Slide
Centre Interdisciplinaire
de Recherche et d’Innovation
en Cybersécurité et Société
de Recherche et d’Innovation
en Cybersécurité et Société
1.
Tiwari, A.; Arrabito, R.; Davoust, A.; Falk, T. H.
Bias in Physiology-Based Cognitive State Detection for Human–Autonomy Teaming: A Comprehensive Survey Article d'actes
Dans: R.A., Sottilare; J., Schwarz (Ed.): Lect. Notes Comput. Sci., p. 139–158, Springer Science and Business Media Deutschland GmbH, 2026, ISBN: 03029743 (ISSN); 978-303230014-0 (ISBN), (Journal Abbreviation: Lect. Notes Comput. Sci.).
Résumé | Liens | BibTeX | Étiquettes: Behavioral research, Bias, Biases, Biomedical signal processing, Cognitive state, Cognitive systems, Human Autonomy Teaming, Instructional system, Intelligent systems, Learning pathway, Learning systems, Personalized learning, Physiological models, Physiological signals, Population statistics, Psychophysiology, State Detection, Student feedback, Surveying, Wearable devices, Wearable technology
@inproceedings{tiwariBiasPhysiologyBasedCognitive2026,
title = {Bias in Physiology-Based Cognitive State Detection for Human–Autonomy Teaming: A Comprehensive Survey},
author = {A. Tiwari and R. Arrabito and A. Davoust and T. H. Falk},
editor = {Sottilare R.A. and Schwarz J.},
url = {https://www.scopus.com/pages/publications/105044000677?origin=resultslist},
doi = {10.1007/978-3-032-30015-7_9},
isbn = {03029743 (ISSN); 978-303230014-0 (ISBN)},
year = {2026},
date = {2026-01-01},
booktitle = {Lect. Notes Comput. Sci.},
volume = {16737 LNCS},
pages = {139–158},
publisher = {Springer Science and Business Media Deutschland GmbH},
abstract = {Advances in artificial intelligence (AI) are changing the role of adaptive instructional systems (AIS) from passive tools, that deliver personalized learning pathways by adapting to student feedback, to active team members and co-learners that dynamically adapt alongside human partners. In this emerging landscape of human–autonomy teaming (HAT), assessing the cognitive states of individuals interacting with highly intelligent systems has become a critical design consideration for improving team performance, collaboration, and learning outcomes. Physiological signals have emerged as a popular method for measurement of cognitive states in the past few decades. However, these signals can be strongly influenced by different user demographics, including age and biological sex. If unaccounted for, these differences could introduce systematic biases into AIS based learning pathways for different demographic groups. These biases can lead to discriminative performance of instructional systems and may also leave them vulnerable to adversarial exploitation. Aside from physiological signal-induced biases, there may also be major behavioural differences between different sex and/or age groups when interacting with and teaming with AIS, thus further confounding cognitive state monitoring. In this survey, we review emerging human-autonomy teaming studies that incorporate physiological data and analyze where biological sex- and age-related physiological or behavioral differences were documented and/or analyzed. We highlight evidence demonstrating that differences do exist during interaction with autonomous systems. We then discuss how biases can accumulate across study design and analysis modelling pipelines, and provide practical guidelines for mitigating these biases in future human-autonomy teaming research and applications. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2026.},
note = {Journal Abbreviation: Lect. Notes Comput. Sci.},
keywords = {Behavioral research, Bias, Biases, Biomedical signal processing, Cognitive state, Cognitive systems, Human Autonomy Teaming, Instructional system, Intelligent systems, Learning pathway, Learning systems, Personalized learning, Physiological models, Physiological signals, Population statistics, Psychophysiology, State Detection, Student feedback, Surveying, Wearable devices, Wearable technology},
pubstate = {published},
tppubtype = {inproceedings}
}
Advances in artificial intelligence (AI) are changing the role of adaptive instructional systems (AIS) from passive tools, that deliver personalized learning pathways by adapting to student feedback, to active team members and co-learners that dynamically adapt alongside human partners. In this emerging landscape of human–autonomy teaming (HAT), assessing the cognitive states of individuals interacting with highly intelligent systems has become a critical design consideration for improving team performance, collaboration, and learning outcomes. Physiological signals have emerged as a popular method for measurement of cognitive states in the past few decades. However, these signals can be strongly influenced by different user demographics, including age and biological sex. If unaccounted for, these differences could introduce systematic biases into AIS based learning pathways for different demographic groups. These biases can lead to discriminative performance of instructional systems and may also leave them vulnerable to adversarial exploitation. Aside from physiological signal-induced biases, there may also be major behavioural differences between different sex and/or age groups when interacting with and teaming with AIS, thus further confounding cognitive state monitoring. In this survey, we review emerging human-autonomy teaming studies that incorporate physiological data and analyze where biological sex- and age-related physiological or behavioral differences were documented and/or analyzed. We highlight evidence demonstrating that differences do exist during interaction with autonomous systems. We then discuss how biases can accumulate across study design and analysis modelling pipelines, and provide practical guidelines for mitigating these biases in future human-autonomy teaming research and applications. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2026.