Prompting Destiny: Negotiating Socialization and Growth in an LLM-Mediated Speculative Gameworld
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| Main Authors: | , , , |
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| Format: | Preprint |
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2026
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| _version_ | 1866914308342939648 |
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| author | Yang, Mandi Gao, Zhiqi Meng, Yibo Pan, Dongyijie Primo |
| author_facet | Yang, Mandi Gao, Zhiqi Meng, Yibo Pan, Dongyijie Primo |
| contents | We present an LLM-mediated role-playing game that supports reflection on socialization, moral responsibility, and educational role positioning. Grounded in socialization theory, the game follows a four-season structure in which players guide a child prince through morally charged situations and compare the LLM-mediated NPC's differentiated responses across stages, helping them reason about how educational guidance shifts with socialization. To approximate real educational contexts and reduce score-chasing, the system hides real-time evaluative scores and provides delayed, end-of-stage growth feedback as reflective prompts. We conducted a user study (N=12) with gameplay logs and post-game interviews, analyzed via reflexive thematic analysis. Findings show how players negotiated responsibility and role positioning, and reveal an entry-load tension between open-ended expression and sustained engagement. We contribute design knowledge on translating sociological models of socialization into reflective AI-mediated game systems. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2602_05864 |
| institution | arXiv |
| publishDate | 2026 |
| record_format | arxiv |
| spellingShingle | Prompting Destiny: Negotiating Socialization and Growth in an LLM-Mediated Speculative Gameworld Yang, Mandi Gao, Zhiqi Meng, Yibo Pan, Dongyijie Primo Human-Computer Interaction We present an LLM-mediated role-playing game that supports reflection on socialization, moral responsibility, and educational role positioning. Grounded in socialization theory, the game follows a four-season structure in which players guide a child prince through morally charged situations and compare the LLM-mediated NPC's differentiated responses across stages, helping them reason about how educational guidance shifts with socialization. To approximate real educational contexts and reduce score-chasing, the system hides real-time evaluative scores and provides delayed, end-of-stage growth feedback as reflective prompts. We conducted a user study (N=12) with gameplay logs and post-game interviews, analyzed via reflexive thematic analysis. Findings show how players negotiated responsibility and role positioning, and reveal an entry-load tension between open-ended expression and sustained engagement. We contribute design knowledge on translating sociological models of socialization into reflective AI-mediated game systems. |
| title | Prompting Destiny: Negotiating Socialization and Growth in an LLM-Mediated Speculative Gameworld |
| topic | Human-Computer Interaction |
| url | https://arxiv.org/abs/2602.05864 |