Designing the Future of User Feedback for Generative AI

Generative AI systems achieve impressive performance on standard benchmarks yet fail to deliver real-world utility, a disconnect we identify across 28 deployment cases spanning education, healthcare, software engineering, and law. We argue that this benchmark utility gap arises from three recurring failures in evaluation practice: proxy displacement, temporal collapse, and distributional concealment. Motivated by these observations, we argue that generative AI evaluation requires a paradigm shift from static benchmark-centered transparency toward stakeholder, goal, and context-conditioned utility transparency grounded in human outcome trajectories. Existing evaluations primarily characterize properties of model outputs, while deployment success depends on whether interaction with AI improves stakeholders' ability to achieve their goals over time. The missing construct is therefore utility: the change in a stakeholder's capability induced through sustained interaction with an AI system within a deployment context. To operationalize this perspective, we propose SCU-GenEval, a four-stage evaluation framework consisting of stakeholder-goal mapping, construct-indicator specification, mechanism modeling, and longitudinal utility measurement. To make these stages practically deployable, we introduce three supporting instruments: structured deployment protocols, context-conditioned user simulators, and persona- and goal-conditioned proxy metrics. We conclude with domain-specific calls to action, arguing that progress in generative AI must be evaluated through measurable improvements in human outcomes rather than benchmark performance alone.

Users increasingly rely on consumer-facing generative AI (GenAI) for tasks ranging from everyday needs to sensitive use cases. Yet, it remains unclear whether and how existing security and privacy (S&P) communications in GenAI tools shape users' adoption decisions and experiences. Understanding how users seek, interpret, and evaluate S&P information is critical for designing usable transparency that users can trust and act on. We conducted semi-structured interviews and design sessions with 21 U.S. GenAI users. Our findings suggest that available S&P information rarely drove initial adoption in practice, as participants often perceived it as incomplete, ineffective, or not credible. Instead, they relied on rough proxies (e.g., popularity) to infer S&P practices. After adoption, S&P uncertainty constrained participants' willingness to use GenAI tools, especially for high-stakes purposes, and, in some cases, contributed to discontinued use. Participants therefore called for transparency that supports decisions and actions through trustworthy information (e.g., independent evaluations) and usable interfaces (e.g., on-demand disclosure). We categorize participants' desired design practices into five dimensions to facilitate systematic future investigation into best practices. We conclude with recommendations for researchers, designers, and policymakers to improve S&P transparency in consumer-facing GenAI.

Feedback processes strongly influence student learning, yet their educational value depends on addressing two distinct challenges: providing high-quality, timely, and individualised feedback at scale, and supporting students to interpret, evaluate, and act on that feedback productively. Generative AI offers a credible means of addressing the provision challenge, but students' uptake of AI-generated feedback remains limited. We conducted a large-scale quasi-experimental sequential cohort study comparing three AI-mediated feedback workflows across 13,037 students and 51,296 student-authored resources. In Directed Feedback (n = 3,723), students received AI-generated feedback comments without structured support. In Self-Directed Feedback (n = 3,951), students could initiate optional AI-supported dialogue. In Enacted Feedback (n = 5,363), students were prompted to select feedback suggestions, evaluate their relevance, and engage in targeted AI-supported dialogue anchored to those selections. Enacted Feedback was associated with significantly higher uptake of AI-generated feedback, with an estimated probability of 26.2%, compared with 14.1% for Directed Feedback and 0.1% for Self-Directed Feedback. It was also associated with significantly higher self-assessment confidence and submitted-work quality than both comparison conditions. These findings suggest that the educational value of AI-generated feedback depends not only on the quality of feedback comments, but also on workflows that actively structure students' enactment of feedback literacy processes. The results have implications for the design of AI feedback systems that position learners as active participants in judgement, dialogue, and improvement rather than passive recipients of comments. Overall findings show that AI access alone is insufficient; purposeful workflow design is central to productive feedback use.