Interaction-Centered Intelligence: Toward an Interaction-Based Theory of Human-AI Co-Creation

Co-creative AI research increasingly seeks methods capable of representing how interaction dynamics evolve through time. While many existing approaches focus on observable interaction characteristics, interaction metrics, behavioral coding schemes, or activity traces, these methods often struggle to capture higher-order interaction dynamics, including how collaborative processes reorganize, stabilize, regulate, and evolve through time. This paper introduces Cognitive Trajectory Modeling (CTM) as a cognitive theory of interaction dynamics that conceptualizes cognition, interaction, and creative processes as temporally organized trajectories unfolding across cognitively meaningful attractor landscapes. CTM builds upon the theoretical foundations of the Enactive Model of Creativity and Creative Sense-Making (CSM), revisiting the role of sense-making curves and cognitive trajectories in representing co-creative interaction dynamics. We formalize this perspective through the Cognitive Trajectory Principle, which states that temporal representations are only theoretically interpretable as cognitive trajectories when their underlying states possess directional cognitive meaning. Building on this principle, CTM generalizes the notion of cognitive trajectories beyond any particular coding scheme and provides a broader framework for modeling interaction dynamics through trajectories unfolding across meaningful attractor landscapes. We further distinguish cognitive trajectories from interaction traces and situate CTM within a broader hierarchy of cognitive, interaction, and domain dynamics. More broadly, we argue that understanding co-creative systems requires methods capable of modeling how cognition and interaction dynamics unfold through time. CTM provides a foundation for studying interaction dynamics across co-creative AI and human-AI interaction.

Current conversational AI systems have made significant progress in language generation, personalization, and long-context interaction. However, most existing methods model social behavior through isolated components such as emotion modeling, memory retrieval, or persona conditioning, lacking a unified framework to explain the emergence of stable social relationships and social intelligence in long-term human-AI interaction.To address this, we propose the Human-AI Coevolution Dynamics Framework (HACD-H), a formal model of human-AI interaction as a self-organizing social cognitive system. HACD-H integrates emotional adaptation, relational organization, social memory, and personality consistency into a unified dynamical framework and introduces principles including multi-timescale social cognition, relational attractors, trust basins, developmental phase transitions, and social cognitive energy dynamics.We construct a conversational dataset with approximately 14,700 interaction turns and develop a theory-driven empirical evaluation framework. Results reveal a hierarchy of temporal persistence in social cognition, stable relational attractors, phase-transition-like developmental patterns, and a structured social cognitive energy landscape. Social intelligence shows a significant negative correlation with social cognitive energy (r = -0.391, p < 0.001), and interaction trajectories exhibit progressive energy reduction over time.These findings suggest that social intelligence emerges from long-term social cognitive coevolution rather than isolated conversational capabilities. HACD-H provides a unified theoretical foundation for modeling adaptive human-AI social interaction and developing socially intelligent AI systems.

Artificial intelligence (AI) has been applied across educational contexts to support learning. One approach to such support is "human-AI collaboration" (also termed "hybrid intelligence"), where human(s) and AI components interact to promote human learning. However, as in human-to-human computer-supported collaborative learning (CSCL), unstructured interaction does not necessarily produce an effective learning experience. This paper reports a systematic literature review of empirical studies (N=62) on human-AI collaboration and hybrid intelligence for learning support. The review characterizes collaboration processes, their structures, and contexts of application. It also extracts emerging design knowledge and research gaps. Researchers and technology designers can use these findings as a starting point for structuring more effective AI-enhanced technologies for collaboration, in educational practice and future research.