TY - GEN
T1 - Thinking in Graphs with CoMAP
T2 - 2026 CHI Conference on Human Factors in Computing Systems, CHI 2026
AU - Li, Ruijia
AU - Jiang, Bo
N1 - Publisher Copyright:
© 2026 Copyright held by the owner/author(s).
PY - 2026/4/13
Y1 - 2026/4/13
N2 - Designing project-based learning (PBL) demands managing highly interdependent components, a task that both traditional linear tools and purely conversational AI struggle with. Traditional tools fail to capture the non-linear nature of creative design, while conversational systems lack the persistent, shared context necessary for reflective collaboration. Grounded in theories of distributed cognition, we introduce CoMAP, a system that embodies a graph-based collaboration paradigm. By providing a shared visual workspace with dual-modality AI support, CoMAP transforms the human-AI relationship from a prompt-and-response loop into a transparent and equitable partnership. Our study with 30 educators shows CoMAP significantly improves teachers' design expression, divergent thinking, and iterative practice compared to a dialogue-only baseline. These findings demonstrate how a nonlinear, artifact-centric approach can foster trust, reduce cognitive load, and support educators to take control of their creative process. Our contributions are available at: https://comap2025.github.io/.
AB - Designing project-based learning (PBL) demands managing highly interdependent components, a task that both traditional linear tools and purely conversational AI struggle with. Traditional tools fail to capture the non-linear nature of creative design, while conversational systems lack the persistent, shared context necessary for reflective collaboration. Grounded in theories of distributed cognition, we introduce CoMAP, a system that embodies a graph-based collaboration paradigm. By providing a shared visual workspace with dual-modality AI support, CoMAP transforms the human-AI relationship from a prompt-and-response loop into a transparent and equitable partnership. Our study with 30 educators shows CoMAP significantly improves teachers' design expression, divergent thinking, and iterative practice compared to a dialogue-only baseline. These findings demonstrate how a nonlinear, artifact-centric approach can foster trust, reduce cognitive load, and support educators to take control of their creative process. Our contributions are available at: https://comap2025.github.io/.
KW - Human-AI collaboration
KW - Instructional design
KW - Large language models
KW - Project Based Learning
KW - Visual authoring
UR - https://www.scopus.com/pages/publications/105038692135
U2 - 10.1145/3772318.3790273
DO - 10.1145/3772318.3790273
M3 - 会议稿件
AN - SCOPUS:105038692135
T3 - Conference on Human Factors in Computing Systems - Proceedings
BT - CHI 2026 - Proceedings of the 2026 CHI Conference on Human Factors in Computing Systems
A2 - Oliver, Nuria
A2 - Shamma, David A.
A2 - Candello, Heloisa
A2 - Cesar, Pablo
A2 - Lopes, Pedro
A2 - Bozzon, Alessandro
A2 - Kosch, Thomas
A2 - Liao, Vera
A2 - Ma, Xiaojuan
A2 - Artizzu, Valentino
A2 - Draxler, Fiona
A2 - Lopez, Gustavo
A2 - Reinschluessel, Anke V.
A2 - Tong, Xin
A2 - Toups Dugas, Phoebe O.
PB - Association for Computing Machinery
Y2 - 13 April 2026 through 17 April 2026
ER -