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Dialog systems (e.g., chatbots) have been widely studied, yet related research that leverages artificial intelligence (AI) and natural language processing (NLP) is constantly evolving. These systems have typically been developed to interact with humans in the form of speech, visual, or text conversation. As humans continue to adopt dialog systems for various objectives, there is a need to involve humans in every facet of the dialog development life cycle for synergistic augmentation of both the humans and the dialog system actors in real-world settings. We provide a holistic literature survey on the recent advancements inhuman-centered dialog systems(HCDS). Specifically, we provide background context surrounding the recent advancements in machine learning-based dialog systems and human-centered AI. We then bridge the gap between the two AI sub-fields and organize the research works on HCDS under three major categories (i.e., Human-Chatbot Collaboration, Human-Chatbot Alignment, Human-Centered Chatbot Design & Governance). In addition, we discuss the applicability and accessibility of the HCDS implementations through benchmark datasets, application scenarios, and downstream NLP tasks. 

The uSucceed project aims to support neurodiverse individuals in the STEM workforce by utilizing Virtual Reality (VR) to deliver a customized training curriculum in CyberSecurity. This short paper delves into the design and methodology implemented by the uSucceed learning system. Preliminary usability test evaluations by neurodiverse individuals (n = 8) reveal critical insights into user experience, particularly regarding cybersickness and the usability of the uSucceed VR learning system. Usability findings revealed positive feedback on the immersive environment but highlighted issues with task navigation and inconsistent responses from the AI-driven pedagogical agent. Cybersickness levels ranged from low to moderate, with dizziness and eyestrain being the most reported symptoms. These results serve as a framework for further refining of the curriculum and system design to enhance usability. As the project evolves, it is moving towards the enhancement phase of the learning system’s development, with a focus on further advancement of the context-driven AI pedagogical agent. 

As Virtual Reality (VR) gains traction in education, its potential to support neurodivergent learners in cybersecurity training remains underexplored. This emerging technology report examines how VR can bridge the gap between STEM education and cybersecurity training for neurodivergent individuals, highlighting both its promise and the challenges that must be addressed. While VR-based cybersecurity simulations offer immersive, hands-on learning experiences that align with neurodivergent strengths, existing implementations often overlook critical accessibility considerations. This emerging technology report reviews current VR-based cybersecurity training systems, and provides insights and limitations in how they are supporting neurodivergent users. This report also addresses key challenges in this area of research such as cybersickness, the lack of neurodivergent representation in VR development, and the difficulty in creating realistic cybersecurity simulations. Given the rapid evolution of VR in cybersecurity education, ensuring accessibility requires intentional design choices and co-development with neurodivergent learners. We conclude by identifying research gaps and advocating for a more inclusive approach to VR-based cybersecurity education that fosters diversity within the field.