2026 BMO Responsible AI Senior Scholars
Framing discourses on public participation in Responsible AI in the Canadian and Québécois governments
Kayleigh Christensen (Master’s student, Department of Geography, Faculty of Science)
My master’s thesis examines the characterization of Responsible AI by the Canadian and Québécois government based on semi-structured interviews with AI policy leaders and policy document analysis. As both governments invest heavily in AI, my research compares how they attempt to be inclusive of marginalized voices and accountable to communities facing disproportionate impacts in the development and deployment of AI. This research will further the understanding of differing approaches to citizen engagement as well as the impact of Responsible AI discourses on democratic outcomes in the implementation of AI.
Echoing Tides: A Machine Learning-Driven Video Game Platform for Assessing Psychosis Risk
Kian Godhwani (Master’s student, Integrated Program in Neuroscience, Faculty of Medicine & Health Sciences)
Current techniques aimed at identifying individuals at risk for psychosis are time & resource intensive making early intervention challenging. Our open-world video game, Echoing Tides, incorporates tasks developed in the field of computational psychiatry, and uses machine learning algorithms to predict psychosis risk from player gameplay. Beginning September 2026, our video game will be piloted with psychosis risk and healthy participants to test the efficacy of the game at assessing psychosis risk. Our vision with this project is to develop scalable, easy-to-use tools that facilitate early prediction and intervention in psychosis.
Balancing Autonomy and Support: Designing Responsible AI for Sustainable Teaching in Higher Education
Yiran (Jessica) Lin (PhD student, Department of Educational and Counselling Psychology, Faculty of Education)
University instructors are increasingly using AI to prepare courses, create learning materials, and support students. While these tools can improve efficiency, they may also increase workload and stress if they are not designed around educators' needs. This project works with faculty members to understand how AI can provide meaningful support while preserving instructors' autonomy and professional judgment. The findings will inform the design of responsible, human-centered AI that empowers educators and supports sustainable teaching in higher education.
Navigating Personal Reflection and Self-Disclosure with Generative AI Chatbots in Later Life
Xiaoning (Pepper) Wang (PhD student, School of Information Studies, Faculty of Arts)
People increasingly seek advice from AI chatbots on conflicts, relationships, and other ambiguous situations, receiving responses that may feel empathetic and trustworthy but can be one-sided and overly affirming. Older adults are an important group to study because their priorities around emotionally meaningful relationships, autonomy, and trust may shape how they interpret and respond to such advice. This project examines how these responses influence older adults’ judgments, trust, and willingness to reconsider their views or repair a relationship. The findings will inform the design of chatbots and AI literacy tools that preserve appropriate emotional support while encouraging alternative perspectives and more reflective decisions.
