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标题: "AI-Generated Interactive Fiction for Educational Use: A Pilot Study of Perceived Comprehensibility, Coherence, and Engagement"
原文链接: "https://arxiv.org/abs/2608.10818"
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## Computer Science > Human-Computer Interaction

## Title:AI-Generated Interactive Fiction for Educational Use: A Pilot Study of Perceived Comprehensibility, Coherence, and Engagement

Authors:[Finn Rogosch](https://arxiv.org/search/cs?searchtype=author&query=Rogosch,+F), [Andreas Schrader](https://arxiv.org/search/cs?searchtype=author&query=Schrader,+A)

[View PDF](https://arxiv.org/pdf/2608.10818)

> Abstract:Generative artificial intelligence (AI) can produce educational content at scale, including interactive and narrative learning experiences, but technical generation alone is not sufficient: scenarios that are confusing, narratively inconsistent, or unengaging are unlikely to be useful in practice. This paper presents a pilot user-centred evaluation of AI-generated interactive fiction (IF) for educational use in higher education. Using a previously described domain-agnostic pipeline and a shared STEM content base, we generated a controlled pool of scenarios and asked participants (N = 22, STEM higher-education) to play one generated episode and rate it on narrative clarity, story-content coherence, engagement, and length acceptance. A free-text prompt captured open feedback. Narrative clarity and length acceptance were rated positively, engagement sat near the neutral mid-point of the scale, and story-content coherence was the weakest dimension by a clear margin. Qualitative feedback points to quiz integration as the bottleneck. Artificial in-fiction motivation for quiz prompts and abrupt setting changes were reported. Feedback also pointed to missing story-level consequences for wrong answers. From these observations, we derive concrete design implications that can inform larger follow-up studies, including later work on learning effectiveness.

| Comments: |  |
| --- | --- |
| Subjects: | Human-Computer Interaction (cs.HC); Computers and Society (cs.CY) |
| ACM classes: | K.3.1; H.5.2 |
| Cite as: | [arXiv:2608.10818](https://arxiv.org/abs/2608.10818) \[cs.HC\] |
|  | (or [arXiv:2608.10818v1](https://arxiv.org/abs/2608.10818v1) \[cs.HC\] for this version) |
|  | [https://doi.org/10.48550/arXiv.2608.10818](https://doi.org/10.48550/arXiv.2608.10818) |
| Journal reference: | EDULEARN26 Proceedings, Article 1075 (2026) |
| Related DOI: | [https://doi.org/10.21125/edulearn.2026.1075](https://doi.org/10.21125/edulearn.2026.1075) |

## Submission history

From: Finn Rogosch \[[view email](https://arxiv.org/show-email/372850ce/2608.10818)\]  
**\[v1\]** Tue, 11 Aug 2026 11:41:05 UTC (160 KB)

[Which authors of this paper are endorsers?](https://arxiv.org/auth/show-endorsers/2608.10818) | Disable MathJax ([What is MathJax?](https://info.arxiv.org/help/mathjax.html))
