Large language models (LLMs) chatbots like ChatGPT are increasingly used for mental health support. They offer accessible, therapeutic support but also raise concerns about misinformation, over-reliance, and risks in high-stakes contexts of mental health. We crowdsource large-scale users' posts from six major social media platforms to examine how people discuss their interactions with LLM chatbots across different mental health conditions. Through an LLM-assisted pipeline grounded in Value-Sensitive Design (VSD), we mapped the relationships across user-reported sentiments, mental health conditions, perspectives, and values. Our results reveal that the use of LLM chatbots is condition-specific. Users with neurodivergent conditions (e.g., ADHD, ASD) report strong positive sentiments and instrumental or appraisal support, whereas higher-risk disorders (e.g., schizophrenia, bipolar disorder) show more negative sentiments. We further uncover how user perspectives co-occur with underlying values, such as identity, autonomy, and privacy. Finally, we discuss shifting from "one-size-fits-all" chatbot design toward condition-specific, value-sensitive LLM design.

This study explores the impact of peer acknowledgement on learner engagement and implicit psychological attributes in written annotations on an online social reading platform. Participants included 91 undergraduates from a large North American University. Using log file data, we analyzed the relationship between learners’ received peer acknowledgement and their subsequent annotation behaviours using cross-lag regression. Higher peer acknowledgements correlate with increased initiation of annotations and responses to peer annotations. By applying text mining techniques and calculating Shapley values to analyze 1,969 social annotation entries, we identified prominent psychological themes within three dimensions (i.e., affect, cognition, and motivation) that foster peer acknowledgment in digital social annotation. These themes include positive affect, openness to learning and discussion, and expression of motivation. The findings assist educators in improving online learning communities and provide guidance to technology developers in designing effective prompts, drawing from both implicit psychological cues and explicit learning behaviours.

GPT has demonstrated impressive capabilities in executing various natural language processing (NLP) and reasoning tasks, showcasing its potential for deductive coding in social annotations. This research explored the effectiveness of prompt engineering and fine-tuning approaches of GPT for deductive coding of context-dependent and context-independent dimensions. Coding context-dependent dimensions (i.e., Theorizing, Integration, Reflection) requires a contextualized understanding that connects the target comment with reading materials and previous comments, whereas coding context-independent dimensions (i.e., Appraisal, Questioning, Social, Curiosity, Surprise) relies more on the comment itself. Utilizing strategies such as prompt decomposition, multi-prompt learning, and a codebook-centered approach, we found that prompt engineering can achieve fair to substantial agreement with expert-labeled data across various coding dimensions. These results affirm GPT's potential for effective application in real-world coding tasks. Compared to context-independent coding, context-dependent dimensions had lower agreement with expert-labeled data. To enhance accuracy, GPT models were fine-tuned using 102 pieces of expert-labeled data, with an additional 102 cases used for validation. The fine-tuned models demonstrated substantial agreement with ground truth in context-independent dimensions and elevated the inter-rater reliability of context-dependent categories to moderate levels. This approach represents a promising path for significantly reducing human labor and time, especially with large unstructured datasets, without sacrificing the accuracy and reliability of deductive coding tasks in social annotation. The study marks a step toward optimizing and streamlining coding processes in social annotation. Our findings suggest the promise of using GPT to analyze qualitative data and provide detailed, immediate feedback for students to elicit deepening inquiries.