arXiv subjects

Elizabeth McLaughlin

Publications and source records attributed to Elizabeth McLaughlin.

2 recordsLinked to original sources

arXiv2026

Towards Knitted Textile Electromechanical Systems

E-textiles and wearable sensing technologies enable flexible, customizable interfaces for human-computer interaction, with capacitive sensing offering precise touch and pressure detection. While machine knitting provides scalable, mechanically tunable structures ideal for such sensors, few studies develop or characterize insulated conductive yarns engineered for knitting's complex structural geometry and high flexure strain. In this work, we present a yarn dip-coating process, driven by an adjusted dip-coating fluid dynamics model, that enables scalable, machine knittable fabrication of capacitive tactile pressure sensing arrays. We establish optimal dip-coating parameters and concentrations of thermoplastic polyurethane (TPU) dissolved in dimethylformamide (DMF) to create knitting-optimized coatings (~630 um thickness). These fabricated yarns are shown to maintain electromechanical characteristics with minimal deviation after knitting and washing, thus allowing the creation of knitted pressure sensors through multi-layered structures. This process demonstrates that machine knitting with insulated yarns is a viable and reliable manufacturing approach to integrate sensing functionality into wearable textiles.

cs.HC↗

arXiv2026

Practice Less, Explain More: LLM-Supported Self-Explanation Improves Explanation Quality on Transfer Problems in Calculus

We conducted a between-subjects experiment (N=92) comparing three conditions in a calculus learning environment: no self-explanation (control), menu-based self-explanation, and open-ended self-explanation with LLM-generated feedback. All conditions showed positive learning gains within a fixed 60-minute practice session, with no significant between-condition differences in post-test performance. On transfer questions, the open-ended condition produced significantly higher-quality explanations than control on "Not Enough Information" (NEI) problems ($\beta$=+11.9 percentage points, $p$=.030), though the corresponding NEI multiple-choice accuracy advantage was not significant ($p$=.183). Moreover, across all post-test open-ended explanations, the open-ended condition showed a marginally significant advantage ($\beta$=+7.3%, $p$=.057). These findings suggest that LLM-supported open-ended self-explanation can improve explanation quality on NEI transfer problems, with weaker evidence across broader transfer explanation measures. Notably, these effects emerged even though learners in the open-ended condition completed substantially fewer practice problems within the same practice time.

cs.HC↗