Skip to content
Open access

Literary AI: Character-Centric Dialogue Systems with Contextual Data

Aug 2026 · International Journal of Intelligent Systems and Data Science · 0 citations · 35 references

TL;DR

The findings demonstrate that the suggested framework can produce contextually grounded and character-consistent dialogue across different character or persona types and the technical feasibility of the integration of retrieval augmentation, parameter-efficient adaptation and conversational memory in literary dialogue systems is established.

Abstract

Introducing a framework that facilitates character-centric conversations and interactions with stories. The proposed scheme integrates the LLaMA 3 8B instruction-tuned LLM with parameter-efficient LoRA adaptation, hybrid dense and sparse retrieval, contextual prompt integration, and conversation memory. The system generates character-consistent responses that are also grounded in the relevant context of what has been previously talked about. Five literary characters were used to evaluate the framework, namely Harry Potter, Hermione Granger, Sherlock Holmes, Katniss Everdeen, and Percy Jackson. The evaluation was performed using a set of 500 manually designed prompts based on factual recall, inferential reasoning, and character perspective questions. Human evaluators were expert literature teachers who assessed the systems using BLEU, ROUGE-L, etc, and CGA.  The system obtained average scores of 42.6 BLEU, 51.4 ROUGE-L, 92.1% CGA, and 4.6/5 in human evaluation. The findings demonstrate that the suggested framework can produce (a) contextually grounded and (b) character-consistent dialogue across different character or persona types. As demonstrated by our findings, the technical feasibility of the integration of retrieval augmentation, parameter-efficient adaptation and conversational memory in literary dialogue systems is established. Future studies will involve direct evaluation with the learner to assess the potential of these systems for literacy-related learning.

Read PDF

Similar papers

Book Open access Aug 2026

Post-Thinking in NPC Dialogue: A Paradigm for Reflective Character Models

Post-Thinking, a technique that maintains a rolling reflection trace across chat turns that is expected to help actively ground the character as it encourages the model to explicitly surface aspects of the character definition most relevant to the current moment.

Keegan Carey, Hexi Wang · 0 citations
Open access Sep 2026

When the Machine Speaks: AI-Generated Language, Relational Authenticity, and the Three-Stage Engagement Model in ELT

The paper examines whether AI-generated texts can serve as authentic input when engaged through three stages: interaction with text, decoding and interpretation of meaning, and contextually appropriate response production, and considers the dual role of AI as both a source of linguistic input and a mediation tool suppo...

Mehran Esfandiari, Mir Wais Gawhary · 0 citations
Open access Jun 2026

"YES! YES! I absolutely love this insight!" Affirmative Narration as Interactional Strategy in Dialogues with LLM Chatbots

The analyses and case studies range from a journalist’s unsettling chatbot experiment to cases where users have experienced delusions or even killed themselves after lengthy interactions with a chatbot, and conclude with the discussion of LLMs as a genre of narrative media which requires a new type of literacy.

Hanna-Riikka Roine, Anne Sigrid Refsum, Jill Walker Rettberg · 2 citations
Review Open access Aug 2026

Evaluating Cultural Balance and Representation in ChatGPT and DeepSeek-Generated EFL Materials

The findings show that cultural inclusion does not ensure balanced representation and the proposed review criteria help teachers and curriculum developers evaluate variation, specificity, stereotyping risk, and classroom suitability before using AI-generated materials.

Idrees, Yong-Zhi Liu · 0 citations
Open access Aug 2026

Designing with Notebooklm: An Autoethnographic Discourse Analysis of Human-AI Curriculum Design

The findings suggest that Generative AI can become a substantive curriculum-design resource without displacing educators’ role as designers and reinforce the need for continued professional judgment in Generative AI-supported curriculum design.

Gabriela C. Zapata · 0 citations

We use cookies to run the site and, with your consent, for analytics and to show ads. See our Cookie Policy.