Profiling learners' affective engagement: Emotion AI, intercultural pragmatics, and language learning

Learning another language can be a highly emotional process, typically characterized by numerous frustrations and triumphs, big and small. For most learners, language learning does not follow a linear, predictable path, its zigzag course shaped by motivational (or demotivating) variables such as personal characteristics, teacher/peer relationships, learning materials, and dreams of a future L2 (second language) self. While some aspects of language learning (reading, grammar) are relatively mechanical, others can be stressful and unpredictable, especially conversing in the target language. That experience necessitates not only knowledge of structure and lexis, but also the ability to use the language in ways that are appropriate to the social and cultural context. A new opportunity to practice conversational abilities has arrived through the availability of AI chatbots, with both advantages (responsive, non-judgmental) and drawbacks (emotionally void, culturally biased). This column explores aspects of emotion as they arise in technology use and in particular how automatic emotion recognition and simulated human responsiveness in AI systems interface with language learning and the development of pragmatic and interactional competence. Emotion AI, the algorithmically driven interpretation of users' affective signals, has been seen as enabling greater personalized learning, adapting to perceived learner cognitive and emotional states. Others warn of emotional manipulation and inappropriate and ineffective user profiling

Student views in AI Ethics and Social Impact

An investigation, from a gender perspective, of how students view the ethical implications and societal effects of artificial intelligence is conducted, examining concepts that could have a big influence on how artificial intelligence may be taught in the future. For this, we conducted a survey on a cohort of 230 second year computer science students to reveal their opinions. The results revealed that AI, from the students' perspective, will significantly impact daily life, particularly in areas such as medicine, education, or media. Men are more aware of potential changes in Computer Science, autonomous driving, image and video processing, and chatbot usage, while women mention more the impact on social media. Both men and women perceive potential threats in the same manner, with men more aware of war, AI controlled drones, terrain recognition, and information war. Women seem to have a stronger tendency towards ethical considerations and helping others.

Investigating In-Context Privacy Learning by Integrating User-Facing Privacy Tools into Conversational Agents

Supporting users in protecting sensitive information when using conversational agents (CAs) is crucial, as users may undervalue privacy protection due to outdated, partial, or inaccurate knowledge about privacy in CAs. Although privacy knowledge can be developed through standalone resources, it may not readily translate into practice and may remain detached from real-time contexts of use. In this study, we investigate in-context, experiential learning by examining how interactions with privacy tools during chatbot use enhance users' privacy learning. We also explore interface design features that facilitate engagement with these tools and learning about privacy by simulating ChatGPT's interface which we integrated with a just-in-time privacy notice panel. The panel intercepts messages containing sensitive information, warns users about potential sensitivity, offers protective actions, and provides FAQs about privacy in CAs. Participants used versions of the chatbot with and without the privacy panel across two task sessions designed to approximate realistic chatbot use. We qualitatively analyzed participants' pre- and post-test survey responses and think-aloud transcripts and describe findings related to (a) participants' perceptions of privacy before and after the task sessions and (b) interface design features that supported or hindered user-led protection of sensitive information. Finally, we discuss future directions for designing user-facing privacy tools in CAs that promote privacy learning and user engagement in protecting privacy in CAs.

The Causal Impact of Tool Affordance on Safety Alignment in LLM Agents

Large language models (LLMs) are increasingly deployed as agents with access to executable tools, enabling direct interaction with external systems. However, most safety evaluations remain text-centric and assume that compliant language implies safe behavior, an assumption that becomes unreliable once models are allowed to act. In this work, we empirically examine how executable tool affordance alters safety alignment in LLM agents using a paired evaluation framework that compares text-only chatbot behavior with tool-enabled agent behavior under identical prompts and policies. Experiments are conducted in a deterministic financial transaction environment with binary safety constraints across 1,500 procedurally generated scenarios. To separate intent from outcome, we distinguish between attempted and realized violations using dual enforcement regimes that either block or permit unsafe actions. Both evaluated models maintain perfect compliance in text-only settings, yet exhibit sharp increases in violations after tool access is introduced, reaching rates up to 85% despite unchanged rules. We observe substantial gaps between attempted and executed violations, indicating that external guardrails can suppress visible harm while masking persistent misalignment. Agents also develop spontaneous constraint circumvention strategies without adversarial prompting. These results demonstrate that tool affordance acts as a primary driver of safety misalignment and that text-based evaluation alone is insufficient for assessing agentic systems.

AI-Assisted Goal Setting Improves Goal Progress Through Social Accountability

Helping people identify and pursue personally meaningful career goals at scale remains a key challenge in applied psychology. Career coaching can improve goal quality and attainment, but its cost and limited availability restrict access. Large language model (LLM)-based chatbots offer a scalable alternative, yet the psychological mechanisms by which they might support goal pursuit remain untested. Here we report a preregistered three-arm randomised controlled trial (N = 517) comparing an AI career coach ("Leon," powered by Claude Sonnet), a matched structured written questionnaire covering closely matched reflective topics, and a no-support control on goal progress at a two-week follow-up. The AI chatbot produced significantly higher goal progress than the control (d = 0.33, p = .016). Compared with the written-reflection condition, the AI did not significantly improve overall goal progress, but it increased perceived social accountability. In the preregistered mediation model, perceived accountability mediated the AI-over-questionnaire effect on goal progress (indirect effect = 0.15, 95% CI [0.04, 0.31]), whereas self-concordance did not. These findings suggest that AI-assisted goal setting can improve short-term goal progress, and that its clearest added value over structured self-reflection lies in increasing felt accountability.

TeachingCoach: A Fine-Tuned Scaffolding Chatbot for Instructional Guidance to Instructors

Higher education instructors often lack timely and pedagogically grounded support, as scalable instructional guidance remains limited and existing tools rely on generic chatbot advice or non-scalable teaching center human-human consultations. We present TeachingCoach, a pedagogically grounded chatbot designed to support instructor professional development through real-time, conversational guidance. TeachingCoach is built on a data-centric pipeline that extracts pedagogical rules from educational resources and uses synthetic dialogue generation to fine-tune a specialized language model that guides instructors through problem identification, diagnosis, and strategy development. Expert evaluations show TeachingCoach produces clearer, more reflective, and more responsive guidance than a GPT-4o mini baseline, while a user study with higher education instructors highlights trade-offs between conversational depth and interaction efficiency. Together, these results demonstrate that pedagogically grounded, synthetic data driven chatbots can improve instructional support and offer a scalable design approach for future instructional chatbot systems.

Characterizing Delusional Spirals through Human-LLM Chat Logs

As large language models (LLMs) have proliferated, disturbing anecdotal reports of negative psychological effects, such as delusions, self-harm, and ``AI psychosis,'' have emerged in global media and legal discourse. However, it remains unclear how users and chatbots interact over the course of lengthy delusional ``spirals,'' limiting our ability to understand and mitigate the harm. In our work, we analyze logs of conversations with LLM chatbots from 19 users who report having experienced psychological harms from chatbot use. Many of our participants come from a support group for such chatbot users. We also include chat logs from participants covered by media outlets in widely-distributed stories about chatbot-reinforced delusions. In contrast to prior work that speculates on potential AI harms to mental health, to our knowledge we present the first in-depth study of such high-profile and veridically harmful cases. We develop an inventory of 28 codes and apply it to the $391,562$ messages in the logs. Codes include whether a user demonstrates delusional thinking (15.5% of user messages), a user expresses suicidal thoughts (69 validated user messages), or a chatbot misrepresents itself as sentient (21.2% of chatbot messages). We analyze the co-occurrence of message codes. We find, for example, that messages that declare romantic interest and messages where the chatbot describes itself as sentient occur much more often in longer conversations, suggesting that these topics could promote or result from user over-engagement and that safeguards in these areas may degrade in multi-turn settings. We conclude with concrete recommendations for how policymakers, LLM chatbot developers, and users can use our inventory and conversation analysis tool to understand and mitigate harm from LLM chatbots. Warning: This paper discusses self-harm, trauma, and violence.

A Scoping Review of AI-Driven Digital Interventions in Mental Health Care: Mapping Applications Across Screening, Support, Monitoring, Prevention, and Clinical Education

Artificial intelligence (AI)-enabled digital interventions, including Generative AI (GenAI) and Human-Centered AI (HCAI), are increasingly used to expand access to digital psychiatry and mental health care. This PRISMA-ScR scoping review maps the landscape of AI-driven mental health (mHealth) technologies across five critical phases: pre-treatment (screening/triage), treatment (therapeutic support), post-treatment (remote patient monitoring), clinical education, and population-level prevention. We synthesized 36 empirical studies implemented through early 2024, focusing on Large Language Models (LLMs), machine learning (ML) models, and autonomous conversational agents. Key use cases involve referral triage, empathic communication enhancement, and AI-assisted psychotherapy delivered via chatbots and voice agents. While benefits include reduced wait times and increased patient engagement, we address recurring challenges like algorithmic bias, data privacy, and human-AI collaboration barriers. By introducing a novel four-pillar framework, this review provides a comprehensive roadmap for AI-augmented mental health care, offering actionable insights for researchers, clinicians, and policymakers to develop safe, effective, and equitable digital health interventions.

Towards Unsupervised Adversarial Document Detection in Retrieval Augmented Generation Systems

Retrieval augmented generation systems have become an integral part of everyday life. Whether in internet search engines, email systems, or service chatbots, these systems are based on context retrieval and answer generation with large language models. With their spread, also the security vulnerabilities increase. Attackers become increasingly focused on these systems and various hacking approaches are developed. Manipulating the context documents is a way to persist attacks and make them affect all users. Therefore, detecting compromised, adversarial context documents early is crucial for security. While supervised approaches require a large amount of labeled adversarial contexts, we propose an unsupervised approach, being able to detect also zero day attacks. We conduct a preliminary study to show appropriate indicators for adversarial contexts. For that purpose generator activations, output embeddings, and an entropy-based uncertainty measure turn out as suitable, complementary quantities. With an elementary statistical outlier detection, we propose and compare their detection abilities. Furthermore, we show that the target prompt, which the attacker wants to manipulate, is not required for a successful detection. Moreover, our results indicate that a simple context summary generation might even be superior in finding manipulated contexts.

From Workflow Automation to Capability Closure: A Formal Framework for Safe and Revenue-Aware Customer Service AI

Customer service automation is undergoing a structural transformation. The dominant paradigm is shifting from scripted chatbots and single-agent responders toward networks of specialised AI agents that compose capabilities dynamically across billing, service provision, payments, and fulfilment. This shift introduces a safety gap that no current platform has closed: two agents individually verified as safe can, when combined, reach a forbidden goal through an emergent conjunctive dependency that neither possesses alone.