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Dongyin Hu

Publications and source records attributed to Dongyin Hu.

3 recordsLinked to original sources

Scalable RF Simulation in Generative 4D Worlds

Radio Frequency (RF) sensing has emerged as a powerful, privacy-preserving alternative to vision-based methods for various perception tasks. However, building high-quality RF datasets in dynamic and diverse environments remains a major challenge. To address this, we introduce WaveVerse, a prompt-based, scalable framework that simulates realistic RF signals from generated indoor scenes with human motions guided by spatial paths, enabling diverse and feasible behaviors without manual trajectory design. WaveVerse features a language-guided 4D world generator and a physics-based signal simulator that enables realistic simulation of RF signals in diverse environments. It employs a phase-coherent ray tracer that preserves both spatial and temporal phase consistency. The simulated signals show high fidelity on phase-sensitive benchmarks, and closely align with both real-world collected measurements and simulations from a proprietary electromagnetic solver. When used for data augmentation, WaveVerse consistently improves performance in downstream tasks like RF imaging and human activity recognition, with gains that grow with the amount of simulated data and surpass existing methods. Code and additional materials are available on the webpage.

cs.CV

Classroom Simulacra: Building Contextual Student Generative Agents in Online Education for Learning Behavioral Simulation

Student simulation supports educators to improve teaching by interacting with virtual students. However, most existing approaches ignore the modulation effects of course materials because of two challenges: the lack of datasets with granularly annotated course materials, and the limitation of existing simulation models in processing extremely long textual data. To solve the challenges, we first run a 6-week education workshop from N = 60 students to collect fine-grained data using a custom built online education system, which logs students' learning behaviors as they interact with lecture materials over time. Second, we propose a transferable iterative reflection (TIR) module that augments both prompting-based and finetuning-based large language models (LLMs) for simulating learning behaviors. Our comprehensive experiments show that TIR enables the LLMs to perform more accurate student simulation than classical deep learning models, even with limited demonstration data. Our TIR approach better captures the granular dynamism of learning performance and inter-student correlations in classrooms, paving the way towards a ''digital twin'' for online education.

cs.HC

Peer attention enhances student learning

Human visual attention is susceptible to social influences. In education, peer effects impact student learning, but their precise role in modulating attention remains unclear. Our experiment (N=311) demonstrates that displaying peer visual attention regions when students watch online course videos enhances their focus and engagement. However, students retain adaptability in following peer attention cues. Overall, guided peer attention improves learning experiences and outcomes. These findings elucidate how peer visual attention shapes students' gaze patterns, deepening understanding of peer influence on learning. They also offer insights into designing adaptive online learning interventions leveraging peer attention modelling to optimize student attentiveness and success.

cs.HC