Many people browse online communities to learn from others’ experiences and opinions, e.g., for constructing travel plans. Conversational search powered by large language models (LLMs) could ease this information-seeking task, but it remains under-investigated within the online community. In this paper, we first conducted an exploratory study (N=10) that indicated the helpfulness of a classic conversational search tool and identified room for improvement. Then, we proposed ConSearcher, an LLM-powered tool with dynamically generated member personas based on user queries to facilitate conversational search in the community. In ConSearcher, users can clarify their interests by checking what a simulated member similar to them may ask and get responses from diverse members’ perspectives. A within-subjects study (N=27) showed that compared to two conversational search baselines, ConSearcher led to significantly higher information-seeking outcome and user engagement but raised concerns about over-personalization. We discuss implications for supporting conversational information seeking in online communities.

Visual designers often seek inspiration from Chinese paintings when tasked with creating Chinese-style illustrations, posters, etc. Our formative study (N=10) reveals that during ideation, designers learn the cultural symbols, emotions, compositions, and styles in Chinese paintings but face challenges in searching, analyzing, and integrating these dimensions. This paper leverages multi-modal large models to annotate the value of each dimension in 16,315 Chinese paintings, built on which we propose InkIdeator, an ideation support system for Chinese-style visual designs. InkIdeator suggests cultural symbols associated with the task theme, provides dimensional keywords to help analyze Chinese paintings, and generates visual examples integrating user-selected keywords. Our within-subjects study (N=12) using a baseline system without extracted dimensional keywords, along with two extended use cases by Chinese painters, indicates InkIdeator's effectiveness in creative ideation support, helping users efficiently explore cultural dimensions in Chinese paintings and visualize their ideas. We discuss implications for supporting culture-related visual design ideation with generative AI.

Promoting beauty products via posts on social media like RED has become an occupation for many people, and an attractive cover image can increase the click-through rate of these posts. However, selecting a cover image and writing the text for product promotion could be challenging, especially for novices in this occupation. In this paper, we propose a data-driven approach, with the best model’s accuracy of 0.775, to assess whether viewers will click on the beauty product post in RED based on the content, color, and texture features of its cover image. With this model, we develop BeautyClicker to support drafts of beauty product promotion posts. A within-subjects study with novices (N = 32) and interviews with four beauty influencers demonstrate that BeautyClicker helps select cover images and improves the quality of posts. Lastly, we discuss insights into modeling viewers’ click intent and supporting the creation of social media posts.

Traditional AI-assisted decision-making systems often provide fixed recommendations that users must either accept or reject entirely, limiting meaningful interaction - especially in cases of disagreement. To address this, we introduce Human-AI Deliberation, an approach inspired by human deliberation theories that enables dimension-level opinion elicitation, iterative decision updates, and structured discussions between humans and AI. At the core of this approach is Deliberative AI, an assistant powered by large language models (LLMs) that facilitates flexible, conversational interactions and precise information exchange with domain-specific models. Through a mixed-methods user study, we found that Deliberative AI outperforms traditional explainable AI (XAI) systems by fostering appropriate human reliance and improving task performance. By analyzing participant perceptions, user experience, and open-ended feedback, we highlight key findings, discuss potential concerns, and explore the broader applicability of this approach for future AI-assisted decision-making systems.

Intelligent agents coexisting with humans often need to interact with human-shared objects in environments. Thus, agents should plan their interactions based on objects' affordances and the current situation to achieve acceptable outcomes. How to support intelligent agents' planning of affordance-based interactions compatible with human perception and values in real-world contexts remains under-explored. We conducted a formative study identifying the physical, intrapersonal, and interpersonal contexts that count to household human-agent interaction. We then proposed ACKnowledge, a computational framework integrating a dynamic knowledge graph, a large language model, and a vision language model for affordance-based interaction planning in dynamic human environments. In evaluations, ACKnowledge generated acceptable planning results with an understandable process. In real-world simulation tasks, ACKnowledge achieved a high execution success rate and overall acceptability, significantly enhancing usage-rights respectfulness and social appropriateness over baselines. The case study's feedback demonstrated ACKnowledge's negotiation and personalization capabilities toward an understandable planning process.

Online Design Communities (ODCs) offer various artworks with members' comments for beginners to learn visual design. However, as identified by our Formative Study (N = 10), current ODCs lack features customized for personal learning purposes, e.g., searching artworks and digesting useful comments to learn design principles about buttons. In this paper, we present DesignLearner, a redesigned interface of ODCs to facilitate personalized visual design learning with comments structured based on UI components ( e.g., button, text) and visual elements ( e.g., color, contrast). In DesignLearner, learners can specify the UI components and visual elements that they wish to learn to filter artworks and associated comments. They can interactively read comments on an artwork, take notes, and get suggestions for the next artworks to explore. Our between-subjects study (N = 24) indicates that compared to a traditional ODC interface, DesignLearner can improve the user learning outcome and is deemed significantly more useful. We conclude with design considerations for customizing the interface of online communities to satisfy users' learning needs.

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.

The integration of Generative Artificial Intelligence (GenAI) in K-6 project-based art courses presents both opportunities and challenges for enhancing creativity, engagement, and group collaboration. This study introduces a four-phase field study, involving in total two experienced K-6 art teachers and 132 students in eight offline course sessions, to investigate the usage and impact of GenAI. Specifically, based on findings in Phases 1 and 2, we developed AskArt , an interactive interface that combines DALL-E and GPT and is tailored to support elementary school students in their art projects, and deployed it in Phases 3 and 4. Our findings revealed the benefits of GenAI in providing background information, inspirations, and personalized guidance. However, challenges in query formulation for generating expected content were also observed. Moreover, students employed varied collaboration strategies, and teachers noted increased engagement alongside concerns regarding misuse and interface suitability. This study offers insights into the effective integration of GenAI in elementary education, presents AskArt as a practical tool, and provides recommendations for educators and researchers to enhance project-based learning with GenAI technologies.

Online mental health communities (OMHCs) offer rich posts and comments for viewers, who do not directly participate in the communications, to seek social support from others' experience. However, viewers could face challenges in finding helpful posts and comments and digesting the content to get needed support, as revealed in our formative study (N=10). In this work, we present an interactive visual tool named ComViewer to help viewers seek social support in OMHCs. With ComViewer , viewers can filter posts of different topics and find supportive comments via a zoomable circle packing visual component that adapts to searched keywords. Powered by LLM, ComViewer supports an interactive sensemaking process by enabling viewers to interactively highlight, summarize, and question any community content. A within-subjects study (N=20) demonstrates ComViewer's strengths in providing viewers with a more simplified, more fruitful, and more engaging support-seeking experience compared to a baseline OMHC interface without ComViewer . We further discuss design implications for facilitating information-seeking and sense making in online mental health communities.

Effectively assimilating and integrating reviewer feedback is crucial for researchers seeking to refine their papers and handle potential rebuttal phases in academic venues. However, traditional review digestion processes present challenges such as time consumption, reading fatigue, and the requisite for comprehensive analytical skills. Prior research on review analysis often provides theoretical guidance with limited targeted support. Additionally, general text comprehension tools overlook the intricate nature of comprehensively understanding reviews and lack contextual assistance. To bridge this gap, we formulated research questions to explore the authors' concerns and methods for enhancing comprehension during the review digestion phase. Through interviews and the creation of storyboards, we developed ReviseMate, an interactive system designed to address the identified challenges. A controlled user study (N=31) demonstrated the superiority of ReviseMate over baseline methods, with positive feedback regarding user interaction. Subsequent field deployment (N=6) further validated the effectiveness of ReviseMate in real-world review digestion scenarios. These findings underscore the potential of interactive tools to significantly enhance the assimilation and integration of reviewer feedback during the manuscript review process.

Support-seekers' self-disclosure of their suffering experiences, thoughts, and feelings in the post can help them get needed peer support in online mental health communities (OMHCs). However, such mental health self-disclosure could be challenging. Images can facilitate the manifestation of relevant experiences and feelings in the text; yet, relevant images are not always available. In this paper, we present a technical prototype named MentalImager and validate in a human evaluation study that it can generate topical- and emotional-relevant images based on the seekers' drafted posts or specified keywords. Two user studies demonstrate that MentalImager not only improves seekers' satisfaction with their self-disclosure in their posts but also invokes support-providers' empathy for the seekers and willingness to offer help. Such improvements are credited to the generated images, which help seekers express their emotions and inspire them to add more details about their experiences and feelings. We report concerns on MentalImager and discuss insights for supporting self-disclosure in OMHCs.

Reading and repeatedly retelling a short story is a common and effective approach to learning the meanings and usages of target words. However, learners often struggle with comprehending, recalling, and retelling the story contexts of these target words. Inspired by the Cognitive Theory of Multimedia Learning, we propose a computational workflow to generate relevant images paired with stories. Based on the workflow, we work with learners and teachers to iteratively design an interactive vocabulary learning system named RetAssist. It can generate sentence-level images of a story to facilitate the understanding and recall of the target words in the story retelling practices. Our within-subjects study (N=24) shows that compared to a baseline system without generative images, RetAssist significantly improves learners’ fluency in expressing with target words. Participants also feel that RetAssist eases their learning workload and is more useful. We discuss insights into leveraging text-to-image generative models to support learning tasks.

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.

People in grief can create posts with text and images to disclose themselves and seek social support in online grief support communities. Existing work largely focuses on understanding the received social support of a post in pure text but often overlooks the post that attaches an image in grief communities. In this paper, we first computationally characterize the textual (e.g., theme), visual (e.g., color), and text-image coherence (i.e., semantic and sentiment coherence) features of text-image posts in a grief support community. Then, we conduct regression analyses to systematically examine the effects of these features on their received informational, emotional, esteem, and network support. We find that attaching a selfie image in the post positively predicts received informational and emotional support, while the social image of a post is a positive predictor of network and esteem support. A post is also likely to get more social support if its text is describing the visible content or telling a story depicted in the image or the perceived emotions in the text and image are not conflict. These results supplement existing research on mental health communities and provide actionable insights into assisting grief people to seek social support online.

In the process of evaluating competencies for job or student recruitment through material screening, decision-makers can be influenced by inherent cognitive biases, such as the screening order or anchoring information, leading to inconsistent outcomes. To tackle this challenge, we conducted interviews with seven experts to understand their challenges and needs for support in the screening process. Building on their insights, we introduce BiasEye, a bias-aware real-time interactive material screening visualization system. BiasEye enhances awareness of cognitive biases by improving information accessibility and transparency. It also aids users in identifying and mitigating biases through a machine learning (ML) approach that models individual screening preferences. Findings from a mixed-design user study with 20 participants demonstrate that, compared to a baseline system lacking our bias-aware features, BiasEye increases participants’ bias awareness and boosts their confidence in making final decisions. At last, we discuss the potential of ML and visualization in mitigating biases during human decision-making tasks.

Preparing a lesson plan, e.g., a detailed road map with strategies and materials for instructing a 90-minute class, is beneficial yet challenging for novice teachers. Large language models (LLMs) can ease this process by generating adaptive content for lesson plans, which would otherwise require teachers to create from scratch or search existing resources. In this work, we first conduct a formative study with six novice teachers to understand their needs for support of preparing lesson plans with LLMs. Then, we develop LessonPlanner that assists users to interactively construct lesson plans with adaptive LLM-generated content based on Gagne’s nine events. Our within-subjects study (N = 12) shows that compared to the baseline ChatGPT interface, LessonPlanner can significantly improve the quality of outcome lesson plans and ease users’ workload in the preparation process. Our expert interviews (N = 6) further demonstrate LessonPlanner ’s usefulness in suggesting effective teaching strategies and meaningful educational resources. We discuss concerns on and design considerations for supporting teaching activities with LLMs.

Conversational Agents (CAs) acting as peer supporters have been widely studied and demonstrated beneficial for people’s mental health. However, previous peer support CAs either are user-initiated or follow predefined rules to initiate the conversations, which may discourage users to engage and build relationships with the CAs for long-term benefits. In this paper, we develop ComPeer, a generative CA that can proactively offer adaptive peer support to users. ComPeer leverages large language models to detect and reflect significant events in the dialogue, enabling it to strategically plan the timing and content of proactive care. In addition, ComPeer incorporates peer support strategies, conversation history, and its persona into the generative messages. Our one-week between-subjects study (N=24) demonstrates ComPeer ’s strength in providing peer support over time and boosting users’ engagement compared to a baseline user-initiated CA. We report users’ interaction patterns with ComPeer and discuss implications for designing proactive generative agents to promote people’s well-being.

Online design communities, where members exchange free-form views on others' designs, offer a space for beginners to learn visual design. However, the content of these communities is often unorganized for learners, containing many redundancies and irrelevant comments. In this paper, we propose a computational approach for leveraging online design communities to run a conversational agent that assists informal learning of visual elements (e.g., color and space). Our method extracts critiques, suggestions, and rationales on visual elements from comments. We present DesignQuizzer, which asks questions about visual design in UI examples and provides structured comment summaries. Two user studies demonstrate the engagement and usefulness of DesignQuizzer compared with the baseline (reading reddit.com/r/UI_design). We also showcase how effectively novices can apply what they learn with DesignQuizzer in a design critique task and a visual design task. We discuss how to use our approach with other communities and offer design considerations for community-powered learning support tools.

Online critique communities (OCCs) provide a convenient space for creators to solicit feedback on their artifacts and improve skills. Creators’ behavioral, emotional, and cognitive engagement with comments on their works contribute to their skill development. However, what kinds of critique creators feel engaging may change with the creation stage of their shared artifacts. In this paper, we first model three dimensions of engagement expressed in creators’ replies to peer comments. Then we quantitatively examine how their engagement is affected by artifacts’ stage and feedback characteristics via regression analysis. Results show that creators sharing works-in-progress tend to exhibit lower behavioral and emotional engagement, but higher cognitive engagement than those sharing complete works. The increase in the valence of the feedback is associated with a stronger increase in behavior engagement for seekers sharing complete works than works-in-progress. Finally, we discuss how our insights could benefit OCCs and other online help-seeking platforms.

Vocabulary learning support tools have widely exploited existing materials, e.g., stories or video clips, as contexts to help users memorize each target word. However, these tools could not provide a coherent context for any target words of learners’ interests, and they seldom help practice word usage. In this paper, we work with teachers and students to iteratively develop Storyfier, which leverages text generation models to enable learners to read a generated story that covers any target words, conduct a story cloze test, and use these words to write a new story with adaptive AI assistance. Our within-subjects study (N=28) shows that learners generally favor the generated stories for connecting target words and writing assistance for easing their learning workload. However, in the read-cloze-write learning sessions, participants using Storyfier perform worse in recalling and using target words than learning with a baseline tool without our AI features. We discuss insights into supporting learning tasks with generative models.

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.

Promotions are commonly used by e-commerce merchants to boost sales. The efficacy of different promotion strategies can help sellers adapt their offering to customer demand in order to survive and thrive. Current approaches to designing promotion strategies are either based on econometrics, which may not scale to large amounts of sales data, or are spontaneous and provide little explanation of sales volume. Moreover, accurately measuring the effects of promotion designs and making bootstrappable adjustments accordingly remains a challenge due to the incompleteness and complexity of the information describing promotion strategies and their market environments. We present PromotionLens, a visual analytics system for exploring, comparing, and modeling the impact of various promotion strategies. Our approach combines representative multivariant time-series forecasting models and well-designed visualizations to demonstrate and explain the impact of sales and promotional factors, and to support "what-if" analysis of promotions. Two case studies, expert feedback, and a qualitative user study demonstrate the efficacy of PromotionLens.

An effective task-oriented chatbot should be able to exert a certain level of Social Intelligence (SI), the ability to emulate human social behaviors to reduce user frustration and dissatisfaction. However, few studies explored using humor, a common rhetorical device in human-human interactions, to improve chatbots’ overall SI. To fill this gap, we proposed to apply self-mockery humor to a customer service chatbot in different interaction stages with users. We proposed a pipeline to create situated self-mockery for the chatbot and conducted a within-subject experiment (N=28) to compare it with a chatbot without self-mockery utterance. Results showed that the self-mockery chatbot was perceived as significantly funnier, more satisfactory, and delivering higher performance in two out of the five measured characteristics of SI with comparable performance in the rest. We further discussed how participants’ individual factors might affect the perceived helpfulness of self-mockery on SI and concluded with design considerations.

Online medical crowdfunding campaigns (OMCCs) help patients seek financial support. First impressions (FIs) of an OMCC, including perceived empathy, credibility, justice, impact, and attractiveness, could affect viewers’ donation decisions. Images play a crucial role in manifesting FIs, and it is beneficial for fundraisers to understand how viewers may judge their selected images for OMCCs beforehand. This work proposes a data-driven approach to assessing whether an OMCC image conveys appropriate FIs. We first crowdsource viewers’ perception of OMCC images. Statistical analysis confirms that agreement on all five dimensions of FIs exists, and these FIs positively correlate with donation intention. We compute image content, color, texture, and composition features, then analyze the correlation between these visual features and FIs. We further predict FIs based on these features, and the best model achieves an overall F1-score of 0.727. Finally, we discuss how our insights could benefit fundraisers and possible ethical concerns.

Community-based Question Answering (CQA) platforms can provide rich experience and suggestions for people who seek to construct Activity Plans (AP), such as bodybuilding or sightseeing. However, answer posts in CQA platforms could be too unstructured and overwhelming to be easily applied to AP construction, as validated by our formative study for understanding relevant user challenges. We therefore proposed an answer-post processing pipeline, based on which we built PlanHelper, a tool assisting users in processing the CQA information and constructing AP interactively. We conducted a within-subject study (N=24) with a Quora-like interface as the baseline. Results suggested that when creating AP with PlanHelper, users were significantly more satisfied with the informational support and more engaged during the interaction. Moreover, we performed an in-depth analysis on the user behaviors with PlanHelper and summarized the design considerations for such supporting tools.

Online mental health communities (OMHCs) are prominent resources for improving people’s mental wellbeing. An immediate cue of such improvement is support-seekers’ satisfaction expressed in their replies to the received comments. However, the comments that seekers find satisfying may change with their community knowledge, e.g., measured by tenure and posting experience in that community. In this paper, we first model the amount of satisfaction conveyed in the support-seekers’ replies to the received comments. Then we quantitatively examine how seekers’ expressed satisfaction is affected by their community knowledge, sought and received support in an OMHC. Results show that support-seekers with more posting experience generally display less contentment to the received comments. Compared to newcomers, higher tenured members express less satisfaction when receiving informational support. We also found that support matching positively predicts seekers’ satisfaction regardless of their community knowledge. Our findings have implications for OMHCs to satisfy support-seekers through their community knowledge.

The use of digital examples plays a critical role in mobile UI design. Yet, it remains unclear how UX/UI designers manage (i.e., collect, archive, and utilize) examples to facilitate their design processes at different stages, and what possible challenges are imposed on the design of proper tools to support these practices. In this paper, we conduct a qualitative interview study with mobile UI/UX designers (12 experts and 12 novices), deriving the commonality in practices and analyzing possible differences across four design phases (Discover, Define, Develop, and Deliver) and expertise. In brief, we find that there is more diverse and frequent use of examples in the Discover and Develop phases, and that experts take more diverse advantage of the information from examples compared to novices. We further identify the challenges faced by designers when using existing example management services, and propose potential design implications for the development of more supportive design tools in the future.

Chatbots systems, despite their popularity in today's HCI and CSCW research, fall short for one of the two reasons: 1) many of the systems use a rule-based dialog flow, thus they can only respond to a limited number of pre-defined inputs with pre-scripted responses; or 2) they are designed with a focus on single-user scenarios, thus it is unclear how these systems may affect other users or the community. In this paper, we develop a generalizable chatbot architecture (CASS) to provide social support for community members in an online health community. The CASS architecture is based on advanced neural network algorithms, thus it can handle new inputs from users and generate a variety of responses to them. CASS is also generalizable as it can be easily migrate to other online communities. With a follow-up field experiment, CASS is proven useful in supporting individual members who seek emotional support. Our work also contributes to fill the research gap on how a chatbot may influence the whole community's engagement.

Textual comments from peers with informational and emotional support are beneficial to members of online mental health communities (OMHCs). However, many comments are not of high quality in reality. Writing support technologies that assess (AS) the text or recommend (RE) writing examples on the fly could potentially help support providers to improve the quality of their comments. However, how providers perceive and work with such technologies are under-investigated. In this paper, we present a technological prototype MepsBot which offers providers in-situ writing assistance in either AS or RE mode. Results of a mixed-design study with 30 participants show that both types of MepsBots improve users' confidence in and satisfaction with their comments. The AS-mode MepsBot encourages users to refine expressions and is deemed easier to use, while the RE-mode one stimulates more support-related content re-editions. We report concerns on MepsBot and propose design considerations for writing support technologies in OMHCs.

As service robots are envisioned to provide decision-making support (DMS) in public places, it is becoming essential to design the robot's manner of offering assistance. For example, robot shop assistants that proactively or reactively give product recommendations may impact customers' shopping experience. In this paper, we propose an anticipation-autonomy policy framework that models three levels of proactivity (high, medium and low) of service robots in DMS contexts. We conduct a within-subject experiment with 36 participants to evaluate the effects of DMS robot's proactivity on user perceptions and interaction behaviors. Results show that a highly proactive robot is deemed inappropriate though people can get rich information from it. A robot with medium proactivity helps reduce the decision space while maintaining users' sense of engagement. The least proactive robot grants users more control but may not realize its full capability. We conclude the paper with design considerations for service robot's manner.

Affectionate communication, the conveyance of closeness, care, and fondness for another, plays a key role in romantic relationships. While the pervasive use of digital technology for communication limits affectionate interaction through nonverbal cues -- a major channel of expression in face-to-face settings, there have been few approaches which scaffold couples' romantic text conversations. To bridge this gap, we propose a novel interactive system Lily which gives users inspirations to enrich their romantic expressions in text messaging. It first listens to users' original input and then recommends romantic lyrics holding the closest meaning in real-time during chats with partners. After a three-day empirical study, participants who are real-life couples reported that they not only received useful cues from Lily in terms of how to polish their affectionate expressions, but also learnt to enrich the conversation with topics enlightened by its recommendations. Based on our findings, we finally provide several design considerations for actual deployment of such an application.