May 2026· arXiv.org· Vol abs/2605.09550· 0 citations· 9 references
Computer Science
TL;DR
This study applies Archetypal Analysis to standardized acceptance ratings across eight representative AI application contexts in games to provide an exploratory empirical vocabulary for segmenting game AI audiences and offers preliminary design implications for more context-sensitive and player-sensitive AI integration in digital games.
Abstract
Artificial intelligence is increasingly entering digital games through diverse functions. While prior work has shown that player attitudes toward game AI are strongly context-dependent, less is known about how these attitudes are structurally combined within different groups of players. This study addresses this gap by modeling players'cross-context AI acceptance as interpretable attitude profiles. Based on questionnaire data from 771 digital game players, we apply Archetypal Analysis (AA) to standardized acceptance ratings across eight representative AI application contexts in games. The analysis identifies seven distinctive profiles: AI-Skeptics, Broad AI-Supporters, Creative-Play Explorers, Experience-Oriented Supporters, Systemic Order Advocates, Emotion-Centered Supporters, and Governance-Skeptics. Exploratory one-vs-rest (OvR) logistic regressions further suggest that profile membership is associated with players'perceived AI literacy, gaming habits, disciplinary background, personality traits, and application-specific priorities. By shifting attention from isolated acceptance judgments to patterned preference structures, this study provides an exploratory empirical vocabulary for segmenting game AI audiences and offers preliminary design implications for more context-sensitive and player-sensitive AI integration in digital games.
Teachers’ beliefs about the utility and risks of artificial intelligence (AI) may shape AI-related practice, yet these beliefs are often treated as a single attitude and practice as simple use. This study used a person-centered approach to identify configurations of AI utility and risk beliefs and examine their associa...
As artificial intelligence (AI) becomes increasingly integrated into K–12 education, hybrid and microschooling environments present both opportunities and challenges for responsible implementation. This paper examines stakeholder preferences for AI use policies through a nationally distributed survey and a conjoint exp...
Xi Zhang, Eric Wearne, Matthew H. Lee et al.· Educational Policy· 0 citations
As generative artificial intelligence (GenAI) becomes increasingly integrated into education, understanding whether students possess the foundational conditions needed to benefit from AI-mediated learning has become an important educational challenge. This study conceptualizes dispositional foundations for AI-mediated...
Vanessa Izquierdo-Álvarez, Marta M. Dolcet-Negre· Frontiers in Education· 0 citations
Introduction AI coding assistants are increasingly used in programming education, but willingness to use them does not show whether students evaluate or learn from AI suggestions. Grounded in technology acceptance, self-regulated learning, and self-efficacy theory, this study examined reflective AI use and student enga...
Sheng Wang, Jia-Bi Zhao· Frontiers in Psychology· 0 citations
Overall, the results position students’ responses to AI as configurations of opportunity appraisal, threat, and AI creative self-efficacy rather than as uniformly positive or negative attitudes, thereby highlighting the need for differentiated university career education and AI-readiness interventions.
This workshop explores how design choices, such as reducing human-like AI design or communicating (un)certainty of responses, can support more informed and balanced use of AI.
Sarah Diefenbach, Daniel Ullrich, P. Preuschoff et al.· Adjunct Proceedings of the 1...· 0 citations
Related blog posts
MIT News · Artificial Intelligence· news.mit.eduOct 23, 2026
Assistant Professor Benjamin Lindquist studies how engineers deliberately injected randomness into early AI, giving rise to deep-learning models that sometimes hallucinate.
MIT News · Artificial Intelligence· news.mit.eduOct 22, 2026
“X-Hinges” helps design and 3D print items like lamps and gloves with an interactive twist: automatically embedded sensors that perceive and adaptively respond to human contact.
Students in MIT’s Concourse program delve deeply into the human condition, debate challenging questions, and learn to develop judgment about issues that can’t be quantified.
We use cookies to run the site and, with your consent, for analytics and to show ads.
See our Cookie Policy.