Simon Buckingham Shum

Hassan Khosravi, Dragan Gasevic, Shazia Sadiq et al.

Large language models (LLMs) are rapidly transforming knowledge work by improving the quality and efficiency of tasks such as writing, coding, and data analysis. However, their growing use in education has exposed a learning-performance paradox: while they can enhance short-term task performance, they may also undermine genuine learning, including cognitive growth, knowledge transfer, and metacognitive development. This paper addresses the question of how artificial intelligence should be designed and used to support learning rather than merely improve immediate outputs. We introduce the concept of AI learning companions, defined as adaptive, pedagogically informed, LLM-powered agents designed for integration into learning environments. We propose a framework for their design built on three interrelated foundations: a pedagogical foundation focused on how students learn with AI, an adaptive foundation focused on how AI learns about students, and a responsible design foundation ensuring systems remain transparent, accountable, inclusive, and secure. The framework is illustrated through five case studies spanning diverse educational contexts, levels, and tool designs, revealing both the promise and current limitations of existing tools. We conclude that there is a necessary shift away from LLMs designed for task-oriented performance, and beyond simply prompting them to act as tutors, toward deliberately developed AI learning companions that are pedagogically sound, adapt to their learners, and foster durable understanding, metacognitive growth, and learner agency.

A. Baki Kocaballi, Joseph Kizana, Sharon Stein et al.

Seamless AI presents output as a finished, polished product that users consume rather than shape. This risks design fixation: users anchor on AI suggestions rather than generating their own ideas. We propose Generative Friction, which introduces intentional disruptions to AI output (fragmentation, delay, ambiguity) designed to transform it from finished product into semi-finished material, inviting human contribution rather than passive acceptance. In a qualitative study with six designers, we identified the different ways in which designers appropriated the different types of friction: users mined keywords from broken text, used delays as workspace for independent thought, and solved metaphors as creative puzzles. However, this transformation was not universal, motivating the concept of Friction Disposition, a user's propensity to interpret resistance as invitation rather than obstruction. Grounded in tolerance for ambiguity and pre-existing workflow orientation, Friction Disposition emerged as a potential moderator: high-disposition users treated friction as "liberating," while low-disposition users experienced drag. We contribute the concept of Generative Friction as distinct from Protective Friction, with design implications for AI tools that counter fixation while preserving agency.

Anna De Liddo, Lucas Anastasiou, Simon Buckingham Shum

This chapter introduces the concept of Collective Intelligence for Deliberative Democracy (CI4DD). We propose that the use of computational tools, specifically artificial intelligence to advance deliberative democracy, is an instantiation of a broader class of human-computer system designed to augment collective intelligence. Further, we argue for a fundamentally human-centred design approach to orchestrate how stakeholders can contribute meaningfully to shaping the artifacts and processes needed to create trustworthy DD processes. We first contextualise the key concepts of CI and the role of AI within it. We then detail our co-design methodology for identifying key challenges, refining user scenarios, and deriving technical implications. Two exemplar cases illustrate how user requirements from civic organisations were implemented with AI support and piloted in authentic contexts.

Mina Lee, Katy Ilonka Gero, John Joon Young Chung et al. · allen-ai, deepmind

In our era of rapid technological advancement, the research landscape for writing assistants has become increasingly fragmented across various research communities. We seek to address this challenge by proposing a design space as a structured way to examine and explore the multidimensional space of intelligent and interactive writing assistants. Through a large community collaboration, we explore five aspects of writing assistants: task, user, technology, interaction, and ecosystem. Within each aspect, we define dimensions (i.e., fundamental components of an aspect) and codes (i.e., potential options for each dimension) by systematically reviewing 115 papers. Our design space aims to offer researchers and designers a practical tool to navigate, comprehend, and compare the various possibilities of writing assistants, and aid in the envisioning and design of new writing assistants.

Antonette Shibani, Simon Knight, Kirsty Kitto et al.

Artificial Intelligence (AI) has become a ubiquitous part of society, but a key challenge exists in ensuring that humans are equipped with the required critical thinking and AI literacy skills to interact with machines effectively by understanding their capabilities and limitations. These skills are particularly important for learners to develop in the age of generative AI where AI tools can demonstrate complex knowledge and ability previously thought to be uniquely human. To activate effective human-AI partnerships in writing, this paper provides a first step toward conceptualizing the notion of critical learner interaction with AI. Using both theoretical models and empirical data, our preliminary findings suggest a general lack of Deep interaction with AI during the writing process. We believe that the outcomes can lead to better task and tool design in the future for learners to develop deep, critical thinking when interacting with AI.

Antonette Shibani, Simon Buckingham Shum

While the excitement around the capabilities of technological advancements is giving rise to new AI-based writing assistants, the overarching ecosystem plays a crucial role in how they are adopted in educational practice. In this paper, we point to key ecological aspects for consideration. We draw insights from extensive research integrated with practice on a writing feedback tool over 9 years at a university, and we highlight potential risks when these are overlooked. It informs the design of educational writing support tools to be better aligned within broader contexts to balance innovation with practical impact.