Education aims to improve our innate abilities, teach new skills and habits, and nurture intellectual virtues. Poorly designed or misused generative AI disrupts these educational goals. I propose strategies to design generative AI that aligns with education’s aims. The paper proposes a design for a generative AI tutor that teaches students to question well. I argue that such an AI can also help students learn to lead noble inquiries, achieve deeper understanding, and experience a sense of curiosity and fascination. Students who learn to question effectively through such an AI tutor may also develop crucial intellectual virtues.

This scoping review directs attention to artificial intelligence–mediated informal language learning (AI-ILL), defined as autonomous, self-directed, out-of-class second and foreign language (L2) learning practices involving AI tools. Through analysis of 65 empirical studies published up to mid-April 2025, it maps the landscape of this emerging field and identifies the key antecedents and outcomes. Findings revealed a nascent field characterized by exponential growth following ChatGPT’s release, geographical concentration in East Asia, methodological dominance of cross-sectional designs, and limited theoretical foundations. Analysis also demonstrated that learners’ AI-mediated informal learning practices are influenced by cognitive, affective, and sociocontextual factors, while producing significant benefits across linguistic, affective, and cognitive dimensions, particularly enhanced speaking proficiency and reduced communication anxiety. This review situates AI-ILL as an evolving subfield within intelligent CALL and suggests important directions for future research to understand the potential of constantly emerging AI technologies in supporting autonomous L2 development beyond the classroom.

Artificial Intelligence (AI) has reached memory studies in earnest. This partly reflects the hype around recent developments in generative AI (genAI), machine learning, and large language models (LLMs). But how can memory studies scholars handle this hype? Focusing on genAI applications, in particular so-called ‘chatbots’ (transformer-based instruction-tuned text generators), this commentary highlights five areas of critique that can help memory scholars to critically interrogate AI’s implications for their field. These are: (1) historical critiques that complicate AI’s common historical narrative and historicize genAI; (2) technical critiques that highlight how genAI applications are designed and function; (3) praxis critiques that centre on how people use genAI; (4) geopolitical critiques that recognize how international power dynamics shape the uneven global distribution of genAI and its consequences; and (5) environmental critiques that foreground genAI’s ecological impact. For each area, we highlight debates and themes that we argue should be central to the ongoing study of genAI and memory. We do this from an interdisciplinary perspective that combines our knowledge of digital sociology, media studies, literary and cultural studies, cognitive psychology, and communication and computer science. We conclude with a methodological provocation and by reflecting on our own role in the hype we are seeking to dispel.

This short research article interrogates the rise of digital platforms that enable ‘synthetic afterlives’, with a focus on how deathbots – AI-driven avatar interactions grounded in personal data and recordings – reshape memory practices. Drawing on socio-technical walkthroughs of four platforms – Almaya, HereAfter, Séance AI, and You, Only Virtual – we analyse how they frame, archive, and algorithmically regenerate memories. Our findings reveal a central tension: between preserving the past as a fixed archive and continually reanimating it through generative AI. Our walkthroughs demonstrate how these services commodify remembrance, reducing memory to consumer-driven interactions designed for affective engagement while obscuring the ethical, epistemological and emotional complexities of digital commemoration. In doing so, they enact reductive forms of memory that are embedded within platform economies and algorithmic imaginaries.

This article explores the transformational potential of artificial intelligence (AI), particularly generative AI (genAI) – large language models (LLMs), chatbots, and AI-driven smart assistants yet to emerge – to reshape human cognition, memory, and creativity. First, the paper investigates the potential of genAI tools to enable a new form of human-computer co-remembering, based on prompting rather than traditional recollection. Second, it examines the individual, cultural, and social implications of co-creating with genAI for human creativity. These phenomena are explored through the concept of Homo Promptus, a figure whose cognitive processes are shaped by engagement with AI. Two speculative scenarios illustrate these dynamics. The first, ‘prompting to remember’, analyses genAI tools as cognitive extensions that offload memory work to machines. The second scenario, ‘prompting to create’, explores changes in creativity when performing together with genAI tools as co-creators. By mobilising concepts from cognitive psychology, media and memory studies, together with Huizinga’s exploration of play, and Rancière’s intellectual emancipation, this study argues that genAI tools are not only reshaping how humans remember and create but also redefining cultural and social norms. It concludes by calling for ‘critical’ engagement with the societal and intellectual implications of AI, advocating for research that fosters adaptive and independent (meta)cognitive practices to reconcile digital innovation with human agency.

This research explores concertinaing past, present and future interventional creative and pedagogical practices to address the challenges of the Post-Anthropocene era. We argue that the Post-Anthropocene is marked by biotechnological entanglements, environmental violence and digital overstimulation. The discussions herein critique a hyperattentive achievement society characterised by a scattering of attention, a near-constant screen-mediated stream of digital material and tasks and the commodification of leisure time. Enlisting Byung-Chul Han’s concept of hyperattention and themes and motifs from David Cronenberg’s films, the authors propose “FUTURE PROOF re(image)ining” as a collaborative Cli-Fi narrative concept. The project reimagines objects from an initial art installation with a diffusion-based machine learning model. By drawing on a constellation of Taoist philosophical practices, Zen garden design, scholars’ rocks and Cronenbergian themes, the authors propose an exhibition featuring reimagined cave-like gongshi rock structures and objects. A triangulation of spaces for FUTURE PROOF participants to inhabit facilitates an unfolding contemplative-creative trajectory. The concept includes a sensory deprivation cave, a View-Master cave for focused stereoscopic image viewing and a haiku/soundscape cave to initiate experiences. FUTURE PROOF aims to promote deep contemplation, challenging some of the deleterious aspects of Western digital-algorithmic screen culture and cultivating relationality with an always more-than-human world.

This article constructs an approach to analyzing longitudinal panel data which combines topological data analysis (TDA) and generative AI applied to graph neural networks (GNNs). TDA is deployed to identify and analyze unobserved topological heterogeneities of a dataset. TDA-extracted information is quantified into a set of measures, called functional principal components. These measures are used to analyze the data in four ways. First, the measures are construed as moderators of the data and their statistical effects are estimated through a Bayesian framework. Second, the measures are used as factors to classify the data into topological classes using generative AI applied to GNNs constructed by transforming the data into graphs. The classification uncovers patterns in the data which are otherwise not accessible through statistical approaches. Third, the measures are used as factors that condition the extraction of latent variables of the data through a deployment of a generative AI model. Fourth, the measures are used as labels for classifying the graphs into classes used to offer a GNN-based effective dimensionality reduction of the original data. The article uses a portion of the militarized international disputes (MIDs) dataset (from 1946 to 2010) as a running example to briefly illustrate its ideas and steps.

Generative AI (GenAI) offers potential for English language teaching (ELT), but it has pedagogical limitations in multilingual contexts, often generating standard English forms rather than reflecting the pluralistic usage that represents diverse sociolinguistic realities. In response to mixed results in existing research, this study examines how ChatGPT, a text-based generative AI tool powered by a large language model (LLM), is used in ELT from a Global Englishes (GE) perspective. Using the Design and Development Research approach, we tested three ChatGPT models: Basic (single-step prompts); Refined 1 (multi-step prompting); and Refined 2 (GE-oriented corpora with advanced prompt engineering). Thematic analysis showed that Refined Model 1 provided limited improvements over Basic Model, while Refined Model 2 demonstrated significant gains, offering additional affordances in GE-informed evaluation and ELF communication, despite some limitations (e.g., defaulting to NES norms and lacking tailored GE feedback). The findings highlight the importance of using authentic data to enhance the contextual relevance of GenAI outputs for GE language teaching (GELT). Pedagogical implications include GenAI–teacher collaboration, teacher professional development, and educators’ agentive role in orchestrating diverse resources alongside GenAI.

The emergence of large language models (LLMs) provides an opportunity for AI to operate as a co-ideation partner during the creative processes. However, designers currently lack a comprehensive methodology for engaging in co-ideation with LLMs, and there is a limited framework that describes the process of co-ideation between a designer and ChatGPT. This research thus aimed to explore how LLMs can act as codesigners and influence creative ideation processes of industrial designers and whether the ideation performance of a designer could be improved by employing the proposed framework for co-ideation with custom GPT. A survey was first conducted to detect how LLMs influenced the creative ideation processes of industrial designers and to understand the problems that designers face when using ChatGPT to ideate. Then, a framework which based on mapping content to guide the co-ideation between humans and custom GPT (named as Co-Ideator) was promoted. Finally, a design case study followed by a survey and an interview was conducted to evaluate the ideation performance of the custom GPT and framework compared with traditional ideation methods. Also, the effect of custom GPT on co-ideation was compared with a non-artificial intelligence (AI)-used condition. The findings indicated that if users employed co-ideation with custom GPT, the novelty and quality of ideation outperformed by using traditional ideation.

The nexus of artificial intelligence (AI) and memory is typically theorized as a ‘hybrid’ or ‘symbiosis’ between humans and machines. The dangers related to this nexus are subsequently imagined as tilting the power balance between its two components, such that humanity loses control over its perception of the past to the machines. In this article, I propose a new interpretation: AI, I posit, is not merely a non-human agency that changes mnemonic processes, but rather a window through which the past itself gains agency and extends into the present. This interpretation holds two advantages. First, it reveals the full scope of the AI–memory nexus. If AI is an interactive extension of the past, rather than a technology acting upon it, every application of it constitutes an act of memory. Second, rather than locating AI’s power along familiar axes – between humans and machines, or among competing social groups – it reveals a temporal axis of power: between the present and the past. In the article’s final section, I illustrate the utility of this approach by applying it to the legal system’s increasing dependence on machines, which, I claim, represents not just a technical but a mnemonic shift, where the present is increasingly falling under the dominion of the past – embodied by AI.

GenAI has significant potential to transform the design process, driving efficiency and innovation from ideation to testing. However, its integration into professional design workflows faces a gap: designers often lack control over outcomes due to inconsistent results, limited transparency, and unpredictability. This paper introduces a framework to foster human ownership in GenAI-assisted design. Developed through a mixed- methods approach—including a survey of 21 designers and a workshop with 12 experts from product design and architecture—the framework identifies strategies to enhance ownership. It organizes these strategies into source, interaction, and outcome, and maps them across four design phases: define, ideate, deliver, and test. This framework offers actionable insights for responsibly integrating GenAI tools in design practices.

Text-to-Image Generative AI (GenAI) platforms offer designers new opportunities for inspiration-seeking and concept generation, marking a significant shift from traditional visualisation approaches like sketching. This study investigates how designers work with text-to-image GenAI during inspiration-seeking and ideation, aiming to characterise designers’ behaviours through designer-GenAI interaction data. Analysis of 503 prompts by four designers engaging in a GenAI supported design task identifies two distinct behaviours: exploratory, characterised by short, diverse prompts with low similarity; and narrowing, characterised by longer, high-similarity prompts used with detail focused variation functions. The findings highlight the value of GenAI interaction data to reveal patterns in designers’ behaviours, offering insights into how these tools support designers and inform best practices.

With the increase of service robots, understanding how people perceive their human-likeness and capabilities in use contexts is crucial. Advancements in generative AI offer the potential to create realistic, dynamic video representations of robots in motion. This study introduces an AI-assisted workflow for creating video representations of robots for evaluation studies. As a comparative study, it explores the effect of AI-generated videos on people's perceptions of robot designs in three service contexts. Nine video clips depicting robots in motion were created and presented in an online survey. Videos increased human-likeness perceptions for supermarket robots but had the same effect on restaurant and delivery robots as images. Perceptions of capabilities showed negligible differences between media types. No significant differences in the effectiveness of communication were found.