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This study provides a computational behavioral comparison between human project managers and Llama 3.1 acting as facilitators in collaborative design meetings, analyzing dimensions such as semantic distance, lexical elaboration, and topic divergence. The findings reveal distinct profiles where humans exhibit higher contextual semantic distance while the model demonstrates greater topic divergence driven by instruction conditioning rather than spontaneous phase awareness. These results offer a critical reference point for future evaluations of LLM capabilities in group dynamics without establishing a definitive quality ranking between human and AI facilitation.
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Human and LLM Facilitation in Collaborative Design Meetings: A Computational Behavioral Comparison

arXiv3 min read

arXiv:2610.13082v1 Announce Type: new Abstract: Large language models (LLMs) are increasingly being explored as facilitators of group discussion and collaborative work, but the behavioral differences between LLM-generated and human facilitation remain insufficiently characterized. We compare human Project Manager facilitation turns from scenario-based collaborative design meetings with Llama 3.1 8B Instruct responses across 199 paired contexts from the AMI Meeting Corpus. The analysis covers five confirmatory dimensions: contextual semantic distance, a lexical elaboration proxy, empathyand-hedge lexical density, topic divergence, and phase-vocabulary alignment. An exploratory directiveness measure failed domain validation and is not interpreted. The sampled human Project Manager turns were higher on contextual semantic distance (r = 0.644) and on empathyand-hedge lexical density (r = 0.203). The second contrast is carried mainly by hedge terms, so we read it as lexical hedging rather than psychological empathy. Llama-generated facilitation was higher on topic divergence (r = 0.703), the lexical elaboration proxy (r = 0.288; lengthconfounded), and instruction-conditioned phase-vocabulary alignment (r = 0.382). A secondary no-phase check left the Llama-higher phase contrast in place. The system prompt still requested a facilitation move, so that check is not evidence of spontaneous phase awareness. These differences should not be interpreted as a ranking of facilitation quality. The resulting behavioral profile provides a reference point for later comparisons of LLM facilitators, human facilitators, prompts, models, and collaborative settings.

Abstract:Large language models (LLMs) are increasingly being explored as facilitators of group discussion and collaborative work, but the behavioral differences between LLM-generated and human facilitation remain insufficiently characterized. We compare human Project Manager facilitation turns from scenario-based collaborative design meetings with Llama 3.1 8B Instruct responses across 199 paired contexts from the AMI Meeting Corpus. The analysis covers five confirmatory dimensions: contextual semantic distance, a lexical elaboration proxy, empathyand-hedge lexical density, topic divergence, and phase-vocabulary alignment. An exploratory directiveness measure failed domain validation and is not interpreted. The sampled human Project Manager turns were higher on contextual semantic distance (r = 0.644) and on empathyand-hedge lexical density (r = 0.203). The second contrast is carried mainly by hedge terms, so we read it as lexical hedging rather than psychological empathy. Llama-generated facilitation was higher on topic divergence (r = 0.703), the lexical elaboration proxy (r = 0.288; lengthconfounded), and instruction-conditioned phase-vocabulary alignment (r = 0.382). A secondary no-phase check left the Llama-higher phase contrast in place. The system prompt still requested a facilitation move, so that check is not evidence of spontaneous phase awareness. These differences should not be interpreted as a ranking of facilitation quality. The resulting behavioral profile provides a reference point for later comparisons of LLM facilitators, human facilitators, prompts, models, and collaborative settings.

Machine Learning (cs.LG)

arXiv:2610.13082 [cs.LG]

(or arXiv:2610.13082v1 [cs.LG] for this version)

https://doi.org/10.48550/arXiv.2610.13082 Focus to learn more arXiv-issued DOI via DataCite (pending registration)

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