Jake M. Hofman

Group decision-making often suffers from uneven information sharing, hindering decision quality. While large language models (LLMs) have been widely studied as aids for individuals, their potential to support groups of users, potentially as facilitators, is relatively underexplored. We present a pre-registered randomized experiment with 1,475 participants assigned to 281 live groups completing a hidden profile task—selecting an optimal city for a hypothetical sporting event—under one of four facilitation conditions: no facilitation, a one-time message prompting information sharing, a human facilitator, or an LLM (GPT-4o) facilitator. We find that LLM facilitation increased information shared within a discussion by raising the minimum level of engagement with the task among group members, and that these gains came at limited cost in terms of participants’ attitudes towards the task, their group, or their facilitator. Whether by human or AI, there was no significant effect of facilitation on the final decision outcome, suggesting that even substantial but partial increases in information sharing were insufficient to overcome the hidden profile effect studied. To support the design and evaluation of LLM-mediated group decision-making systems, we release our data and our experimental platform, the Group-AI Interaction Laboratory (GRAIL), as an open-source tool.

The architecture of agentic communication will determine the extent to which generative AI democratizes access to economic opportunity.

Group decision-making often suffers from uneven information sharing, hindering decision quality. While large language models (LLMs) have been widely studied as aids for individuals, their potential to support groups of users, potentially as facilitators, is relatively underexplored. We present a pre-registered randomized experiment with 1,475 participants assigned to 281 five-person groups completing a hidden profile task--selecting an optimal city for a hypothetical sporting event--under one of four facilitation conditions: no facilitation, a one-time message prompting information sharing, a human facilitator, or an LLM (GPT-4o) facilitator. We find that LLM facilitation increases information shared within a discussion by raising the minimum level of engagement with the task among group members, and that these gains come at limited cost in terms of participants' attitudes towards the task, their group, or their facilitator. Whether by human or AI, there is no significant effect of facilitation on the final decision outcome, suggesting that even substantial but partial increases in information sharing are insufficient to overcome the hidden profile effect studied. To support further research into how LLM-based interfaces can support the future of collaborative decision making, we release our experimental platform, the Group-AI Interaction Laboratory (GRAIL), as an open-source tool.

While large language models (LLMs) challenge conventional methods of teaching and learning, they present an exciting opportunity to improve efficiency and scale high-quality instruction. One promising application is the generation of customized exams, tailored to specific course content. There has been significant recent excitement on automatically generating questions using artificial intelligence, but also comparatively little work evaluating the psychometric quality of these items in real-world educational settings. Filling this gap is an important step toward understanding generative AI's role in effective test design. In this study, we introduce and evaluate an iterative refinement strategy for question generation, repeatedly producing, assessing, and improving questions through cycles of LLM-generated critique and revision. We evaluate the quality of these AI-generated questions in a large-scale field study involving 91 classes -- covering computer science, mathematics, chemistry, and more -- in dozens of colleges across the United States, comprising nearly 1700 students. Our analysis, based on item response theory (IRT), suggests that for students in our sample the AI-generated questions performed comparably to expert-created questions designed for standardized exams. Our results illustrate the power of AI to make high-quality assessments more readily available, benefiting both teachers and students.

Serina Chang, Ashton Anderson, Jake M. Hofman. Proceedings of the 63rd Annual Meeting of the Association for Computational Linguistics (Volume 1: Long Papers). 2025.

Numerical analogies (or “perspectives”) that translate unfamiliar measurements into comparisons with familiar reference objects (e.g., “275,000 square miles is roughly as large as Texas”) have been shown to aid readers’ recall, estimation, and error detection for numbers. However, because familiar reference objects are culture-specific, analogies do not always generalize across audiences. Crowdsourcing perspectives has proven effective but is limited by scalability issues and a lack of crowdworking markets in many regions. In this research, we develop an automated technique for generating localized perspectives. We utilize several open data sources for relevance signals and develop a surprisingly simple model capable of localizing analogies to new audiences without any retraining from human judges. We validate the model by testing it in both a new domain and with a different linguistic audience residing in another country. We release the compiled dataset of 400,000 reference objects to the research community.