Ancuta Margondai, Julie Rader, Emma Rader +2cs.HC cs.AI
The integration of artificial intelligence into human decision-making environments has introduced a previously undertheorized cost: the gradual surrender of human autonomy in exchange for access to information and computational assistance. Building on the Human Identity and Autonomy Gap (HIAG) framework, this paper advances a theoretical model of autonomy surrender as a measurable, cumulative process driven by cognitive bandwidth depletion. The model proposes three interacting mechanisms: the silent cost of AI assistance, in which autonomy is transferred incrementally and without awareness; the surrender threshold, beyond which reclaiming autonomous function becomes cognitively and psychologically difficult; and the recovery mechanism, which establishes the design obligation and the ethical responsibility accompanying deliberate human re-assumption of control. The paper argues that human re-entry into the decision loop is not a passive option but an active cognitive event requiring intentional bandwidth restoration. The design of AI systems must incorporate structured re-entry pathways, here termed recovery mechanisms, that preserve human agency while appropriately distributing responsibility. The model further predicts a terminal state, here termed preference inversion, in which functional dependence on AI assistance is experienced not as a deficit but as a preference, transforming the restoration of autonomy from a design problem into a cultural and political one. Implications are drawn for AI system design, governance frameworks, and human factors research.
AI is changing how software engineers work, but it often comes with hidden burdens and costs. In this paper, we characterize two such often-overlooked burdens: (1) the constant need for human oversight and inspection of AI-generated artifacts; and (2) the growing cognitive overload on software engineers from receiving large amounts of suggestions from AI tools. The need for human oversight is not optional-engineers must review, validate, and sometimes rework what AI produces. At the same time, the flood of AI suggestions, prompts, and possible solutions can leave developers mentally stretched. By blending evidence from recent opinions from practitioners, we highlight these often-overlooked challenges and open a conversation about how teams can handle them in day-to-day AI-assisted software engineering.
Steve Woollaston, Brendan Flanagan, Yuko Toyokawa +1cs.CY cs.CL
This study evaluates the pedagogical viability of LLM-generated English as a Foreign Language (EFL) learning content. Utilising log data from Japanese junior high school students practicing on a grammar drilling application, we analysed how different question modalities impact student performance and whether theoretical localised CEFR difficulty tiers accurately predict empirical task difficulty. Results reveal a clear performance hierarchy: multiple-choice questions carried the lowest cognitive load, cloze tasks posed the greatest barrier to active recall, and drag-and-drop exercises incurred the heaviest time penalties. Furthermore, learner data validated the CEFR-J grammar framework, showing a steady decline in accuracy and increased response times as proficiency levels advanced. These findings demonstrate that LLMs can successfully generate learning content, while highlighting the need for developers to strategically sequence question modalities to transition learners from passive recognition to active linguistic production.