<?xml version="1.0" encoding="utf-8" standalone="yes"?><rss version="2.0" xmlns:atom="http://www.w3.org/2005/Atom"><channel><title>HCI on Abhiraj Bibhar</title><link>https://abhiraj.pages.dev/tags/hci/</link><description>Recent content in HCI on Abhiraj Bibhar</description><generator>Hugo</generator><language>en</language><lastBuildDate>Thu, 01 May 2025 00:00:00 +0000</lastBuildDate><atom:link href="https://abhiraj.pages.dev/tags/hci/index.xml" rel="self" type="application/rss+xml"/><item><title>Human-in-the-Loop Interfaces for Trustworthy AI Decision Support</title><link>https://abhiraj.pages.dev/publications/human-in-the-loop-trustworthy-ai/</link><pubDate>Thu, 01 May 2025 00:00:00 +0000</pubDate><guid>https://abhiraj.pages.dev/publications/human-in-the-loop-trustworthy-ai/</guid><description>&lt;h2 id="abstract"&gt;Abstract&lt;/h2&gt;&#10;&lt;p&gt;We report on a mixed-methods study of 48 clinicians interacting with three AI-assisted diagnostic interfaces that varied in how they presented model confidence and supporting evidence. Confidence calibration displays significantly improved appropriate reliance on model suggestions, and clinicians consistently preferred interfaces that surfaced underlying evidence rather than raw confidence scores. Time pressure substantially altered how much clinicians engaged with explanatory content — a factor largely absent from prior lab-based evaluations of AI decision support.&lt;/p&gt;</description></item><item><title>Cognitive Load in Multimodal Tutoring Systems</title><link>https://abhiraj.pages.dev/publications/cognitive-load-multimodal-tutoring/</link><pubDate>Thu, 01 Sep 2022 00:00:00 +0000</pubDate><guid>https://abhiraj.pages.dev/publications/cognitive-load-multimodal-tutoring/</guid><description>&lt;h2 id="abstract"&gt;Abstract&lt;/h2&gt;&#10;&lt;p&gt;Multimodal tutoring systems that combine text, audio, and visual explanation can improve learning outcomes, but they can also increase extraneous cognitive load if poorly designed. Across three classroom studies with a combined 240 students, we measure cognitive load using dual-task response times and find that adaptive modality selection — choosing which modality to emphasize based on a learner&amp;rsquo;s real-time performance — reduces extraneous load without harming learning gains.&lt;/p&gt;</description></item></channel></rss>