CORTEXA
← Browse
arxivcs.HC2026-06-29Cited by 0

Ethics and Social Responsibility in AI-Assisted Interviewing: An LLM-in-the-Loop Study of AI-Generated Follow-Up Questions

He Zhang, Yueyan Liu, Xin Guan, Jie Cai, John M. Carroll

Semi-structured interviews rely on timely, context-sensitive follow-up questions, yet interviewers' cognitive load and limited domain familiarity can constrain probing depth. We report findings from an LLM-in-the-loop Wizard-of-Oz (WoZ) study that simulates an AI follow-up assistant in live interviewing while preserving human oversight. In our setup, a co-interviewer selectively relayed and could edit AI-generated follow-up questions (AGQs) produced in real time by GPT-4o, enabling a realistic approximation of deployment without fully automating the interaction. Across 17 interviewers with varied qualitative-method expertise, participants raised five interlocking concerns: (1) harmful or discriminatory language and unpredictable interaction harms, (2) undermining interviewees' sense of respect through divided attention and missing nonverbal cues, (3) technology-based participation inequality, (4) unclear responsibility when harms occur, and (5) privacy, disclosure, and compliance risks when AI listens, records, or transcribes sensitive content. We translate these concerns into design and governance implications for safer, more respectful, and more accountable AI-assisted interviewing.

View free PDFSource page

Related papers

arxivcs.IRcs.HC2026-07-03

AI Overviews in Academic Search: Evaluating AI-generated Summaries of Search Results in a Domain-specific Search Engine

Kevin Schott, Kanishka Silva, Ingo Frommholz, Philipp Mayr, Dagmar Kern, Daniel Hienert

Evaluating search engine results pages (SERPs) to assess result relevance is a demanding step in academic search. In a formative mixed-methods design study, we examine AI-generated SERP-level summaries as a support feature in an academic search engine for social science informati…

View free PDFSource page
arxivcs.HCcs.CL2026-07-20

It Matters How You Say It: Exploring Rhetorical Patterns for AI-Assisted Information Evaluation

Sadra Sabouri, Zeinabsadat Saghi, Jordan Lee Boyd-Graber, Jonathan May, Jonathan K. Kummerfeld, Souti Chattopadhyay

Prior work on AI-assisted information evaluation has largely focused on what AI systems communicate, comparing explanation types and formats, with responses predominantly cast in directive rhetoric where the system delivers a verdict and the user passively accepts it. While debat…

View free PDFSource page
arxivcs.HC2026-07-11

Learning behavior accounts for background-related advantage in AI-assisted education

Jingwei Yi, Yueqi Xie, Jiyan He, Rui Ye, Junming Huang, Bin Zhu, et al.

Generative AI has been found, and will likely be found increasingly, useful in education. However, existing AI-for-education studies provide inconsistent evidence on its average effects. More broadly, research on prior educational technologies shows that average effects often mas…

View free PDFSource page
arxivcs.HCcs.ET2026-07-02

Data Comics for Education: Evaluating Effectiveness, Benefits, and the Ethics of AI-Assisted Creation

Zirui Shan, Vanessa Echeverria, Yuheng Li, Yi-Shan Tsai, Roberto Martinez-Maldonado

In today's data-driven world, students often struggle with interpreting visualisations due to limited visualisation literacy. Data comics have emerged as a promising medium to enhance engagement and understanding, but their educational value has seen little empirical examination,…

View free PDFSource page