estimates the perceived difficulty of humans and AI independently from each other. However, the effective interaction of human and AI agents depends on metrics that accurately reflect each agent's perceived difficulty in achieving valuable outcomes. Research to date has not yet adequately examined the differences in the perceived difficulty of humans and AI. Thus, this work reviews recent research on the perceived difficulty in human-AI interaction and contributing factors to consistently compare each agent's perceived difficulty, e.g., creating the same prerequisites. Furthermore, we present an experimental design to thoroughly examine the perceived difficulty of both agents and contribute to a better understanding of the design of such systems.

Training Novices: The Role of Human-AI Collaboration and Knowledge Transfer

Across a multitude of work environments, expert knowledge is imperative for humans to conduct tasks with high performance and ensure business success. These humans possess task-specific expert knowledge (TSEK) and hence, represent subject matter experts (SMEs). However, not only demographic changes but also personnel downsizing strategies lead and will continue to lead to departures of SMEs within organizations, which constitutes the challenge of how to retain that expert knowledge and train novices to keep the competitive advantage elicited by that expert knowledge. SMEs training novices is time- and cost-intensive, which intensifies the need for alternatives. Human-AI collaboration (HAIC) poses a way out of this dilemma, facilitating alternatives to preserve expert knowledge and teach it to novices for tasks conducted by SMEs beforehand. In this workshop paper, we (1) propose a framework on how HAIC can be utilized to train novices on particular tasks, (2) illustrate the role of explicit and tacit knowledge in this training process via HAIC, and (3) outline a preliminary experiment design to assess the ability of AI systems in HAIC to act as a trainer to transfer TSEK to novices who do not possess prior TSEK.

A New Metric for Lumpy and Intermittent Demand Forecasts: Stock-keeping-oriented Prediction Error Costs

Forecasts of product demand are essential for short- and long-term optimization of logistics and production. Thus, the most accurate prediction possible is desirable. In order to optimally train predictive models, the deviation of the forecast compared to the actual demand needs to be assessed by a proper metric. However, if a metric does not represent the actual prediction error, predictive models are insufficiently optimized and, consequently, will yield inaccurate predictions. The most common metrics such as MAPE or RMSE, however, are not suitable for the evaluation of forecasting errors, especially for lumpy and intermittent demand patterns, as they do not sufficiently account for, e.g., temporal shifts (prediction before or after actual demand) or cost-related aspects. Therefore, we propose a novel metric that, in addition to statistical considerations, also addresses business aspects. Additionally, we evaluate the metric based on simulated and real demand time series from the automotive aftermarket.