Siyu Zha

Yuxi Ma, Yongqian Peng, Fengyuan Yang et al.

Large Language Models show promise for AI-assisted storytelling, yet current tools often generate predictable, unoriginal narratives. To address this limitation, we present NarrativeLoom, a multi-persona co-creative system grounded in Campbell's Blind Variation and Selective Retention theory. NarrativeLoom deploys specialized AI personas to generate diverse narrative options (blind variation), while users act as creative directors to select and refine them (selective retention). We designed a controlled study with 50 participants and found that stories co-authored with NarrativeLoom were not only perceived by users as more novel and diverse but were also objectively rated by experts as significantly better across all Torrance Test creativity dimensions: fluency, flexibility, originality, and elaboration. Stories are significantly longer with richer settings and more dialogue. Writing expertise emerged as a moderator: novices benefited more from structured scaffolding. This demonstrates the value of theory-informed co-creative systems and the importance of adapting them to varying user expertise.

Jiangtao Gong, Teng Han, Siling Guo et al.

In this paper, we present HoloBoard, an interactive large-format pseudo-holographic display system for lecture-based classes. With its unique properties of immersive visual display and transparent screen, we designed and implemented a rich set of novel interaction techniques like immersive presentation, role-play, and lecturing behind the scene that is potentially valuable for lecturing in class. We conducted a controlled experimental study to compare a HoloBoard class with a normal class by measuring students' learning outcomes and three dimensions of engagement (i.e., behavioral, emotional, and cognitive engagement). We used pre-/post- knowledge tests and multimodal learning analytics to measure students' learning outcomes and learning experiences. Results indicated that the lecture-based class utilizing HoloBoard lead to slightly better learning outcomes and a significantly higher level of student engagement. Given the results, we discussed the impact of HoloBoard as an immersive media in the classroom setting and suggest several design implications for deploying HoloBoard in immersive teaching practices.