Conversational AI agents are increasingly explored as creative partners, yet how conversation design shapes child–AI dialogue in co-creative settings remains underexplored. We present Tinker Tales, a tangible dialogue system for child–AI collaborative storytelling, in which educational frameworks—narrative development and social-emotional learning—are instantiated as conversation design, shaping how the agent engages children across four narrative stages. The system combines a physical storytelling board, NFC-embedded toys, and a mobile app mediating multimodal interaction through tangible manipulation and voice-based dialogue. We conducted a home-based user study with 10 children (ages 6–8) across two conversation design conditions varying in how the agent structured elaboration, with and without educational scaffolding. Our findings show that prompt framing shapes the form and consistency of children’s narrative contributions, structuring how they participate in co-creative dialogue with AI.

As chatbots become integral to daily life, personalizing systems is key for fostering trust, engagement, and inclusivity. This study examines how linguistic similarity affects chatbot performance, focusing on integrating African American English (AAE) into virtual agents to better serve the African American community. We develop text-based and spoken chatbots using large language models and text-to-speech technology, then evaluate them with AAE speakers against standard English chatbots. Our results show that while text-based AAE chatbots often underperform, spoken chatbots benefit from an African American voice and AAE elements, improving performance and preference. These findings underscore the complexities of linguistic personalization and the dynamics between text and speech modalities, highlighting technological limitations that affect chatbots’ AA speech generation and pointing to promising future research directions.