“Is the Same Performance Really the Same?: Understanding How Listeners Perceive ASR Results Differently According to the Speaker’s Accent
Research suggests that automatic speech recognition (ASR) systems, which automatically convert speech totext, show different performances according to various input classes (e.g., accent, age), requiring attentionto building fairer AI systems that would perform similarly across various input classes. However, would anAI system with the same performance regardless of input classes really be perceived as fair enough? To thisend, we investigate how listeners perceive the ASR system of the same result differently according to whetherthe speaker is a native speaker (NS) or a non-native speaker (NNS), which may lead to unfair situations. Weconducted a study (n = 420), where participants were given one of the ten speech recordings with variousaccents of the same script along with the same captions. We found that even with the same ASR output,listeners perceive the ASR results differently. They found captions to be more useful for NNS’s speech andblamed NNS more for the errors than NS. Based on the findings, we present design implications suggestingthat we should take a step further than just achieving the same performance across various input classes tobuild a fair ASR system.
Exploring K-12 Physical Education Teachers’ Perspectives on Opportunities and Challenges of AI Integration Through Ideation Workshops
While AI’s potential in education and professional sports is widely recognized, its application in K-12 physical education (PE) remains underexplored. This study intends to address this gap by engaging 17 in-service secondary school PE teachers in focus-group ideation workshops to explore potential AI applications and challenges in PE classes. Teachers envisioned multidimensional roles for AI, including operational assistant, personal trainer, group coach, and evaluator, as solutions to address unique instructional and operational challenges in K-12 PE classes. These roles reflect teachers’ perspectives on how AI could enhance class management, deliver personalized feedback, promote balanced team activities, and streamline performance assessments. Participants also highlighted critical considerations for integration, such as ensuring student data security and privacy, avoiding over-reliance on AI, and addressing varying levels of technological proficiency among PE teachers. Our findings would offer valuable guidance for AI developers, educators, and policymakers seeking to integrate AI into K-12 PE curricula effectively.
"I Stan Alien Idols and Also the People Behind Them": How 'Seams' Between Virtual and Real Identities Engage VTuber Fans – A Case Study of PLAVE
Virtual YouTubers (VTubers) have recently gained popularity as streamers using computer-generated avatars and real-time motion capture to create distinct virtual identities. While prior research has explored how VTubers construct virtual personas and engage audiences, little attention has been given to viewers’ reactions when virtual and real identities blur—what we refer to as “seams.” To address this gap, we conducted a case study on PLAVE, a popular Korean VTuber Kpop idol group, interviewing 24 of their fans. Our findings identified two main sources of seams: technical glitches and identity collapses, where VTubers act inconsistently with their virtual personas, revealing aspects of real selves. These seams played a pivotal role in shaping diverse fan engagements, with some valuing authenticity linked to real identities, while others prioritized the coherence of virtual personas. Overall, our findings underscore the importance of seams in shaping viewer experiences and the complex interplay between avatars, performers, and audiences.
Comparative Study on the Experience of Using Online Gift Service Based on Messenger App in 20s, Korea, China, and Japan
Digital gift-giving has become a valuable means of maintaining relationships. While prior research has focused on digital gifting in global commerce and social media, the rise of messenger-based gifting in East Asia remains underexplored. This study examines three East Asian countries—South Korea, Japan, and China—and the most widely used messaging platforms in each (KakaoTalk, LINE, and WeChat) to understand how their in-app gifting services reflect and shape modern gift-giving practices. Although these countries share certain cultural commonalities, our research highlights how each platform aligns with distinct cultural traditions around gifting. Through semi-structured interviews with 26 participants from these countries, we found that KakaoTalk fosters frequent, informal gift exchanges that align with Korean practices of maintaining extensive social connections; LINE emphasizes a formal presentation style in gifting, reflecting Japanese customs of respectful and ritualistic exchange; and WeChat’s hongbao feature highlights symbolic giving based on the Chinese concept of guanxi, emphasizing reciprocal social bonds. We discuss how these intersections between culture and technology highlight the importance of culturally sensitive design in digital services to support the evolving dynamics of gift-giving.
FlowVR: Improving Mental Health through Movement Meditation in VR
Abstract to be prepared.