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Chuxi Nan

Publications and source records attributed to Chuxi Nan.

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Multimodal Fusion for Fine-Grained Classification of Breast Fibroadenoma and Phyllodes Tumors

Breast fibroadenoma (FA) and phyllodes tumor (PT) are fibroepithelial breast lesions with highly overlapping appearances on B-mode ultrasound, making benign and borderline PT prone to being misclassified as FA and complicating preoperative decision-making. Existing computer-aided diagnosis methods commonly rely on single-modal imaging features and insufficiently exploit complementary clinical and textual information. To address this limitation, we construct the FAPT-M Dataset, a pathology-confirmed multimodal dataset comprising 910 patients with strictly reviewed ultrasound images, structured clinical attributes, and ultrasound diagnostic descriptions. Based on this dataset, we propose a clinically guided multimodal framework that integrates DenseNet-based visual encoding, CLIP-inspired text encoding, and lightweight clinical encoding, and further introduces clinical-conditioned adaptive modulation, cross-modal Transformer fusion, and dual-path representation learning to improve feature alignment and multimodal interaction. Under patient-level five-fold cross-validation, the proposed method achieves an accuracy of 77.64%, F1-score of 73.38%, and AUC of 89.74%, outperforming representative CNN-, Transformer-, and vision-language-based baselines. Ablation studies and class-balanced evaluations further confirm the contribution of three-modality fusion and the key architectural components. Overall, this work provides an effective multimodal approach for fine-grained FA-PT classification and establishes a high-quality benchmark for multimodal breast ultrasound analysis.

cs.CV

AI-Agents for Culturally Diverse Online Higher Education Environments

As the global reach of online higher education continues to grow, universities are increasingly accommodating students from diverse cultural backgrounds (Tereshko et al., 2024). This can present a number of challenges including linguistic barriers (Ullah et al., 2021), cultural differences in learning style (Omidvar & Tan, 2012), cultural sensitivity in course design (Nguyen, 2022) and perceived isolation when students feel their perspectives or experiences are not reflected or valued in the learning environment (Hansen-Brown et al., 2022). Ensuring active engagement and reasonable learning outcomes in such a environments requires distance educational systems that are not only adaptive but also culturally resonant (Dalle et al., 2024). Both embodied and virtual AI-Agents have great potential in this regard as they can facilitate personalized learning and adapt their interactions and content delivery to align with students' cultural context. In addition, Generative AI (GAI), such as, Large Language Models (LLMs) can amplify the potential for these culturally aware AI agents to address educational challenges due to their advanced capacity for understanding and generating contextually relevant content (Wang et al., 2024). This chapter reviews existing research and suggests the usage of culturally aware AI-Agents, powered by GAI, to foster engagement and improve learning outcomes in culturally diverse online higher education environments.

cs.CY