Characterising Behavioural Families and Dynamics of Promotional Twitter Bots via Sequence-Based Modelling

This paper asks whether promotional Twitter/X bots form behavioural families and whether members evolve similarly. We analyse 2,798,672 tweets from 2,615 ground-truth promotional bot accounts (2006-2021), focusing on complete years 2009 to 2020. Each bot is encoded as a sequence of symbolic blocks (``digital DNA'') from seven categorical post-level behavioural features (posting action, URL, media, text duplication, hashtags, emojis, sentiment), preserving temporal order only. Using non-overlapping blocks (k=7), cosine similarity over block-frequency vectors, and hierarchical clustering, we obtain four coherent families: Unique Tweeters, Duplicators with URLs, Content Multipliers, and Informed Contributors. Families share behavioural cores but differ systematically in engagement strategies and life-cycle dynamics (beginning/middle/end). We then model behavioural change as mutations. Within each family we align sequences via multiple sequence alignment (MSA) and label events as insertions, deletions, substitutions, alterations, and identity. This quantifies mutation rates, change-prone blocks/features, and mutation hotspots. Deletions and substitutions dominate, insertions are rare, and mutation profiles differ by family, with hotspots early for some families and dispersed for others. Finally, we test predictive value: bots within the same family share mutations more often than bots across families; closer bots share and propagate mutations more than distant ones; and responses to external triggers (e.g., Christmas, Halloween) follow family-specific, partly predictable patterns. Overall, sequence-based family modelling plus mutation analysis provides a fine-grained account of how promotional bot behaviour adapts over time.

Bots Don't Sit Still: A Longitudinal Study of Bot Behaviour Change, Temporal Drift, and Feature-Structure Evolution

Social bots are now deeply embedded in online platforms for promotion, persuasion, and manipulation. Most bot-detection systems still treat behavioural features as static, implicitly assuming bots behave stationarily over time. We test that assumption for promotional Twitter bots, analysing change in both individual behavioural signals and the relationships between them. Using 2,615 promotional bot accounts and 2.8M tweets, we build yearly time series for ten content-based meta-features. Augmented Dickey-Fuller and KPSS tests plus linear trends show all ten are non-stationary: nine increase over time, while language diversity declines slightly. Stratifying by activation generation and account age reveals systematic differences: second-generation bots are most active and link-heavy; short-lived bots show intense, repetitive activity with heavy hashtag/URL use; long-lived bots are less active but more linguistically diverse and use emojis more variably. We then analyse co-occurrence across generations using 18 interpretable binary features spanning actions, topic similarity, URLs, hashtags, sentiment, emojis, and media (153 pairs). Chi-square tests indicate almost all pairs are dependent. Spearman correlations shift in strength and sometimes polarity: many links (e.g. multiple hashtags with media; sentiment with URLs) strengthen, while others flip from weakly positive to weakly or moderately negative. Later generations show more structured combinations of cues. Taken together, these studies provide evidence that promotional social bots adapt over time at both the level of individual meta-features and the level of feature interdependencies, with direct implications for the design and evaluation of bot-detection systems trained on historical behavioural features.

Dialogic Pedagogy for Large Language Models: Aligning Conversational AI with Proven Theories of Learning

Large Language Models (LLMs) are rapidly transforming education by enabling rich conversational learning experiences. This article provides a comprehensive review of how LLM-based conversational agents are being used in higher education, with extensions to secondary and lifelong learning contexts. We synthesize existing literature on LLMs in education and theories of conversational and dialogic pedagogy - including Vygotsky's sociocultural learning (scaffolding and the Zone of Proximal Development), the Socratic method, and Laurillard's conversational framework - and examine how prompting strategies and retrieval-augmented generation (RAG) can align LLM behaviors with these pedagogical theories, and how it can support personalized, adaptive learning. We map educational theories to LLM capabilities, highlighting where LLM-driven dialogue supports established learning principles and where it challenges or falls short of traditional pedagogical assumptions. Notable gaps in applying prior theories to LLMs are identified, such as the models tendency to provide direct answers instead of fostering co-construction of knowledge, and the need to account for the constant availability and broad but non-human expertise of LLM tutors. In response, we propose practical strategies to better align LLM interactions with sound pedagogy - for example, designing prompts that encourage Socratic questioning, scaffolded guidance, and student reflection, as well as integrating retrieval mechanisms to ensure accuracy and contextual relevance. Our aim is to bridge the gap between educational theory and the emerging practice of AI-driven conversational learning, offering insights and tools for making LLM-based dialogues more educationally productive and theory-aligned.

Large Language Models Will Change The Way Children Think About Technology And Impact Every Interaction Paradigm

This paper presents a hopeful perspective on the potentially dramatic impacts of Large Language Models on how we children learn and how they will expect to interact with technology. We review the effects of LLMs on education so far, and make the case that these effects are minor compared to the upcoming changes that are occurring. We present a small scenario and self-ethnographic study demonstrating the effects of these changes, and define five significant considerations that interactive systems designers will have to accommodate in the future.