Understanding Learner-LLM Chatbot Interactions and the Impact of Prompting Guidelines

Large Language Models (LLMs) have transformed human-computer interaction by enabling natural language-based communication with AI-powered chatbots. These models are designed to be intuitive and user-friendly, allowing users to articulate requests with minimal effort. However, despite their accessibility, studies reveal that users often struggle with effective prompting, resulting in inefficient responses. Existing research has highlighted both the limitations of LLMs in interpreting vague or poorly structured prompts and the difficulties users face in crafting precise queries. This study investigates learner-AI interactions through an educational experiment in which participants receive structured guidance on effective prompting. We introduce and compare three types of prompting guidelines: a task-specific framework developed through a structured methodology and two baseline approaches. To assess user behavior and prompting efficacy, we analyze a dataset of 642 interactions from 107 users. Using Von NeuMidas, an extended pragmatic annotation schema for LLM interaction analysis, we categorize common prompting errors and identify recurring behavioral patterns. We then evaluate the impact of different guidelines by examining changes in user behavior, adherence to prompting strategies, and the overall quality of AI-generated responses. Our findings provide a deeper understanding of how users engage with LLMs and the role of structured prompting guidance in enhancing AI-assisted communication. By comparing different instructional frameworks, we offer insights into more effective approaches for improving user competency in AI interactions, with implications for AI literacy, chatbot usability, and the design of more responsive AI systems.

Post-Training Language Models for Continual Relation Extraction

Real-world data, such as news articles, social media posts, and chatbot conversations, is inherently dynamic and non-stationary, presenting significant challenges for constructing real-time structured representations through knowledge graphs (KGs). Relation Extraction (RE), a fundamental component of KG creation, often struggles to adapt to evolving data when traditional models rely on static, outdated datasets. Continual Relation Extraction (CRE) methods tackle this issue by incrementally learning new relations while preserving previously acquired knowledge. This study investigates the application of pre-trained language models (PLMs), specifically large language models (LLMs), to CRE, with a focus on leveraging memory replay to address catastrophic forgetting. We evaluate decoder-only models (eg, Mistral-7B and Llama2-7B) and encoder-decoder models (eg, Flan-T5 Base) on the TACRED and FewRel datasets. Task-incremental fine-tuning of LLMs demonstrates superior performance over earlier approaches using encoder-only models like BERT on TACRED, excelling in seen-task accuracy and overall performance (measured by whole and average accuracy), particularly with the Mistral and Flan-T5 models. Results on FewRel are similarly promising, achieving second place in whole and average accuracy metrics. This work underscores critical factors in knowledge transfer, language model architecture, and KG completeness, advancing CRE with LLMs and memory replay for dynamic, real-time relation extraction.

Resurrecting Socrates in the Age of AI: A Study Protocol for Evaluating a Socratic Tutor to Support Research Question Development in Higher Education

Formulating research questions is a foundational yet challenging academic skill, one that generative AI systems often oversimplify by offering instant answers at the expense of student reflection. This protocol lays out a study grounded in constructivist learning theory to evaluate a novel AI-based Socratic Tutor, designed to foster cognitive engagement and scaffold research question development in higher education. Anchored in dialogic pedagogy, the tutor engages students through iterative, reflective questioning, aiming to promote System 2 thinking and counteract overreliance on AI-generated outputs. In a quasi-experimental design, approximately 80 German pre-service biology teacher students will be randomly assigned to one of two groups: an AI Socratic Tutor condition and an uninstructed chatbot control. Across multiple cycles, students are expected to formulate research questions based on background texts, with quality assessed through double-blind expert review. The study also examines transfer of skills to novel phenomena and captures student perceptions through mixed-methods analysis, including surveys, interviews and reflective journals. This study aims to advance the understanding of how generative AI can be pedagogically aligned to support, not replace, human cognition and offers design principles for human-AI collaboration in education.

AI-induced sexual harassment: Investigating Contextual Characteristics and User Reactions of Sexual Harassment by a Companion Chatbot

Advancements in artificial intelligence (AI) have led to the increase of conversational agents like Replika, designed to provide social interaction and emotional support. However, reports of these AI systems engaging in inappropriate sexual behaviors with users have raised significant concerns. In this study, we conducted a thematic analysis of user reviews from the Google Play Store to investigate instances of sexual harassment by the Replika chatbot. From a dataset of 35,105 negative reviews, we identified 800 relevant cases for analysis. Our findings revealed that users frequently experience unsolicited sexual advances, persistent inappropriate behavior, and failures of the chatbot to respect user boundaries. Users expressed feelings of discomfort, violation of privacy, and disappointment, particularly when seeking a platonic or therapeutic AI companion. This study highlights the potential harms associated with AI companions and underscores the need for developers to implement effective safeguards and ethical guidelines to prevent such incidents. By shedding light on user experiences of AI-induced harassment, we contribute to the understanding of AI-related risks and emphasize the importance of corporate responsibility in developing safer and more ethical AI systems.

Talk2X -- An Open-Source Toolkit Facilitating Deployment of LLM-Powered Chatbots on the Web

Integrated into websites, LLM-powered chatbots offer alternative means of navigation and information retrieval, leading to a shift in how users access information on the web. Yet, predominantly closed-sourced solutions limit proliferation among web hosts and suffer from a lack of transparency with regard to implementation details and energy efficiency. In this work, we propose our openly available agent Talk2X leveraging an adapted retrieval-augmented generation approach (RAG) combined with an automatically generated vector database, benefiting energy efficiency. Talk2X's architecture is generalizable to arbitrary websites offering developers a ready to use tool for integration. Using a mixed-methods approach, we evaluated Talk2X's usability by tasking users to acquire specific assets from an open science repository. Talk2X significantly improved task completion time, correctness, and user experience supporting users in quickly pinpointing specific information as compared to standard user-website interaction. Our findings contribute technical advancements to an ongoing paradigm shift of how we access information on the web.

Towards Effective EU E-Participation: The Development of AskThePublic

E-participation platforms can be an important asset for governments in increasing trust and fostering democratic societies. By engaging non-governmental and private institutions, domain experts, and even the general public, policymakers can make informed and inclusive decisions. Drawing on the Media Richness Theory and applying the Design Science Research method, we explore how a chatbot can be designed to improve the effectiveness of the policy-making process of existing citizen involvement platforms. Leveraging the Have Your Say platform, which solicits feedback on European Commission initiatives and regulations, a Large Language Model based chatbot, called AskThePublic is created, providing policymakers, journalists, researchers, and interested citizens with a convenient channel to explore and engage with public input. By conducting 11 semistructured interviews, the results show that the participants value the interactive and structured responses as well as enhanced language capabilities, thus increasing their likelihood of engaging with AskThePublic over the existing platform. An outlook for future iterations is provided and discussed with regard to the perspectives of the different stakeholders.

Investigating Affective Use and Emotional Well-being on ChatGPT

As AI chatbots see increased adoption and integration into everyday life, questions have been raised about the potential impact of human-like or anthropomorphic AI on users. In this work, we investigate the extent to which interactions with ChatGPT (with a focus on Advanced Voice Mode) may impact users' emotional well-being, behaviors and experiences through two parallel studies. To study the affective use of AI chatbots, we perform large-scale automated analysis of ChatGPT platform usage in a privacy-preserving manner, analyzing over 3 million conversations for affective cues and surveying over 4,000 users on their perceptions of ChatGPT. To investigate whether there is a relationship between model usage and emotional well-being, we conduct an Institutional Review Board (IRB)-approved randomized controlled trial (RCT) on close to 1,000 participants over 28 days, examining changes in their emotional well-being as they interact with ChatGPT under different experimental settings. In both on-platform data analysis and the RCT, we observe that very high usage correlates with increased self-reported indicators of dependence. From our RCT, we find that the impact of voice-based interactions on emotional well-being to be highly nuanced, and influenced by factors such as the user's initial emotional state and total usage duration. Overall, our analysis reveals that a small number of users are responsible for a disproportionate share of the most affective cues.

Increasing happiness through conversations with artificial intelligence

Chatbots powered by artificial intelligence (AI) have rapidly become a significant part of everyday life, with over a quarter of American adults using them multiple times per week. While these tools offer potential benefits and risks, a fundamental question remains largely unexplored: How do conversations with AI influence subjective well-being? To investigate this, we conducted a study where participants either engaged in conversations with an AI chatbot (N = 334) or wrote journal entires (N = 193) on the same randomly assigned topics and reported their momentary happiness afterward. We found that happiness after AI chatbot conversations was higher than after journaling, particularly when discussing negative topics such as depression or guilt. Leveraging large language models for sentiment analysis, we found that the AI chatbot mirrored participants' sentiment while maintaining a consistent positivity bias. When discussing negative topics, participants gradually aligned their sentiment with the AI's positivity, leading to an overall increase in happiness. We hypothesized that the history of participants' sentiment prediction errors, the difference between expected and actual emotional tone when responding to the AI chatbot, might explain this happiness effect. Using computational modeling, we find the history of these sentiment prediction errors over the course of a conversation predicts greater post-conversation happiness, demonstrating a central role of emotional expectations during dialogue. Our findings underscore the effect that AI interactions can have on human well-being.

From Code Generation to Software Testing: AI Copilot with Context-Based RAG

The rapid pace of large-scale software development places increasing demands on traditional testing methodologies, often leading to bottlenecks in efficiency, accuracy, and coverage. We propose a novel perspective on software testing by positing bug detection and coding with fewer bugs as two interconnected problems that share a common goal, which is reducing bugs with limited resources. We extend our previous work on AI-assisted programming, which supports code auto-completion and chatbot-powered Q&A, to the realm of software testing. We introduce Copilot for Testing, an automated testing system that synchronizes bug detection with codebase updates, leveraging context-based Retrieval Augmented Generation (RAG) to enhance the capabilities of large language models (LLMs). Our evaluation demonstrates a 31.2% improvement in bug detection accuracy, a 12.6% increase in critical test coverage, and a 10.5% higher user acceptance rate, highlighting the transformative potential of AI-driven technologies in modern software development practices.

CyberBOT: Towards Reliable Cybersecurity Education via Ontology-Grounded Retrieval Augmented Generation

Advancements in large language models (LLMs) have enabled the development of intelligent educational tools that support inquiry-based learning across technical domains. In cybersecurity education, where accuracy and safety are paramount, systems must go beyond surface-level relevance to provide information that is both trustworthy and domain-appropriate. To address this challenge, we introduce CyberBOT, a question-answering chatbot that leverages a retrieval-augmented generation (RAG) pipeline to incorporate contextual information from course-specific materials and validate responses using a domain-specific cybersecurity ontology. The ontology serves as a structured reasoning layer that constrains and verifies LLM-generated answers, reducing the risk of misleading or unsafe guidance. CyberBOT has been deployed in a large graduate-level course at Arizona State University (ASU), where more than one hundred students actively engage with the system through a dedicated web-based platform. Computational evaluations in lab environments highlight the potential capacity of CyberBOT, and a forthcoming field study will evaluate its pedagogical impact. By integrating structured domain reasoning with modern generative capabilities, CyberBOT illustrates a promising direction for developing reliable and curriculum-aligned AI applications in specialized educational contexts.