{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2026,6,19]],"date-time":"2026-06-19T12:53:28Z","timestamp":1781873608784,"version":"3.54.5"},"publisher-location":"New York, NY, USA","reference-count":64,"publisher":"ACM","license":[{"start":{"date-parts":[[2026,6,21]],"date-time":"2026-06-21T00:00:00Z","timestamp":1782000000000},"content-version":"vor","delay-in-days":0,"URL":"https:\/\/creativecommons.org\/licenses\/by\/4.0\/legalcode"}],"content-domain":{"domain":["dl.acm.org"],"crossmark-restriction":true},"short-container-title":[],"published-print":{"date-parts":[[2026,6,22]]},"DOI":"10.1145\/3808045.3808055","type":"proceedings-article","created":{"date-parts":[[2026,6,19]],"date-time":"2026-06-19T11:44:52Z","timestamp":1781869492000},"page":"1-25","update-policy":"https:\/\/doi.org\/10.1145\/crossmark-policy","source":"Crossref","is-referenced-by-count":0,"title":["Confidence Without Competence in AI-Assisted Knowledge Work"],"prefix":"10.1145","author":[{"ORCID":"https:\/\/orcid.org\/0009-0007-7632-4262","authenticated-orcid":false,"given":"Elena","family":"Eleftheriou","sequence":"first","affiliation":[{"name":"University of Cyprus, Nicosia, Cyprus"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-1815-5468","authenticated-orcid":false,"given":"George","family":"Pallis","sequence":"additional","affiliation":[{"name":"University of Cyprus, Nicosia, Cyprus"}],"role":[{"vocabulary":"crossref","role":"author"}]},{"ORCID":"https:\/\/orcid.org\/0000-0003-1454-0641","authenticated-orcid":false,"given":"Marios","family":"Constantinides","sequence":"additional","affiliation":[{"name":"CYENS Centre of Excellence, Nicosia, Cyprus"}],"role":[{"vocabulary":"crossref","role":"author"}]}],"member":"320","published-online":{"date-parts":[[2026,6,21]]},"reference":[{"key":"e_1_3_3_1_2_2","doi-asserted-by":"publisher","unstructured":"Louis Alfieri Patricia\u00a0J Brooks Naomi\u00a0J Aldrich and Harriet\u00a0R Tenenbaum. 2011. Does discovery-based instruction enhance learning? Journal of educational psychology 103 1 (2011) 1. 10.1037\/a0021017","DOI":"10.1037\/a0021017"},{"key":"e_1_3_3_1_3_2","doi-asserted-by":"publisher","unstructured":"Mohammad\u00a0T Alshammari and Amjad Qtaish. 2019. Effective Adaptive E-Learning Systems According to Learning Style and Knowledge Level. Journal of Information Technology Education: Research 18 (2019). 10.28945\/4459","DOI":"10.28945\/4459"},{"key":"e_1_3_3_1_4_2","doi-asserted-by":"publisher","unstructured":"Anthony Amoah Rexford\u00a0Kweku Asiama and Edmund Kwablah. 2025. ChatGPT Early Usage Among Students: A Global Evidence of Determinants. Development and Sustainability in Economics and Finance (2025) 100065. 10.1016\/j.dsef.2025.100065","DOI":"10.1016\/j.dsef.2025.100065"},{"key":"e_1_3_3_1_5_2","doi-asserted-by":"publisher","unstructured":"Md\u00a0Asaduzzaman Babu Kazi\u00a0Md Yusuf Lima\u00a0Nasrin Eni Shekh Md\u00a0Sahiduj Jaman and Mst\u00a0Rasna Sharmin. 2024. ChatGPT and generation \u2018Z\u2019: A study on the usage rates of ChatGPT. Social Sciences & Humanities Open 10 (2024) 101163. 10.1016\/j.ssaho.2024.101163","DOI":"10.1016\/j.ssaho.2024.101163"},{"key":"e_1_3_3_1_6_2","doi-asserted-by":"publisher","DOI":"10.1145\/3649217.3653543"},{"key":"e_1_3_3_1_7_2","doi-asserted-by":"publisher","unstructured":"Andrea Blasco and Vicky Charisi. 2024. AI Chatbots in K-12 Education: An Experimental Study of Socratic vs. Non-Socratic Approaches and the Role of Step-by-Step Reasoning. https:\/\/ssrn.com\/abstract=5040921. 10.2139\/ssrn.5040921Accessed: 2025-10-03.","DOI":"10.2139\/ssrn.5040921"},{"key":"e_1_3_3_1_8_2","doi-asserted-by":"publisher","unstructured":"Nicholas\u00a0A Bowman. 2010. Can 1st-year college students accurately report their learning and development? American Educational Research Journal 47 2 (2010) 466\u2013496. 10.3102\/0002831209353595","DOI":"10.3102\/0002831209353595"},{"key":"e_1_3_3_1_9_2","doi-asserted-by":"publisher","unstructured":"Virginia Braun and Victoria Clarke. 2006. Using thematic analysis in psychology. Qualitative research in psychology 3 2 (2006) 77\u2013101. 10.1191\/1478088706qp063oa","DOI":"10.1191\/1478088706qp063oa"},{"key":"e_1_3_3_1_10_2","doi-asserted-by":"publisher","DOI":"10.1145\/3706598.3713229"},{"key":"e_1_3_3_1_11_2","doi-asserted-by":"publisher","unstructured":"Andrew\u00a0C Butler and Henry\u00a0L Roediger. 2008. Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing. Memory & cognition 36 3 (2008) 604\u2013616. 10.3758\/MC.36.3.604","DOI":"10.3758\/MC.36.3.604"},{"key":"e_1_3_3_1_12_2","doi-asserted-by":"publisher","unstructured":"Cecilia Ka\u00a0Yuk Chan and Katherine\u00a0KW Lee. 2023. The AI generation gap: Are Gen Z students more interested in adopting generative AI such as ChatGPT in teaching and learning than their Gen X and millennial generation teachers? Smart learning environments 10 1 (2023) 60. 10.1186\/s40561-023-00269-3","DOI":"10.1186\/s40561-023-00269-3"},{"key":"e_1_3_3_1_13_2","doi-asserted-by":"publisher","unstructured":"Gary Charness Uri Gneezy and Michael\u00a0A Kuhn. 2012. Experimental methods: Between-subject and within-subject design. Journal of economic behavior & organization 81 1 (2012) 1\u20138. 10.1016\/j.jebo.2011.08.009","DOI":"10.1016\/j.jebo.2011.08.009"},{"key":"e_1_3_3_1_14_2","doi-asserted-by":"publisher","unstructured":"Michelene\u00a0TH Chi Miriam Bassok Matthew\u00a0W Lewis Peter Reimann and Robert Glaser. 1989. Self-explanations: How students study and use examples in learning to solve problems. Cognitive science 13 2 (1989) 145\u2013182. 10.1016\/0364-0213(89)90002-5","DOI":"10.1016\/0364-0213(89)90002-5"},{"key":"e_1_3_3_1_15_2","doi-asserted-by":"publisher","DOI":"10.48550\/arXiv.2403.04132"},{"key":"e_1_3_3_1_16_2","doi-asserted-by":"publisher","DOI":"10.4324\/9780203771587"},{"key":"e_1_3_3_1_17_2","doi-asserted-by":"publisher","DOI":"10.1016\/B978-012174698-8\/50045-X"},{"key":"e_1_3_3_1_18_2","doi-asserted-by":"publisher","DOI":"10.1145\/3544548.3580672"},{"key":"e_1_3_3_1_19_2","doi-asserted-by":"publisher","unstructured":"Ian Drosos Advait Sarkar Neil Toronto et\u00a0al. 2025. \" It makes you think\": Provocations Help Restore Critical Thinking to AI-Assisted Knowledge Work. arXiv preprint arXiv:https:\/\/arXiv.org\/abs\/2501.17247 (2025). 10.48550\/arXiv.2501.17247","DOI":"10.48550\/arXiv.2501.17247"},{"key":"e_1_3_3_1_20_2","doi-asserted-by":"publisher","unstructured":"Sabit Ekin. 2023. Prompt engineering for ChatGPT: a quick guide to techniques tips and best practices. Authorea Preprints (2023). 10.36227\/techrxiv.22683919.v1","DOI":"10.36227\/techrxiv.22683919.v1"},{"key":"e_1_3_3_1_21_2","doi-asserted-by":"publisher","unstructured":"Paul Evans Maarten Vansteenkiste Philip Parker Andrew Kingsford-Smith and Sijing Zhou. 2024. Cognitive load theory and its relationships with motivation: A self-determination theory perspective. Educational Psychology Review 36 1 (2024) 7. 10.1007\/s10648-023-09841-2","DOI":"10.1007\/s10648-023-09841-2"},{"key":"e_1_3_3_1_22_2","doi-asserted-by":"publisher","unstructured":"Y. Fan. 2024. Beware of Metacognitive Laziness: Effects of Generative Artificial Intelligence on Learning Motivation Processes and Performance. British Journal of Educational Technology 55 2 (2024) XXX\u2013XXX. 10.1111\/bjet.13544","DOI":"10.1111\/bjet.13544"},{"key":"e_1_3_3_1_23_2","doi-asserted-by":"publisher","DOI":"10.18653\/v1\/2025.argmining-1.31"},{"key":"e_1_3_3_1_24_2","unstructured":"Jennifer Finetti. 2025. How Gen Z Uses AI: ScholarshipOwl Survey Reveals How Students Are Hacking Their Education and Their Future. https:\/\/scholarshipowl.com\/blog\/gen-z-research\/how-gen-z-uses-ai-scholarshipowl-survey-reveals-how-students-are-hacking-their-education-and-their-future\/ Accessed: 2026-01-31."},{"key":"e_1_3_3_1_25_2","unstructured":"Josh Freeman. 2025. Student generative ai survey 2025. Higher Education Policy Institute: London UK (2025). https:\/\/www.hepi.ac.uk\/reports\/student-generative-ai-survey-2025\/"},{"key":"e_1_3_3_1_26_2","doi-asserted-by":"publisher","unstructured":"Georgios\u00a0P Georgiou. 2025. ChatGPT produces more\" lazy\" thinkers: Evidence of cognitive engagement decline. arXiv preprint arXiv:https:\/\/arXiv.org\/abs\/2507.00181 (2025). 10.48550\/arXiv.2507.00181","DOI":"10.48550\/arXiv.2507.00181"},{"key":"e_1_3_3_1_27_2","doi-asserted-by":"publisher","unstructured":"Michael Gerlich. 2025. AI tools in society: Impacts on cognitive offloading and the future of critical thinking. Societies 15 1 (2025) 6. 10.3390\/soc15010006","DOI":"10.3390\/soc15010006"},{"key":"e_1_3_3_1_28_2","doi-asserted-by":"publisher","DOI":"10.1177\/154193120605000909"},{"key":"e_1_3_3_1_29_2","doi-asserted-by":"publisher","DOI":"10.48550\/arXiv.2011.05911"},{"key":"e_1_3_3_1_30_2","doi-asserted-by":"publisher","unstructured":"Robert\u00a0R Hoffman Shane\u00a0T Mueller Gary Klein and Jordan Litman. 2018. Metrics for explainable AI: Challenges and prospects. arXiv preprint arXiv:https:\/\/arXiv.org\/abs\/1812.04608 (2018). 10.48550\/arXiv.1812.04608","DOI":"10.48550\/arXiv.1812.04608"},{"key":"e_1_3_3_1_31_2","doi-asserted-by":"publisher","unstructured":"Hui Hong P. Vate-U-Lan and C. Viriyavejakul. 2025. Cognitive Offload Instruction with Generative AI: A Quasi-Experimental Study on Critical Thinking Gains in English Writing. Forum for Linguistic Studies 7 7 (2025) 325\u2013334. 10.30564\/fls.v7i7.10072","DOI":"10.30564\/fls.v7i7.10072"},{"key":"e_1_3_3_1_32_2","doi-asserted-by":"publisher","unstructured":"Xinmeng Hou Ziting Chang Zhouquan Lu Chen Wenli Liang Wan Wei Feng Hai Hu and Qing Guo. 2025. EduThink4AI: Bridging Educational Critical Thinking and Multi-Agent LLM Systems. arXiv preprint arXiv:https:\/\/arXiv.org\/abs\/2507.15015 (2025). 10.48550\/arXiv.2507.15015","DOI":"10.48550\/arXiv.2507.15015"},{"key":"e_1_3_3_1_33_2","doi-asserted-by":"publisher","unstructured":"Jason Jabbour Kai Kleinbard Olivia Miller Robert Haussman and Vijay\u00a0Janapa Reddi. 2025. SocratiQ: A Generative AI-Powered Learning Companion for Personalized Education and Broader Accessibility. arXiv preprint arXiv:https:\/\/arXiv.org\/abs\/2502.00341 (2025). 10.1145\/3743646.3750010","DOI":"10.1145\/3743646.3750010"},{"key":"e_1_3_3_1_34_2","doi-asserted-by":"publisher","unstructured":"Enkelejda Kasneci Kathrin Se\u00dfler Stefan K\u00fcchemann Maria Bannert Daryna Dementieva Frank Fischer Urs Gasser Georg Groh Stephan G\u00fcnnemann Eyke H\u00fcllermeier et\u00a0al. 2023. ChatGPT for good? On opportunities and challenges of large language models for education. Learning and individual differences 103 (2023) 102274. 10.1016\/j.lindif.2023.102274","DOI":"10.1016\/j.lindif.2023.102274"},{"key":"e_1_3_3_1_35_2","doi-asserted-by":"publisher","DOI":"10.1145\/3706598.3714020"},{"key":"e_1_3_3_1_36_2","doi-asserted-by":"publisher","unstructured":"Paul\u00a0A Kirschner John Sweller Richard\u00a0E Clark PA Kirschner and RE Clark. 2010. Why minimal guidance during instruction does not work: An analysis of the failure of constructivist. Based Teaching Work: An Analysis of the Failure of Constructivist Discovery Problem-Based Experiential and Inquiry-Based Teaching (November 2014) (2010) 37\u201341. 10.1207\/s15326985ep4102_1","DOI":"10.1207\/s15326985ep4102_1"},{"key":"e_1_3_3_1_37_2","doi-asserted-by":"publisher","unstructured":"Nataliya Kosmyna Eugene Hauptmann Ye\u00a0Tong Yuan Jessica Situ Xian-Hao Liao Ashly\u00a0Vivian Beresnitzky Iris Braunstein and Pattie Maes. 2025. Your brain on chatgpt: Accumulation of cognitive debt when using an ai assistant for essay writing task. arXiv preprint arXiv:https:\/\/arXiv.org\/abs\/2506.08872 4 (2025). 10.48550\/arXiv.2506.08872","DOI":"10.48550\/arXiv.2506.08872"},{"key":"e_1_3_3_1_38_2","doi-asserted-by":"publisher","DOI":"10.1145\/3568813.3600138"},{"key":"e_1_3_3_1_39_2","doi-asserted-by":"publisher","DOI":"10.1007\/978-3-540-89350-9_6"},{"key":"e_1_3_3_1_40_2","doi-asserted-by":"publisher","unstructured":"Chei\u00a0Sian Lee Li\u00a0En Tan and Dion Hoe-Lian Goh. 2025. Examining generation Z\u2019s use of generative AI from an affordance-based approach. Information Research an international electronic journal 30 iConf (2025) 1095\u20131102. 10.47989\/ir30iConf47083","DOI":"10.47989\/ir30iConf47083"},{"key":"e_1_3_3_1_41_2","doi-asserted-by":"publisher","DOI":"10.1145\/3706598.3713778"},{"key":"e_1_3_3_1_42_2","doi-asserted-by":"publisher","DOI":"10.48550\/arXiv.2502.15709"},{"key":"e_1_3_3_1_43_2","unstructured":"Benjamin Lira Dunigan Folk Lyle Ungar and Angela\u00a0L. Duckworth. 2026. How Gen Z Uses Gen AI\u2014and Why It Worries Them. Harvard Business Review (28 Jan. 2026). https:\/\/hbr.org\/2026\/01\/how-gen-z-uses-gen-ai-and-why-it-worries-them Accessed January 28 2026."},{"key":"e_1_3_3_1_44_2","doi-asserted-by":"publisher","unstructured":"Katherine\u00a0L McEldoon Kelley\u00a0L Durkin and Bethany Rittle-Johnson. 2013. Is self-explanation worth the time? A comparison to additional practice. British Journal of Educational Psychology 83 4 (2013) 615\u2013632. 10.1111\/j.2044-8279.2012.02083.x","DOI":"10.1111\/j.2044-8279.2012.02083.x"},{"key":"e_1_3_3_1_45_2","unstructured":"Mozilla AI. 2025. any-llm: Unified interface for interacting with large language models. https:\/\/github.com\/mozilla-ai\/any-llm. Accessed December 2025."},{"key":"e_1_3_3_1_46_2","unstructured":"National Center for Women & Information Technology. 2020. Evaluation Tools. https:\/\/ncwit.org\/resource\/evaluation\/. Accessed: 2026-04-06."},{"key":"e_1_3_3_1_47_2","doi-asserted-by":"publisher","DOI":"10.1145\/3613904.3642352"},{"key":"e_1_3_3_1_48_2","unstructured":"J Nosta. 2025. The shadow of cognitive laziness in the brilliance of LLMs. Psychology Today (2025). https:\/\/www.psychologytoday.com\/us\/blog\/the-digital-self\/202501\/the-shadow-of-cognitive-laziness-in-the-brilliance-of-llms"},{"key":"e_1_3_3_1_49_2","doi-asserted-by":"publisher","DOI":"10.3389\/feduc.2026.1699228"},{"key":"e_1_3_3_1_50_2","doi-asserted-by":"publisher","unstructured":"E\u00a0Michael Nussbaum and Gregory Schraw. 2007. Promoting argument-counterargument integration in students\u2019 writing. The Journal of Experimental Education 76 1 (2007) 59\u201392. 10.3200\/JEXE.76.1.59-92","DOI":"10.3200\/JEXE.76.1.59-92"},{"key":"e_1_3_3_1_51_2","volume-title":"Gen Z Turns to AI for Homework, Essays, and College Apps","author":"Olander Samantha","year":"2025","unstructured":"Samantha Olander. 2025. Gen Z Turns to AI for Homework, Essays, and College Apps. New York Post. https:\/\/nypost.com\/2025\/07\/05\/lifestyle\/gen-z-turns-to-ai-for-homework-essays-and-college-apps\/ Accessed: 28 Sep 2025."},{"key":"e_1_3_3_1_52_2","doi-asserted-by":"publisher","unstructured":"Soya Park and Chinmay Kulkarni. 2023. Thinking assistants: Llm-based conversational assistants that help users think by asking rather than answering. arXiv preprint arXiv:https:\/\/arXiv.org\/abs\/2312.06024 (2023). 10.48550\/arXiv.2312.06024","DOI":"10.48550\/arXiv.2312.06024"},{"key":"e_1_3_3_1_53_2","doi-asserted-by":"publisher","DOI":"10.3389\/feduc.2024.1374889"},{"key":"e_1_3_3_1_54_2","unstructured":"Silvia Puiu. 2017. Generation Z\u2013an educational and managerial perspective. Revista tinerilor economi\u015fti29 (2017) 62\u201372."},{"key":"e_1_3_3_1_55_2","doi-asserted-by":"publisher","unstructured":"Dejan Rav\u0161elj Damijana Ker\u017ei\u010d Nina Toma\u017eevi\u010d Lan Umek Nejc Brezovar Noorminshah\u00a0A Iahad Ali\u00a0Abdulla Abdulla Anait Akopyan Magdalena Waleska\u00a0Aldana Segura Jehan AlHumaid et\u00a0al. 2025. Higher education students\u2019 perceptions of ChatGPT: A global study of early reactions. PLoS One 20 2 (2025) e0315011. 10.1371\/journal.pone.0315011","DOI":"10.1371\/journal.pone.0315011"},{"key":"e_1_3_3_1_56_2","doi-asserted-by":"publisher","unstructured":"Henry\u00a0L Roediger\u00a0III and Jeffrey\u00a0D Karpicke. 2006. Test-enhanced learning: Taking memory tests improves long-term retention. Psychological science 17 3 (2006) 249\u2013255. 10.1111\/j.1467-9280.2006.01693.x","DOI":"10.1111\/j.1467-9280.2006.01693.x"},{"key":"e_1_3_3_1_57_2","doi-asserted-by":"publisher","unstructured":"Yvonne Rogers. 2025. Why it is worth making an effort with GenAI. arXiv preprint arXiv:https:\/\/arXiv.org\/abs\/2509.00852 (2025). 10.56734\/ijahss.v6nSa1","DOI":"10.56734\/ijahss.v6nSa1"},{"key":"e_1_3_3_1_58_2","doi-asserted-by":"publisher","unstructured":"Advait Sarkar Neil Toronto Ian Drosos Christian Poelitz et\u00a0al. 2024. When Copilot Becomes Autopilot: Generative AI\u2019s Critical Risk to Knowledge Work and a Critical Solution. arXiv preprint arXiv:https:\/\/arXiv.org\/abs\/2412.15030 (2024). 10.48550\/arXiv.2412.15030","DOI":"10.48550\/arXiv.2412.15030"},{"key":"e_1_3_3_1_59_2","doi-asserted-by":"publisher","unstructured":"Sander Schulhoff Michael Ilie Nishant Balepur Konstantine Kahadze Amanda Liu Chenglei Si Yinheng Li Aayush Gupta HyoJung Han Sevien Schulhoff et\u00a0al. 2024. The prompt report: a systematic survey of prompt engineering techniques. arXiv preprint arXiv:https:\/\/arXiv.org\/abs\/2406.06608 (2024). 10.48550\/arXiv.2406.06608","DOI":"10.48550\/arXiv.2406.06608"},{"key":"e_1_3_3_1_60_2","doi-asserted-by":"publisher","unstructured":"Auste Simkute Viktor Kewenig Abigail Sellen Sean Rintel and Lev Tankelevitch. 2025. The New Calculator? Practices Norms and Implications of Generative AI in Higher Education. arXiv preprint arXiv:https:\/\/arXiv.org\/abs\/2501.08864 (2025). 10.48550\/arXiv.2501.08864","DOI":"10.48550\/arXiv.2501.08864"},{"key":"e_1_3_3_1_61_2","doi-asserted-by":"publisher","DOI":"10.1145\/3706598.3713280"},{"key":"e_1_3_3_1_62_2","doi-asserted-by":"publisher","unstructured":"Li-Ping Tan Shao-Ying Gong Yu-Jie Wang Xiao-Rong Guo Xi-Zheng Xu and Yan-Qing Wang. 2025. Enhancing Academic Performance Through Self-Explanation in Digital Learning Environments (DLEs): A Three-Level Meta-Analysis. Educational Psychology Review 37 1 (2025) 20. 10.1007\/s10648-025-10001-x","DOI":"10.1007\/s10648-025-10001-x"},{"key":"e_1_3_3_1_63_2","doi-asserted-by":"publisher","unstructured":"Monideepa Tarafdar Qiang Tu Bhanu\u00a0S Ragu-Nathan and TS Ragu-Nathan. 2007. The impact of technostress on role stress and productivity. Journal of management information systems 24 1 (2007) 301\u2013328. 10.2753\/MIS0742-1222240109","DOI":"10.2753\/MIS0742-1222240109"},{"key":"e_1_3_3_1_64_2","doi-asserted-by":"publisher","unstructured":"Edwin Van\u00a0Teijlingen and Vanora Hundley. 2002. The importance of pilot studies. Nursing Standard (through 2013) 16 40 (2002) 33. 10.7748\/ns2002.06.16.40.33.c3214","DOI":"10.7748\/ns2002.06.16.40.33.c3214"},{"key":"e_1_3_3_1_65_2","doi-asserted-by":"publisher","unstructured":"Jin Wang and Wenxiang Fan. 2025. The effect of ChatGPT on students\u2019 learning performance learning perception and higher-order thinking: insights from a meta-analysis. Humanities and Social Sciences Communications 12 1 (2025) 1\u201321. 10.1057\/s41599-025-04787-y","DOI":"10.1057\/s41599-025-04787-y"}],"event":{"name":"CHIWORK '26: Proceedings of the 5th Annual Symposium on Human-Computer Interaction for Work","location":"Linz Austria","acronym":"CHIWORK '26"},"container-title":["Proceedings of the 5th Annual Symposium on Human-Computer Interaction for Work"],"original-title":[],"deposited":{"date-parts":[[2026,6,19]],"date-time":"2026-06-19T11:55:55Z","timestamp":1781870155000},"score":1,"resource":{"primary":{"URL":"https:\/\/dl.acm.org\/doi\/10.1145\/3808045.3808055"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2026,6,21]]},"references-count":64,"alternative-id":["10.1145\/3808045.3808055","10.1145\/3808045"],"URL":"https:\/\/doi.org\/10.1145\/3808045.3808055","relation":{},"subject":[],"published":{"date-parts":[[2026,6,21]]},"assertion":[{"value":"2026-06-21","order":3,"name":"published","label":"Published","group":{"name":"publication_history","label":"Publication History"}}]}}