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Anoop K. Sinha

Publications and source records attributed to Anoop K. Sinha.

3 recordsLinked to original sources

Multi-Modal Multi-Agent Robotic Cognitive Alignment enabled by Non-Invasive Consumer Brain Computer Interfaces: A Proof of Concept Exploration

While non-verbal behaviors and expressive movements are essential for natural human-robot interaction, existing methods often overlook a crucial element: the human's internal cognitive state. Frequently, proactive multi-agent systems can interrupt humans at inopportune moments, leading to cognitive overload and decreased task performance. This paper introduces a framework for generating "cognitively aligned" multi-agent interactions, enhancing the ability of robotic systems to contextually defer communications to the user of an agent system during moments of high human mental workload and engagement. We present the design and implementation of a closed-loop architecture that explores the interplay between autonomous task execution and real-time neurophysiological focus. Using a consumer-grade Brain-Computer Interface (BCI), our approach continuously monitors Electroencephalography (EEG) spectral band powers while a human performs an engagement-inducing task. We propose an engagement-driven pipeline where an HTTP-based signaling mechanism places a primary agent's sensory inputs and audio outputs into a holding state upon detecting high engagement. This allows secondary agents to seamlessly process complex, delegated tasks in the background. Once the human's cognitive state returns to a lower cognitive load baseline, the primary agent releases the queued agent message. Our preliminary results demonstrate the feasibility of leveraging real-time signal processing, Large Language Models (LLMs), and physical robotic embodiments to create cognitively-aware, non-intrusive multi-agent systems.

cs.RO

Reshaping Undergraduate Computer Science Education in the Generative AI Era

Generative AI represents a turning point for Computer Science (CS) education. In recent decades, post-secondary CS education has largely focused on what has been seen as practical software engineering skills: implementation-level programming, debugging, testing, and software design, analysis, and documentation. However, this framing is becoming less tenable as generative AI automates many of these tasks, challenging their centrality in CS education. To keep pace with advances in AI technology, CS curricula should consider a shift toward understanding and verifying AI-generated artifacts. This white paper outlines the findings of two international NUS-Google Workshops in Singapore, where we convened faculty members, industry practitioners, and students, and proposes a strategic response to reshape how CS should be taught at the undergraduate level. Based on the findings, we identify critical skills that must be preserved and those that are becoming less important. By incorporating these skills as "breadcrumbs," we can provide helpful nudges and engaging exercises within the current curriculum, enhancing learning experiences for everyone. We believe that to effectively prepare future computer science graduates, capable of creating, solving problems, and managing, as well as co-creating, artifacts with AI. It is important to consider a shift in curricula. Emphasizing system design, abstraction, and critical evaluation could greatly enhance their education and readiness for the challenges ahead. We propose prerequisites for solutions to reform CS education by fostering AI-native competencies, re-centering fundamental education, enhancing advanced pathways, embracing new pedagogies, and shifting institutional support.

cs.CY

Making Videos Accessible for Blind and Low Vision Users Using a Multimodal Agent Video Player

Video content remains largely inaccessible to blind and low-vision (BLV) users. To address this, we introduce a prototype that leverages a multimodal agent - powered by a novel conversational architecture using a multimodal large language model (MLLM) - to provide BLV users with an interactive, accessible video experience. This Multimodal Agent Video Player (MAVP) demonstrates that an interactive accessibility mode can be added to a video through multilayered prompt orchestration. We describe a user-centered design process involving 18 sessions with BLV users that showed that BLV users do not just want accessibility features, but desire independence and personal agency over the viewing experience. We conducted a qualitative study with an additional 8 BLV participants; in this, we saw that the MAVP's conversational dialogue offers BLV users a sense of personal agency, fostering collaboration and trust. Even in the case of hallucinations, it is meta-conversational dialogues about AI's limitations that can repair trust.

cs.HC