V. Shwartz
Publications
Agents of Chaos
We report an exploratory red-teaming study of autonomous language-model-powered agents deployed in a live laboratory environment with persistent memory, email accounts, Discord access, file systems, and shell execution. Over a two-week period, twenty AI researchers interacted with the agents under benign and adversarial conditions. Focusing on failures emerging from the integration of language models with autonomy, tool use, and multi-party communication, we document eleven representative case studies. Observed behaviors include unauthorized compliance with non-owners, disclosure of sensitive information, execution of destructive system-level actions, denial-of-service conditions, uncontrolled resource consumption, identity spoofing vulnerabilities, cross-agent propagation of unsafe practices, and partial system takeover. In several cases, agents reported task completion while the underlying system state contradicted those reports. We also report on some of the failed attempts. Our findings establish the existence of security-, privacy-, and governance-relevant vulnerabilities in realistic deployment settings. These behaviors raise unresolved questions regarding accountability, delegated authority, and responsibility for downstream harms, and warrant urgent attention from legal scholars, policymakers, and researchers across disciplines. This report serves as an initial empirical contribution to that broader conversation.
Games That Teach, Chats That Convince: Comparing Interactive and Static Formats for Persuasive Learning
Interactive systems such as chatbots and games are increasingly used to persuade and educate on sustainability-related topics, yet it remains unclear how different delivery formats shape learning and persuasive outcomes when content is held constant. Grounding on identical arguments and factual content across conditions, we present a controlled user study comparing three modes of information delivery: static essays, conversational chatbots, and narrative text-based games. Across subjective measures, the chatbot condition consistently outperformed the other modes and increased perceived importance of the topic. However, perceived learning did not reliably align with objective outcomes: participants in the text-based game condition reported learning less than those reading essays, yet achieved higher scores on a delayed (24-hour) knowledge quiz. Additional exploratory analyses further suggest that common engagement proxies, such as verbosity and interaction length, are more closely related to subjective experience than to actual learning. These findings highlight a dissociation between how persuasive experiences feel and what participants retain, and point to important design trade-offs between interactivity, realism, and learning in persuasive systems and serious games.