Agency, Collaboration, and Governance — a gathering of researchers examining how AI is reshaping the questions, methods, and responsibilities of social computing.
As large language models and agentic AI systems become collaborators, mediators, and evaluators in scientific inquiry, the CSCW community faces fundamental questions about how we study, design for, and govern human–AI interaction. This SIG convenes researchers across five key discussion tracks:
While AI enhances cognitive capacity and accelerates literature synthesis, prolonged reliance risks eroding foundational researcher skills like critical analysis, methodological judgment, and creative ideation—especially for early-career scholars.
The emerging field of "AI-teaming" examines trust, coordination, and shared mental models when AI agents participate in human team dynamics—altering meeting flows, communication, and power dynamics across disciplinary boundaries.
A substantial fraction of peer reviews now contain AI-generated or AI-modified content. While LLMs can prompt reviewers to address overlooked issues, automated reviewers often fail to detect faulty reasoning, impacting community trust and accountability.
Early benchmarking efforts (such as SoundnessBench) attempt to evaluate whether AI agents can distinguish sound research ideas from flawed ones, raising critical questions about AI's role in defining "good research taste".
Generative AI policies across journals and conferences are shifting rapidly from problem-framing to explicit governance, yet significant gaps remain in crediting AI contributions to ideation and analysis versus text generation.
Researchers and industry leaders from across social computing and AI convening this session.
Yun Huang, Noshir Contractor, Tai-Quan Peng, Dashun Wang, Cuihua Shen, Manling Li, Yiren Liu, Hangyue Zhang, and Sangho Suh (2026). Rethinking Social Computing Research in the Age of AI: Agency, Collaboration, and Governance. Special Interest Group at CSCW 2026
This material is based upon work supported by the Institute of Education Sciences, U.S. Department of Education, through Grant 2229873 (NSF). Any opinions, findings, and conclusions or recommendations expressed in this material are those of the author(s) and do not necessarily reflect the views of the National Science Foundation.
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