Toxic behavior in Multiplayer Online Battle Arena (MOBA) games has become a major issue. While previous studies have examined factors influencing toxic behavior, few have captured the cognitive and emotional states of the aggressors at the point of emergence of toxic behavior, or traced its evolution across an entire match. To fill the gap, we conducted replay-based semi-structured interviews with 18 players who recently initiated toxic behavior during matches. With adapted retrospective think-aloud protocols and players’ emotional journey maps, we collected their subjective perceptions and dynamic changes of emotion. Through thematic analysis, we identified a multi-dimensional criterion for evaluating toxicity severity and a three-layer cognition–emotion association structure, and described recurring persistent and single-instance patterns of toxic behavior observed in our matches. Based on our findings, we contribute to understanding the internal evolution of player toxicity and discuss implications for preventive intervention strategies and designs aiming at mitigating toxic behavior.

Asynchronous online discussions enable diverse participants to co-construct knowledge beyond individual contributions. This process ideally evolves through sequential phases, from superficial information exchange to deeper synthesis. However, many discussions stagnate in the early stages. Existing AI interventions typically target isolated phases, lacking mechanisms to progressively advance knowledge co-construction, and the impacts of different intervention styles in this context remain unclear and warrant investigation. To address these gaps, we conducted a design workshop to explore AI intervention strategies (task-oriented and/or relationship-oriented) throughout the knowledge co-construction process, and implemented them in an LLM-powered agent capable of facilitating progression while consolidating foundations at each phase. A within-subject study (N=60) involving five consecutive asynchronous discussions showed that the agent consistently promoted deeper knowledge progression, with different styles exerting distinct effects on both content and experience. These findings provide actionable guidance for designing adaptive AI agents that sustain more constructive online discussions.

Everyday digital feminism refers to the ordinary, often pragmatic ways women articulate lived experiences and cultivate solidarity in online spaces. In China, such practices flourish on RedNote through discussions under hashtags like “women’s growth”. Recently, DeepSeek-generated content has been taken up as a new voice in these conversations. Given widely recognized gender biases in LLMs, this raises critical concerns about how LLMs interact with everyday feminist practices. Through an analysis of 430 RedNote posts, 139 shared DeepSeek responses, and 3211 comments, we found that users predominantly welcomed DeepSeek’s advice. Yet feminist critical discourse analysis revealed that these responses primarily encouraged women to self-optimize and pursue achievements within prevailing norms rather than challenge them. By interpreting this case, we discuss the opportunities and risks that LLMs introduce for everyday feminism as a pathway toward women’s empowerment, and offer design implications for leveraging LLMs to better support such practices.

Collective memory—community members' interconnected memories and impressions of the group—is essential to the community's culture and identity. Its development requires members' continuous participatory contribution and sensemaking. However, existing works mainly adopt a holistic sociological perspective to analyze well-developed collective memory, less focusing on member-level conceptualization of this possession or what the co-contribution practices can be. Therefore, this work alternatively adopts the latter perspective and probes such interpretative and interactional patterns with two mobile systems. With one being a locative narrative and exploration system condensed from existing literature's design frameworks, and the other being a conventional online forum representing current practices, they served as the anchors of observation for our two-week, mixed-methods field study (n=38) on a university campus. A core debate we have identified was to retrospectively contemplate or document the presence as a history for the future. This also subsequently impacted the narrative focuses, expectations of collective memory constituents, and the ways participants seek inspiration from the group. We further extracted design considerations that could better embrace the diverse conceptualizations of collective memory and bond different community members together. Lastly, revisiting and reflecting on our design, we provided extra insights on designing devoted locative narrative experiences for community-driven UGC platforms.

The rise of AI-generated content (AIGC) is transforming online creative communities (OCCs) and posing challenges to their regulation. The interacting behaviors, such as sharing artworks with descriptions, commenting on creations, and creators' subsequent replying are the essential components of user engagement in these communities. Understanding the influence of AIGC on the evolving user engagement could be helpful for community regulation. In this work, we collect 235K posts and their associated 255K comments from DeviantArt, a large creative community allowing uploading AIGC. Through open coding, we identify five categories of practices in describing and commenting on artworks, respectively. A set of deep learning models are applied to classify the posts and comments. We then combine time series regression analysis, causal inference analysis, and logistic regression analysis, to examine the impact of the surge of AIGC on user engagement. Results suggest that AI-generated artworks show a decreasing emphasis on the content of creations but an increasing trend toward commercial and promotion purposes. AI-generated artworks emphasize less on IP issues than human-created ones, while the awareness of IP issues drops for human-created artworks with the growth of AIGC as well. Although comments with high sentiment valence, for peer bonding or for requesting usage positively predict the reply behavior for human-created artworks, community members are less likely to maintain these interactions as AIGC rises. Finally, we discuss insights and design implications for OCCs.

Critical thinking, which requires logical analyses on the problems and keeping open-minded to others' viewpoints, is a crucial skill when participating in online discussions. While existing works have explored visualizing the components of an argument in a map, i.e., argument map, to support critical thinking tasks, few of them have incorporated educational elements that aim at training critical thinking in online discussion. In this paper, based on a formative study (N = 57), we develop AMQuestioner , a critical thinking training tool that allows question-driven interactions with argument maps automatically extracted from a post thread. In AMQuestioner , users can explore others' claims with a chatbot via suggested questions and conduct critical thinking exercises by answering generated questions related to any claim in the map. A mixed-design study (N=24) reveals that, compared to a baseline tool without question-driven features, participants after training with AMQuestioner demonstrated significantly more improvements in independently writing arguments that are detailed, specific, and relevant to the topic. Participants with AMQuestioner also exhibited a stronger inclination toward open-mindedness to others' arguments during the three-days training process. We discuss design implications for future critical thinking training tools.

Students’ increasing use of Artificial Intelligence (AI) presents new challenges for assessing their mastery of knowledge and skills in project-based learning (PBL). This paper introduces a co-design study to explore the potential of students’ AI usage data as a novel material for PBL assessment. We conducted workshops with 18 college students, encouraging them to speculate an alternative world where they could freely employ AI in PBL while needing to report this process to assess their skills and contributions. Our workshops yielded various scenarios of students’ use of AI in PBL and ways of analyzing such usage grounded by students’ vision of how educational goals may transform. We also found that students with different attitudes toward AI exhibited distinct preferences in how to analyze and understand their use of AI. Based on these findings, we discuss future research opportunities on student-AI interactions and understanding AI-enhanced learning.

Learning to read scientific papers critically, which requires first grasping their main ideas and then raising critical thoughts, is important yet challenging for novice researchers. The traditional ways to develop critical paper reading (CPR) skills, e.g., checking general tutorials or taking reading courses, often can not provide individuals with adaptive and accessible support. In this paper, we first derive user requirements of a CPR training tool based on literature and a survey study (N=52). Then, we develop CriTrainer , an interactive tool for CPR training. It leverages text summarization techniques to train readers’ skills in grasping the paper’s main ideas. It further utilizes template-based generated questions to help them learn how to raise critical thoughts. A mixed-design study (N=24) shows that compared to a baseline tool with general CPR guidance, students trained by CriTrainer perform better in independently raising critical thinking questions on a new paper. We conclude with design considerations for CPR training tools.