Social computing prototypes probe the social behaviors that may arise in an envisioned system design. This prototyping practice is currently limited to recruiting small groups of people. Unfortunately, many challenges do not arise until a system is populated at a larger scale. Can a designer understand how a social system might behave when populated, and make adjustments to the design before the system falls prey to such challenges? We introduce social simulacra, a prototyping technique that generates a breadth of realistic social interactions that may emerge when a social computing system is populated. Social simulacra take as input the designer’s description of a community’s design—goal, rules, and member personas—and produce as output an instance of that design with simulated behavior, including posts, replies, and anti-social behaviors. We demonstrate that social simulacra shift the behaviors that they generate appropriately in response to design changes, and that they enable exploration of “what if?” scenarios where community members or moderators intervene. To power social simulacra, we contribute techniques for prompting a large language model to generate thousands of distinct community members and their social interactions with each other; these techniques are enabled by the observation that large language models’ training data already includes a wide variety of positive and negative behavior on social media platforms. In evaluations, we show that participants are often unable to distinguish social simulacra from actual community behavior and that social computing designers successfully refine their social computing designs when using social simulacra.

/pdf/social-simulacra-creating-populated-prototypes-for-social-1kle76am.pdf

Social Simulacra: Creating Populated Prototypes for Social Computing Systems

The Web provides a corpus of design examples unparalleled in human history. However, leveraging existing designs to produce new pages is often difficult. This paper introduces the Bricolage algorithm for transferring design and content between Web pages. Bricolage employs a novel, structured-prediction technique that learns to create coherent mappings between pages by training on human-generated exemplars. The produced mappings are then used to automatically transfer the content from one page into the style and layout of another. We show that Bricolage can learn to accurately reproduce human page mappings, and that it provides a general, efficient, and automatic technique for retargeting content between a variety of real Web pages.

Bricolage: example-based retargeting for web design

Data analysts use computational notebooks to write code for analyzing and visualizing data. Notebooks help analysts iteratively write analysis code by letting them interleave code with output, and selectively execute cells. However, as analysis progresses, analysts leave behind old code and outputs, and overwrite important code, producing cluttered and inconsistent notebooks. This paper introduces code gathering tools, extensions to computational notebooks that help analysts find, clean, recover, and compare versions of code in cluttered, inconsistent notebooks. The tools archive all versions of code outputs, allowing analysts to review these versions and recover the subsets of code that produced them. These subsets can serve as succinct summaries of analysis activity or starting points for new analyses. In a qualitative usability study, 12 professional analysts found the tools useful for cleaning notebooks and writing analysis code, and discovered new ways to use them, like generating personal documentation and lightweight versioning.

https://dl.acm.org/doi/pdf/10.1145/3290605.3300500

Managing Messes in Computational Notebooks

How do people ideate through code? Using semi-structured interviews and a survey, we studied data scientists who program, often with small scripts, to experiment with data. These studies show that data scientists frequently code new analysis ideas by building off of their code from a previous idea. They often rely on informal versioning interactions like copying code, keeping unused code, and commenting out code to repurpose older analysis code while attempting to keep those older analyses intact. Unlike conventional version control, these informal practices allow for fast versioning of any size code snippet, and quick comparisons by interchanging which versions are run. However, data scientists must maintain a strong mental map of their code in order to distinguish versions, leading to errors and confusion. We explore the needs for improving version control tools for exploratory tasks, and demonstrate a tool for lightweight local versioning, called Variolite, which programmers found usable and desirable in a preliminary usability study.

/pdf/variolite-supporting-exploratory-programming-by-data-36bj8vdcef.pdf

Variolite: Supporting Exploratory Programming by Data Scientists

Over the past year (2022–2023), recently-released AI tools such as ChatGPT and GitHub Copilot have gained significant attention from computing educators. Both researchers and practitioners have discovered that these tools can generate correct solutions to a variety of introductory programming assignments and accurately explain the contents of code. Given their current capabilities and likely advances in the coming years, how do university instructors plan to adapt their courses to ensure that students still learn well? To gather a diverse sample of perspectives, we interviewed 20 introductory programming instructors (9 women + 11 men) across 9 countries (Australia, Botswana, Canada, Chile, China, Rwanda, Spain, Switzerland, United States) spanning all 6 populated continents. To our knowledge, this is the first empirical study to gather instructor perspectives about how they plan to adapt to these AI coding tools that more students will likely have access to in the future. We found that, in the short-term, many planned to take immediate measures to discourage AI-assisted cheating. Then opinions diverged about how to work with AI coding tools longer-term, with one side wanting to ban them and continue teaching programming fundamentals, and the other side wanting to integrate them into courses to prepare students for future jobs. Our study findings capture a rare snapshot in time in early 2023 as computing instructors are just starting to form opinions about this fast-growing phenomenon but have not yet converged to any consensus about best practices. Using these findings as inspiration, we synthesized a diverse set of open research questions regarding how to develop, deploy, and evaluate AI coding tools for computing education.

From "Ban It Till We Understand It" to "Resistance is Futile": How University Programming Instructors Plan to Adapt as More Students Use AI Code Generation and Explanation Tools such as ChatGPT and GitHub Copilot

Creating multiple prototypes facilitates comparative reasoning, grounds team discussion, and enables situated exploration. However, current interface design tools focus on creating single artifacts. This paper introduces the Juxtapose code editor and runtime environment for designing multiple alternatives of both application logic and interface parameters. For rapidly comparing code alternatives, Juxtapose introduces selectively parallel source editing and execution. To explore parameter variations, Juxtapose automatically creates control interfaces for "tuning" application variables at runtime. This paper describes techniques to support design exploration for desktop, mobile, and physical interfaces, and situates this work in a larger design space of tools for explorative programming. A summative study of Juxtapose with 18 participants demonstrated that parallel editing and execution are accessible to interaction designers and that designers can leverage these techniques to survey more options, faster.

/pdf/design-as-exploration-creating-interface-alternatives-rk9j1mlrs6.pdf

Design as exploration: creating interface alternatives through parallel authoring and runtime tuning

In this paper we introduce the TessalTable, a collaborative play system for learning about tessellations and symmetry through augmented pattern blocks. Children use tiles to "pick up" a piece of an image or video. The tiles act as containers for visual content which can be arranged and rearranged anywhere on the application surface. The tile-based controls allow for simultaneous multi-user input. A preliminary study found that children understand and engage with the interface. The ability to arrange and rearrange dynamic images invites users to explore geometric patterns and connected motion.

TessalTable: tile-based creation of patterns and images

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Design as exploration: creating interface alternatives through parallel authoring and runtime tuning

TessalTable: tile-based creation of patterns and images