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Chun Kit Chan

Publications and source records attributed to Chun Kit Chan.

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CLIO: A Tour Guide Robot with Co-speech Actions for Visual Attention Guidance and Enhanced User Engagement

While audio guides can offer rich information about an exhibit, it is challenging for visitors to focus on specific exhibit details based only on the verbal description. We present \textit{CLIO}, a tour guide robot with co-speech actions to direct visitors' visual attention and thus enhance the overall user engagement in a guided tour. \textit{CLIO} is equipped with designed actions to engage visitors. It builds eye contact with the visitor through tracking a visitor's face and blinking its eyes, or orient their attention by its head movement and laser pointer. We further use a Large Language Model (LLM) to coordinate the designed actions with a given narrative script for exhibition. We conducted a user study to evaluate the \textit{CLIO} system in a mock-up exhibition of historical photographs. We collected feedback from questionnaires and quantitative data from a mobile eye tracker. Experimental results validated that the engaging actions are well designed and demonstrated its efficacy in guiding visual attention of the visitors. It was evidenced that \textit{CLIO} achieved an enhanced engagement compared to the baseline system with only audio guidance.

cs.HC

Exploring Artificial Intelligence Tutor Teammate Adaptability to Harness Discovery Curiosity and Promote Learning in the Context of Interactive Molecular Dynamics

This study examines the impact of an Artificial Intelligence tutor teammate (AI) on student curiosity-driven engagement and learning effectiveness during Interactive Molecular Dynamics (IMD) tasks on the Visual Molecular Dynamics platform. It explores the role of the AI's curiosity-triggering and response behaviors in stimulating and sustaining student curiosity, affecting the frequency and complexity of student-initiated questions. The study further assesses how AI interventions shape student engagement, foster discovery curiosity, and enhance team performance within the IMD learning environment. Using a Wizard-of-Oz paradigm, a human experimenter dynamically adjusts the AI tutor teammate's behavior through a large language model. By employing a mixed-methods exploratory design, a total of 11 high school students participated in four IMD tasks that involved molecular visualization and calculations, which increased in complexity over a 60-minute period. Team performance was evaluated through real-time observation and recordings, whereas team communication was measured by question complexity and AI's curiosity-triggering and response behaviors. Cross Recurrence Quantification Analysis (CRQA) metrics reflected structural alignment in coordination and were linked to communication behaviors. High-performing teams exhibited superior task completion, deeper understanding, and increased engagement. Advanced questions were associated with AI curiosity-triggering, indicating heightened engagement and cognitive complexity. CRQA metrics highlighted dynamic synchronization in student-AI interactions, emphasizing structured yet adaptive engagement to promote curiosity. These proof-of-concept findings suggest that the AI's dual role as a teammate and educator indicates its capacity to provide adaptive feedback, sustaining engagement and epistemic curiosity.

cs.HC