In this paper, we present a cooperative game, Brainio Bros 300, using a brain-computer interface (BCI). The game is cooperatively controlled by two people using P300-generating color discrimination. The two users advance through the game together, one as the “player” and the other as the “supporter” providing assistance. We assumed that players would be able-bodied, while supporters would include people with severe disabilities. Through experiments using human subjects, we evaluated the subjects’ impressions of the game and its usefulness. The results of the impression evaluation showed that the subjects generally had good impressions, and there were many opinions that such cooperative games are interesting. We also discuss the possibilities of using the P300 BCI.

Educational materials that utilize generative AI (e.g., ChatGPT) have been developed, thus, allowing students to learn through conversations with robots or agents. However, if these artificial entities provide incorrect information (hallucinating), it could lead to confusion among students. To investigate whether students can detect lies from these artificial entities, we conducted an experiment using the social robot Furhat and we make it engage in various types of deceptive interactions. Twenty-two Japanese middle school students participated in ten teaching sessions with Furhat using a human and an anime facial appearances while employing different types of deception: Lying, Paltering, Pandering, and Bullshit. The results revealed that the majority of students were deceived by those lies. Additionally, the robot's facial appearance (i.e., social agency) affected both the learning effectiveness and the likelihood of being deceived. We conclude that an anime robot face is recommended to be used as it excelled in learning effectiveness as it attracts students attention. An anime face also provided protection against deceptive techniques due to its low social agency which leads to ineffectiveness in persuasion and deception. This study underscores the importance of preparing AI-based educational tools and scripts carefully to prevent the dissemination of false information produced through generative AI hallucinations to students.

In this paper, we discuss whether the history of a learning experience, containing action and emotion information, is useful for review of the experience in game-based learning using virtual space. We developed a game-based story generation system that automatically generates scripts in real time by using a player's emotions and actions. The system has two functions: a game-based experiential learning environment and automatic story generation. The system provides the player with a virtual world and a virtual tool operated by using a hand controller and a display. The system recognizes the player's real-time emotions through facial expressions, and it outputs reactions based on these emotions and actions via a knowledge-based system when the player operates the tool. Then, it outputs scripts based on the emotions and the history of actions. We evaluated the system by conducting experiments with university students as subjects. As a result, subjects found the stories generated by this system interesting because they were based on the player's experience in the game and used the player's behavioral history and emotions. If we consider this as a record of the learning experience, the learning history is an impressive record accompanied by emotions. Thus, historical information that records the actions and emotions of the learner in real time is considered effective because it allows the learner to recall his or her own experiences after the game experience. The results suggest that the historical information, including the learner's real-time actions and emotions, is helpful for review in learning. There is a possibility that experiential learning through games using virtual spaces, such as the one used in this study, will become widespread in the future. In such cases, it will be necessary to examine the learning effects of using historical information with emotions. Therefore, we believe that the results and discussions in this study will be useful for experiential learning using virtual spaces.