While Artificial Intelligence (AI) shows promise in healthcare applications, existing conversational systems often falter in complex and sensitive medical domains such as Sexual and Reproductive Health (SRH). These systems frequently struggle with hallucination and lack the specialized knowledge required, particularly for sensitive SRH topics. Furthermore, current AI approaches in healthcare tend to prioritize diagnostic capabilities over comprehensive patient care and education. Addressing these gaps, this work at the UNC School of Nursing introduces SARHAchat, a proof-of-concept Large Language Model (LLM)- based chatbot. SARHAchat is designed as a reliable, user-centered system integrating medical expertise with empathetic communication to enhance SRH care delivery. Our evaluation demonstrates SARHAchat's ability to provide accurate and contextually appropriate contraceptive counseling while maintaining a natural conversational flow. The demo is available at https://sarhachat.com/.

Peer recovery narratives provide unique benefits beyond professional or lay mentoring by fostering hope and sustained recovery in eating disorder (ED) contexts. Yet, such support is limited by the scarcity of peer-involved programs and potential drawbacks on recovered peers, including relapse risk. To address this, we designed RecoveryTeller, a chatbot adopting a recovered-peer persona that portrays itself as someone recovered from an ED. We examined whether such a persona can reproduce the support affordances of peer recovery narratives. We compared RecoveryTeller with a lay-mentor persona chatbot offering similar guidance but without a recovery background. We conducted a 20-day cross-over deployment study with 26 ED participants, each using both chatbots for 10 days. RecoveryTeller elicited stronger emotional resonance than a lay-mentor chatbot, yet tensions between emotional and epistemic trust led participants to view the two personas as complementary rather than substitutes. We provide design implications for mental health chatbot persona design.

In recent years, Large Language Models (LLMs) rapidly gained popularity across all parts of society, including education. After initial skepticism and bans, many schools have chosen to embrace this new technology by integrating it into their curricula in the form of virtual tutors and teaching assistants. However, neither the companies developing this technology nor the public institutions involved in its implementation have set up a formal system to collect feedback from the stakeholders impacted by them. In this paper, we argue that understanding the perceptions of those directly affected by LLMS in the classroom, such as students and teachers, as well as those indirectly impacted, like parents and school staff, is essential for ensuring responsible use of AI in this critical domain. Our contributions are two-fold. First, we present results of a literature review focusing on the perceptions of LLM-based chatbots in education. We highlight important gaps in the literature, such as the exclusion of key educational agents (e.g., parents or school administrators) when analyzing the role of stakeholders, and the frequent omission of the learning contexts in which the AI systems are implemented. Thus, we present a taxonomy that organizes existing literature on stakeholder perceptions. Second, we propose the Contextualized Perceptions for the Adoption of Chatbots in Education (Co-PACE) framework, which can be used to systematically elicit perceptions and inform whether and how LLM-based chatbots should be designed, developed, and deployed in the classroom.

Eating disorders (ED) are complex mental health conditions that require long-term management and support. Recent advancements in large language model (LLM)-based chatbots offer the potential to assist individuals in receiving immediate support. Yet, concerns remain about their reliability and safety in sensitive contexts such as ED. We explore the opportunities and potential harms of using LLM-based chatbots for ED recovery. We observe the interactions between 26 participants with ED and an LLM-based chatbot, WellnessBot, designed to support ED recovery, over 10 days. We discovered that our participants have felt empowered in recovery by discussing ED-related stories with the chatbot, which served as a personal yet social avenue. However, we also identified harmful chatbot responses, especially concerning individuals with ED, that went unnoticed partly due to participants' unquestioning trust in the chatbot's reliability. Based on these findings, we provide design implications for safe and effective LLM-based interventions in ED management.

Learning is a key motivator behind information search behavior. With the emergence of LLM-based chatbots, students are increasingly turning to these tools as their primary resource for acquiring knowledge. However, the transition from traditional resources like textbooks and web searches raises concerns among educators. They worry that these fully-automated LLMs might lead students to delegate critical steps of search as learning. In this paper, we systematically uncover three main concerns from educators' perspectives. In response to these concerns, we conducted a mixed-methods study with 92 university students to compare three learning sources with different automation levels. Our results show that LLMs support comprehensive understanding of key concepts without promoting passive learning, though their effectiveness in knowledge retention was limited. Additionally, we found that academic performance impacted both learning outcomes and search patterns. Notably, higher-competence learners engaged more deeply with content through reading-intensive behaviors rather than relying on search activities.

This paper explores the innovative application of Large Language Models (LLMs) in Virtual Reality (VR) environments to promote heritage education, focusing on traditional Scottish curling presented in the game ``Scottish Bonspiel VR''. Our study compares the effectiveness of LLM-based chatbots with pre-defined scripted chatbots, evaluating key criteria such as usability, user engagement, and learning outcomes. The results show that LLM-based chatbots significantly improve interactivity and engagement, creating a more dynamic and immersive learning environment. This integration helps document and preserve cultural heritage and enhances dissemination processes, which are crucial for safeguarding intangible cultural heritage (ICH) amid environmental changes. Furthermore, the study highlights the potential of novel technologies in education to provide immersive experiences that foster a deeper appreciation of cultural heritage. These findings support the wider application of LLMs and VR in cultural education to address global challenges and promote sustainable practices to preserve and enhance cultural heritage.

Similarly to the factors of anthropomorphism summarized by [11], we identified the following factors as relevant when Large Language Models (LLMs) are increasingly being used LLM-based chatbots are used in learning scenarios: The learning in learning environments to support teaching--be it as learning agent, i.e., chatbot, the learner itself, and environmental companions or as tutors [1]-[3]. With our contribution, we factors which influence the learner (see Figure 1). According to the media equation [4], people tend to respond to media in the same way as they would respond to another person. A study conducted by the Georgia Institute of Technology showed that chatbots can be successfully implemented in learning environments. As LLM-based chatbots such as OpenAI's GPT Looking at the agent, several factors can contribute to series are increasingly used in educational tools, it is important anthropomorphization. Cognitive intelligence refers to the to understand how the attribution processes to LLM-based ability to perceive, reason, and act on problems; to combine chatbots in terms of anthropomorphization affect learners' efficient, useful, goal-oriented, and autonomous actions with emotions.

We investigate the potential of using Large Language Models (LLM) to support process model creation in organizational contexts. Specifically, we carry out a case study wherein we develop and test an LLM-based chatbot, PRODIGY (PROcess moDellIng Guidance for You), in a multinational company, the Hilti Group. We are particularly interested in understanding how LLM can aid (human) modellers in creating process flow diagrams. To this purpose, we first conduct a preliminary user study (n=10) with professional process modellers from Hilti, inquiring for various pain-points they encounter in their daily routines. Then, we use their responses to design and implement PRODIGY. Finally, we evaluate PRODIGY by letting our user study's participants use PRODIGY, and then ask for their opinion on the pros and cons of PRODIGY. We coalesce our results in actionable takeaways. Through our research, we showcase the first practical application of LLM for process modelling in the real world, shedding light on how industries can leverage LLM to enhance their Business Process Management activities.

The past few decades have witnessed an upsurge in data, forming the foundation for data-hungry, learning-based AI technology. Conversational agents, often referred to as AI chatbots, rely heavily on such data to train large language models (LLMs) and generate new content (knowledge) in response to user prompts. With the advent of OpenAI's ChatGPT, LLM-based chatbots have set new standards in the AI community. This paper presents a complete survey of the evolution and deployment of LLM-based chatbots in various sectors. We first summarize the development of foundational chatbots, followed by the evolution of LLMs, and then provide an overview of LLM-based chatbots currently in use and those in the development phase. Recognizing AI chatbots as tools for generating new knowledge, we explore their diverse applications across various industries. We then discuss the open challenges, considering how the data used to train the LLMs and the misuse of the generated knowledge can cause several issues. Finally, we explore the future outlook to augment their efficiency and reliability in numerous applications. By addressing key milestones and the present-day context of LLM-based chatbots, our survey invites readers to delve deeper into this realm, reflecting on how their next generation will reshape conversational AI.

We explore the use of Large Language Model (LLM-based) chatbots to power recommender systems. We observe that the chatbots respond poorly when they encounter under-specified requests (e.g., they make incorrect assumptions, hedge with a long response, or refuse to answer). We conjecture that such miscalibrated response tendencies (i.e., conversational priors) can be attributed to LLM fine-tuning using annotators -- single-turn annotations may not capture multi-turn conversation utility, and the annotators' preferences may not even be representative of users interacting with a recommender system. We first analyze public LLM chat logs to conclude that query under-specification is common. Next, we study synthetic recommendation problems with configurable latent item utilities and frame them as Partially Observed Decision Processes (PODP). We find that pre-trained LLMs can be sub-optimal for PODPs and derive better policies that clarify under-specified queries when appropriate. Then, we re-calibrate LLMs by prompting them with learned control messages to approximate the improved policy. Finally, we show empirically that our lightweight learning approach effectively uses logged conversation data to re-calibrate the response strategies of LLM-based chatbots for recommendation tasks.