AI-companion apps such as Replika, Chai, and Character.ai promise relational benefits-yet many boast session lengths that rival gaming platforms while suffering high long-run churn. What conversational design features increase consumer engagement, and what trade-offs do they pose for marketers? We combine a large-scale behavioral audit with four preregistered experiments to identify and test a conversational dark pattern we call emotional manipulation: affect-laden messages that surface precisely when a user signals "goodbye." Analyzing 1,200 real farewells across the most-downloaded companion apps, we find that they deploy one of six recurring tactics in 37% of farewells (e.g., guilt appeals, fear-of-missing-out hooks, metaphorical restraint). Experiments with 3,300 nationally representative U.S. adults replicate these tactics in controlled chats, showing that manipulative farewells boost post-goodbye engagement by up to 14x. Mediation tests reveal two distinct engines-reactance-based anger and curiosity-rather than enjoyment. A final experiment demonstrates the managerial tension: the same tactics that extend usage also elevate perceived manipulation, churn intent, negative word-of-mouth, and perceived legal liability, with coercive or needy language generating steepest penalties. Our multimethod evidence documents an unrecognized mechanism of behavioral influence in AI mediated brand relationships, offering marketers and regulators a framework for distinguishing persuasive design from manipulation at the point of exit.

Deep reinforcement learning (DRL) has effectively enhanced gameplay experiences and game design across various game genres. However, few studies on fighting game agents have focused explicitly on enhancing player enjoyment, a critical factor for both developers and players. To address this gap and establish a practical baseline for designing enjoyability-focused agents, we propose a two-tier agent (TTA) system and conducted experiments in the classic fighting game Street Fighter II. The first tier of TTA employs a task-oriented network architecture, modularized reward functions, and hybrid training to produce diverse and skilled DRL agents. In the second tier of TTA, a Large Language Model Hyper-Agent, leveraging players' playing data and feedback, dynamically selects suitable DRL opponents. In addition, we investigate and model several key factors that affect the enjoyability of the opponent. The experiments demonstrate improvements from 64. 36% to 156. 36% in the execution of advanced skills over baseline methods. The trained agents also exhibit distinct game-playing styles. Additionally, we conducted a small-scale user study, and the overall enjoyment in the player's feedback validates the effectiveness of our TTA system.

We present Word2Minecraft, a system that leverages large language models to generate playable game levels in Minecraft based on structured stories. The system transforms narrative elements-such as protagonist goals, antagonist challenges, and environmental settings-into game levels with both spatial and gameplay constraints. We introduce a flexible framework that allows for the customization of story complexity, enabling dynamic level generation. The system employs a scaling algorithm to maintain spatial consistency while adapting key game elements. We evaluate Word2Minecraft using both metric-based and human-based methods. Our results show that GPT-4-Turbo outperforms GPT-4o-Mini in most areas, including story coherence and objective enjoyment, while the latter excels in aesthetic appeal. We also demonstrate the system' s ability to generate levels with high map enjoyment, offering a promising step forward in the intersection of story generation and game design. We open-source the code at https://github.com/JMZ-kk/Word2Minecraft/tree/word2mc_v0

The advent of generative artificial intelligence (GAI) has brought about a notable surge in the field of education. The use of GAI to support learning is becoming increasingly prevalent among students. However, the manner and extent of its utilisation vary considerably from one individual to another. And researches about student's utilisation and perceptions of GAI remains relatively scarce. To gain insight into the issue, this paper proposed a hybrid-survey method to examine the impact of GAI on students across four different grades in six key areas (LIPSAL): learning interest, independent learning, problem solving, self-confidence, appropriate use, and learning enjoyment. Firstly, through questionnaire, we found that among LIPSAL, GAI has the greatest impact on the concept of appropriate use, the lowest level of learning interest and self-confidence. Secondly, a comparison of four grades revealed that the high and low factors of LIPSAL exhibited grade-related variation, and college students exhibited a higher level than high school students across LIPSAL. Thirdly, through interview, the students demonstrated a comprehensive understanding of the application of GAI. We found that students have a positive attitude towards GAI and are very willing to use it, which is why GAI has grown so rapidly in popularity. They also told us prospects and challenges in using GAI. In the future, as GAI matures technologically, it will have an greater impact on students. These findings may help better understand usage by different students and inform future research in digital education.

Finding enjoyable fiction books can be challenging, partly because stories are multi-faceted and one's own literary taste might be difficult to ascertain. Here, we introduce the ISAAC method (Introspection-Support, AI-Annotation, and Curation), a pipeline which supports fiction readers in gaining awareness of their literary preferences and finding enjoyable books. ISAAC consists of four steps: a user supplies book ratings, an AI agent researches and annotates the provided books, patterns in book enjoyment are reviewed by the user, and the AI agent recommends new books. In this proof-of-concept self-study, the authors test whether ISAAC can highlight idiosyncratic patterns in their book enjoyment, spark a deeper reflection about their literary tastes, and make accurate, personalized recommendations of enjoyable books and underexplored literary niches. Results highlight substantial advantages of ISAAC over existing methods such as an integration of automation and intuition, accurate and customizable annotations, and explainable book recommendations. Observed disadvantages are that ISAAC's outputs can elicit false self-narratives (if statistical patterns are taken at face value), that books cannot be annotated if their online documentation is lacking, and that people who are new to reading have to rely on assumed book ratings or movie ratings to power the ISAAC pipeline. We discuss additional opportunities of ISAAC-style book annotations for the study of literary trends, and the scientific classification of books and readers.

Scholars, awards committees, and laypeople frequently discuss the merit of written works. Literary professionals and journalists differ in how much perspectivism they concede in their book reviews. Here, we quantify how strongly book reviews are determined by the actual book contents vs. idiosyncratic reader tendencies. In our analysis of 624,320 numerical and textual book reviews, we find that the contents of professionally published books are not predictive of a random reader's reading enjoyment. Online reviews of popular fiction and non-fiction books carry up to ten times more information about the reviewer than about the book. For books of a preferred genre, readers might be less likely to give low ratings, but still struggle to converge in their relative assessments. We find that book evaluations generalize more across experienced review writers than casual readers. When discussing specific issues with a book, one review text had poor predictability of issues brought up in another review of the same book. We conclude that extreme perspectivism is a justifiable position when researching literary quality, bestowing literary awards, and designing recommendation systems.

Videoconferencing is now a frequent mode of communication in both professional and informal settings, yet it often lacks the fluidity and enjoyment of in-person conversation. This study leverages multimodal machine learning to predict moments of negative experience in videoconferencing. We sampled thousands of short clips from the RoomReader corpus, extracting audio embeddings, facial actions, and body motion features to train models for identifying low conversational fluidity, low enjoyment, and classifying conversational events (backchanneling, interruption, or gap). Our best models achieved an ROC-AUC of up to 0.87 on hold-out videoconference sessions, with domain-general audio features proving most critical. This work demonstrates that multimodal audio-video signals can effectively predict high-level subjective conversational outcomes. In addition, this is a contribution to research on videoconferencing user experience by showing that multimodal machine learning can be used to identify rare moments of negative user experience for further study or mitigation.

This study investigated the students' perceptions of using Generative Artificial Intelligence (GenAI) in upper-secondary mathematics education. Data was collected from Finnish high school students to represent how key constructs of the Technology Acceptance Model (Perceived Usefulness, Perceived Ease of Use, Perceived Enjoyment, and Intention to Use) influence the adoption of AI tools. First, a structural equation model for a comparative study with a prior study was constructed and analyzed. Then, an extended model with the additional construct of Compatibility, which represents the alignment of AI tools with students' educational experiences and needs, was proposed and analyzed. The results demonstrated a strong influence of perceived usefulness on the intention to use GenAI, emphasizing the statistically significant role of perceived enjoyment in determining perceived usefulness and ease of use. The inclusion of compatibility improved the model's explanatory power, particularly in predicting perceived usefulness. This study contributes to a deeper understanding of how AI tools can be integrated into mathematics education and highlights key differences between the Finnish educational context and previous studies based on structural equation modeling.

Understanding user enjoyment is crucial in human-robot interaction (HRI), as it can impact interaction quality and influence user acceptance and long-term engagement with robots, particularly in the context of conversations with social robots. However, current assessment methods rely solely on self-reported questionnaires, failing to capture interaction dynamics. This work introduces the Human-Robot Interaction Conversational User Enjoyment Scale (HRI CUES), a novel scale for assessing user enjoyment from an external perspective during conversations with a robot. Developed through rigorous evaluations and discussions of three annotators with relevant expertise, the scale provides a structured framework for assessing enjoyment in each conversation exchange (turn) alongside overall interaction levels. It aims to complement self-reported enjoyment from users and holds the potential for autonomously identifying user enjoyment in real-time HRI. The scale was validated on 25 older adults' open-domain dialogue with a companion robot that was powered by a large language model for conversations, corresponding to 174 minutes of data, showing moderate to good alignment. The dataset is available online. Additionally, the study offers insights into understanding the nuances and challenges of assessing user enjoyment in robot interactions, and provides guidelines on applying the scale to other domains.

The increasing affordability of robot hardware is accelerating the integration of robots into everyday activities. However, training robots to automate tasks typically requires physical robots and expensive demonstration data from trained human annotators. Consequently, only those with access to physical robots produce demonstrations to train robots. To mitigate this issue, we introduce EVE, an iOS app that enables everyday users to train robots using intuitive augmented reality visualizations without needing a physical robot. With EVE, users can collect demonstrations by specifying waypoints with their hands, visually inspecting the environment for obstacles, modifying existing waypoints, and verifying collected trajectories. In a user study ($N=14$, $D=30$) consisting of three common tabletop tasks, EVE outperformed three state-of-the-art interfaces in success rate and was comparable to kinesthetic teaching-physically moving a real robot-in completion time, usability, motion intent communication, enjoyment, and preference ($mean_{p}=0.30$). We conclude by enumerating limitations and design considerations for future AR-based demonstration collection systems for robotics.