arXiv subjects

Huamin Qu

Publications and source records attributed to Huamin Qu.

At least 37 records · Page 2Linked to original sources

arXiv2026

SupplyNet: Supporting Visual Exploratory Learning in Supply Chain via Contextual Multi-Agent Simulation

Simulation has long supported supply chain management instruction by letting learners observe network behavior and test decision strategies. Recent progress in LLM-driven agents opens new possibilities for richer, more adaptive simulations, but many existing systems still present abstract, opaque data that overwhelms learners and discourages active exploration. We introduce \textit{SupplyNet}, a gamified visual simulation system built on a contextual graph-based LLM multi-agent framework that models interdependent supply chain dynamics and provides responsive feedback through tiered challenges. \textit{SupplyNet} turns the simulation into a manipulable decision space by integrating an interactive network view of system state, a branching timeline for "what-if" exploration and comparison, and a task-oriented analysis console for structured performance breakdowns. Together, these visual components support counterfactual exploration, causal tracing, and comparative reasoning about outcomes. A user study suggests that \textit{SupplyNet} increases engagement and supports users' perceived understanding of supply chain dynamics, highlighting the potential of pairing contextual multi-agent simulation with visualization to advance operational comprehension.

cs.HC↗

arXiv2026

AdaPT: Adaptive Lesson Plan Transformer for Cross-Regional and Differentiated Instruction

Due to educational inequality, high-quality lesson plans often mismatch the needs of disparate educational contexts. Teachers typically modify existing lesson plans to fit new contexts, but current tools instead focus on generating content from scratch, creating additional workload. Moreover, a critical gap remains in supporting teachers to quickly adapt to new learning profiles. To bridge these gaps, we present AdaPT, a system leverages LLMs to support transformation of existing lesson plans for cross-regional and differentiated instruction. AdaPT features an interactive interface that allows teachers to input student profiles, offers structured lesson representation, provides explanations for lesson-plan transformations, automatically adapts lesson content for new contexts, and supports iterative, teacher-in-the-loop refinement. We evaluated AdaPT through a user study with 9 teachers and an expert evaluation with 3 specialists. Results show that AdaPT supports workflows of teachers and offers a promising pathway toward promoting educational equity.

cs.HC↗

arXiv2026

CausalCine: Real-Time Autoregressive Generation for Multi-Shot Video Narratives

Autoregressive video generation aims at real-time, open-ended synthesis. Yet, cinematic storytelling is not merely the endless extension of a single scene; it requires progressing through evolving events, viewpoint shifts, and discrete shot boundaries. Existing autoregressive models often struggle in this setting. Trained primarily for short-horizon continuation, they treat long sequences as extended single shots, inevitably suffering from motion stagnation and semantic drift during long rollouts. To bridge this gap, we introduce CausalCine, an interactive autoregressive framework that transforms multi-shot video generation into an online directing process. CausalCine generates causally across shot changes, accepts dynamic prompts on the fly, and reuses context without regenerating previous shots. To achieve this, we first train a causal base model on native multi-shot sequences to learn complex shot transitions prior to acceleration. We then propose Content-Aware Memory Routing (CAMR), which dynamically retrieves historical KV entries according to attention-based relevance scores rather than temporal proximity, preserving cross-shot coherence under bounded active memory. Finally, we distill the causal base model into a few-step generator for real-time interactive generation. Extensive experiments demonstrate that CausalCine significantly outperforms autoregressive baselines and approaches the capability of bidirectional models while unlocking the streaming interactivity of causal generation. Demo available at https://yihao-meng.github.io/CausalCine/

cs.CV↗

arXiv2026

Does Theory of Mind Improvement Really Benefit Human-AI Interactions? Empirical Findings from Interactive Evaluations

Improving the Theory of Mind (ToM) capability of Large Language Models (LLMs) is crucial for effective social interactions between these AI models and humans. However, the existing benchmarks often measure ToM capability improvement through story-reading, multiple-choice questions from a third-person perspective, while ignoring the first-person, dynamic, and open-ended nature of human-AI (HAI) interactions. To directly examine how ToM improvement techniques benefit HAI interactions, we first proposed the new paradigm of interactive ToM evaluation with both perspective and metric shifts. Next, following the paradigm, we conducted a systematic study of four representative ToM enhancement techniques using both four real-world datasets and a user study, covering both goal-oriented tasks (e.g., coding, math) and experience-oriented tasks (e.g., counseling). Our findings reveal that improvements on static benchmarks do not always translate to better performance in dynamic HAI interactions. This paper offers critical insights into ToM evaluation, showing the necessity of interaction-based assessments in developing next-generation, socially aware LLMs for HAI symbiosis.

cs.AI↗

arXiv2026

DataSway: Vivifying Metaphoric Visualization with Animation Clip Generation and Coordination

Animating metaphoric visualizations brings data to life, enhancing the comprehension of abstract data encodings and fostering deeper engagement. However, creators face significant challenges in designing these animations, such as crafting motions that align semantically with the metaphors, maintaining faithful data representation during animation, and seamlessly integrating interactivity. We propose a human-AI co-creation workflow that facilitates creating animations for SVG-based metaphoric visualizations. Users can initially derive animation clips for data elements from vision-language models (VLMs) and subsequently coordinate their timelines based on entity order, attribute values, spatial layout, or randomness. Our design decisions were informed by a formative study with experienced designers (N=8). We further developed a prototype, DataSway, and conducted a user study (N=14) to evaluate its creativity support and usability. A gallery with seven cases demonstrates its capabilities and applications in web-based hypermedia. We conclude with implications for future research on bespoke data visualization animation.

cs.HC↗

arXiv2026

LandSAR: Visceralizing Landslide Data for Enhanced Situational Awareness in Immersive Analytics

Landslides pose a significant threat to public safety, but their dynamic processes are difficult to analyze from post-event observation alone. Computational simulation is therefore essential, but it generates vast, abstract datasets that create a cognitive gap between the analyst and the real-world, physical terrain. While Immersive Analytics (IA) begins to bridge this gap by visualizing data in 3D, we explore how these systems evolve beyond abstract data and integrate data visceralization to enhance Situational Awareness (SA). We present LandSAR, an immersive analytics system that enhances SA for landslide analysis by visceralizing landslide data through integrated simulations and visualizations. LandSAR supports real-time simulations of landslide dynamics, prevention strategies, and climate impacts, enabling multi-perspective what-if analyses. The system uses 3D-printed terrain models as tangible interfaces to facilitate haptic feedback and enable gesture-based exploration, allowing for intuitive geographical perception. Expert interviews and workshops demonstrate that LandSAR effectively improves SA and engagement.

cs.HC↗

arXiv2026

Enhanced Self-Learning with Epistemologically-Informed LLM Dialogue

Large Language Models (LLMs) have advanced self-learning tools, enabling more personalized interactions. However, learners struggle to engage in meaningful dialogue and process complex information. To alleviate this, we incorporate epistemological frameworks within an LLM-based approach to self-learning, reducing the cognitive load on learners and fostering deeper engagement and holistic understanding. Through a formative study (N=26), we identified epistemological differences in self-learner interaction patterns. Building upon these findings, we present \textit{CausaDisco}, a dialogue-based interactive system that integrates Aristotle's \textit{Four Causes} framework into LLM prompts to enhance cognitive support for self-learning. This approach guides learners' self-learning journeys by automatically generating coherent and contextually appropriate follow-up questions. A controlled study (N=36) demonstrated that, compared to baseline, \textit{CausaDisco} fostered more engaging interactions, inspired sophisticated exploration, and facilitated multifaceted perspectives. This research contributes to HCI by expanding the understanding of LLMs as educational agents and providing design implications for this emerging class of tools.

cs.HC↗

arXiv2026

InconLens: Interactive Visual Diagnosis of Behavioral Inconsistencies in LLM-based Agentic Systems

Large Language Model (LLM)-based agentic systems have shown growing promise in tackling complex, multi-step tasks through autonomous planning, reasoning, and interaction with external environments. However, the stochastic nature of LLM generation introduces intrinsic behavioral inconsistency: the same agent may succeed in one execution but fail in another under identical inputs. Diagnosing such inconsistencies remains a major challenge for developers, as agent execution logs are often lengthy, unstructured, and difficult to compare across runs. Existing debugging and evaluation tools primarily focus on inspecting single executions, offering limited support for understanding how and why agent behaviors diverge across repeated runs. To address this challenge, we introduce InconLens, a visual analytics system designed to support interactive diagnosis of LLM-based agentic systems with a particular focus on cross-run behavioral analysis. InconLens introduces information nodes as an intermediate abstraction that captures canonical informational milestones shared across executions, enabling semantic alignment and inspection of agent reasoning trajectories across multiple runs. We demonstrate the effectiveness of InconLens through a detailed case study and further validate its usability and analytical value via expert interviews. Our results show that InconLens enables developers to more efficiently identify divergence points, uncover latent failure modes, and gain actionable insights into improving the reliability and stability of agentic systems.

cs.HC↗

arXiv2026

From Passive Consumption to Active Interaction: Exploring Interactive LLM Scaffolding to Support Learning Engagement

Large Language Models (LLMs) are increasingly used as learning companions, providing scaffolded explanations, hints, or step-by-step guidance. However, in current LLM-based learning scenarios, scaffolded content is primarily consumed passively, offering limited support for active learner engagement. Learning science research suggests that effective educational scaffolding depends not only on what support is provided, but also on how learners engage with it. In this work, we explore whether embedding lightweight interactive components into LLM-generated scaffolding responses can promote learning-oriented engagement and improve short-term learning outcomes. We evaluated this approach through a within-subjects laboratory study (N=8). Results provide initial evidence that interactive scaffolding increases learners' perceived engagement and attentional focus, while supporting short-term learning performance. We conclude with design implications for integrating interaction into LLM-generated scaffolding to support active learning engagement.

cs.HC↗

arXiv2026

VizQStudio: Iterative Visualization Literacy MCQs Design with Simulated Students

Multiple-choice questions (MCQs) are a widely used educational tool, particularly in domains such as visualization literacy that require broad conceptual coverage and support diverse real-world applications. However, designing high-quality visualization literacy MCQs remains challenging, as instructors must coordinate multimodal elements (e.g., charts, question stems, and distractors), address diverse visualization tasks, and accommodate learners with heterogeneous backgrounds. Existing visualization literacy assessments primarily rely on standardized, fixed item banks, offering limited support for iterative question design that adapts to differences in learners' abilities, backgrounds, and reasoning strategies. To address these challenges, we present VizQStudio, a visual analytics system that supports instructors in iteratively designing and refining visualization literacy MCQs using MLLM-powered simulated students. Instructors can specify diverse student profiles spanning demographics, knowledge levels, and learning-related traits. The system then visualizes how simulated students reason about and respond to different question components, helping instructors explore potential misconceptions, difficulty calibration, and design trade-offs prior to classroom deployment. We investigate VizQStudio through a mixed-method evaluation, including expert interviews, case studies, a classroom deployment, and a large-scale online study. Overall, this work reframes MLLM-based student simulation in assessment authoring as a design-time, exploratory aid. By examining both its value and limitations in realistic instructional settings, we surface design insights that inform how future systems can support instructor-centered, iterative, and responsible uses of AI for multimodal assessment design in visualization literacy and related domains.

cs.HC↗

arXiv2026

"Without AI, I Would Never Share This Online": Unpacking How LLMs Catalyze Women's Sharing of Gendered Experiences on Social Media

Sharing gendered experiences on social media has been widely recognized as supporting women's personal sense-making and contributing to digital feminism. However, there are known concerns, such as fear of judgment and backlash, that may discourage women from posting online. In this study, we examine a recurring practice on Xiaohongshu, a popular Chinese social media platform, in which women share their gendered experiences alongside screenshots of conversations with LLMs. We conducted semi-structured interviews with 20 women to investigate whether and how interactions with LLMs might support women in articulating and sharing gendered experiences. Our findings reveal that, beyond those external concerns, women also hold self-imposed standards regarding what feels appropriate and worthwhile to share publicly. We further show how interactions with LLMs help women meet these standards and navigate such concerns. We conclude by discussing how LLMs might be carefully and critically leveraged to support women's everyday expression online.

cs.HC↗

arXiv2026

Interaction-Augmented Instruction: Modeling the Synergy of Prompts and Interactions in Human-GenAI Collaboration

Text prompt is the most common way for human-generative AI (GenAI) communication. Though convenient, it is challenging to convey fine-grained and referential intent. One promising solution is to combine text prompts with precise GUI interactions, like brushing and clicking. However, there lacks a formal model to capture synergistic designs between prompts and interactions, hindering their comparison and innovation. To fill this gap, via an iterative and deductive process, we develop the Interaction-Augmented Instruction (IAI) model, a compact entity-relation graph formalizing how the combination of interactions and text prompts enhances human-GenAI communication. With the model, we distill twelve recurring and composable atomic interaction paradigms from prior tools, verifying our model's capability to facilitate systematic design characterization and comparison. Four usage scenarios further demonstrate the model's utility in applying, refining, and innovating these paradigms. These results illustrate the IAI model's descriptive, discriminative, and generative power for shaping future GenAI systems.

cs.HC↗

arXiv2026

When LLMs Enter Everyday Feminism on Chinese Social Media: Opportunities and Risks for Women's Empowerment

Everyday digital feminism refers to the ordinary, often pragmatic ways women articulate lived experiences and cultivate solidarity in online spaces. In China, such practices flourish on RedNote through discussions under hashtags like ''women's growth''. Recently, DeepSeek-generated content has been taken up as a new voice in these conversations. Given widely recognized gender biases in LLMs, this raises critical concerns about how LLMs interact with everyday feminist practices. Through an analysis of 430 RedNote posts, 139 shared DeepSeek responses, and 3211 comments, we found that users predominantly welcomed DeepSeek's advice. Yet feminist critical discourse analysis revealed that these responses primarily encouraged women to self-optimize and pursue achievements within prevailing norms rather than challenge them. By interpreting this case, we discuss the opportunities and risks that LLMs introduce for everyday feminism as a pathway toward women's empowerment, and offer design implications for leveraging LLMs to better support such practices.

cs.HC↗

arXiv2026

StoryLensEdu: Personalized Learning Report Generation through Narrative-Driven Multi-Agent Systems

Personalized feedback plays an important role in self-regulated learning (SRL), helping students track progress and refine their strategies. However, current common solutions, such as text-based reports or learning analytics dashboards, often suffer from poor interpretability, monotonous presentation, and limited explainability. To overcome these challenges, we present StoryLensEdu, a narrative-driven multi-agent system that automatically generates intuitive, engaging, and interactive learning reports. StoryLensEdu integrates three agents: a Data Analyst that extracts data insights based on a learning objective centered structure, a Teacher that ensures educational relevance and offers actionable suggestions, and a Storyteller that organizes these insights using the Heroes Journey narrative framework. StoryLensEdu supports post-generation interactive question answering to improve explainability and user engagement. We conducted a formative study in a real high school and iteratively developed StoryLensEdu in collaboration with an e-learning team to inform our design. Evaluation with real users shows that StoryLensEdu enhances engagement and promotes a deeper understanding of the learning process.

cs.HC↗

arXiv2026

Wearable AR for Restorative Breaks: How Interactive Narrative Experiences Support Relaxation for Young Adults

Young adults often take breaks from screen-intensive work by consuming digital content on mobile phones, which undermines rest through visual fatigue and inactivity. We introduce a design framework that embeds light break activities into media content on AR smart glasses, balancing engagement and recovery. The framework employs three strategies: (1) seamlessly guiding users by embedding activity cues aligned with media elements; (2) transitioning to audio-centric formats to reduce visual load while sustaining immersion; and (3) structuring sessions with "rise-peak-closure" pacing for smooth transitions. In a within-subjects study (N = 16) comparing passive viewing, reminder-based breaks, and non-narrative activities, InteractiveBreak instantiated from our framework seamlessly guided activities, sustained engagement, and enhanced break quality. These findings demonstrate wearable AR's potential to support restorative relaxation by transforming breaks into engaging and meaningful experiences.

cs.HC↗

arXiv2026

How Do Human Creators Embrace Human-AI Co-Creation? A Perspective on Human Agency of Screenwriters

Generative AI has greatly transformed creative work in various domains, such as screenwriting. To understand this transformation, prior research often focused on capturing a snapshot of human-AI co-creation practice at a specific moment, with less attention to how humans mobilize, regulate, and reflect to form the practice gradually. Motivated by Bandura's theory of human agency, we conducted a two-week study with 19 professional screenwriters to investigate how they embraced AI in their creation process. Our findings revealed that screenwriters not only mindfully planned, foresaw, and responded to AI usage, but, more importantly, through reflections on practice, they developed themselves and human-AI co-creation paradigms, such as cognition, strategies, and workflows. They also expressed various expectations for how future AI should better support their agency. Based on our findings, we conclude this paper with extensive discussion and actionable suggestions to screenwriters, tool developers, and researchers for sustainable human-AI co-creation.

cs.HC↗

arXiv2026

DuoDrama: Supporting Screenplay Refinement Through LLM-Assisted Human Reflection

AI has been increasingly integrated into screenwriting practice. In refinement, screenwriters expect AI to provide feedback that supports reflection across the internal perspective of characters and the external perspective of the overall story. However, existing AI tools cannot sufficiently coordinate the two perspectives to meet screenwriters' needs. To address this gap, we present DuoDrama, an AI system that generates feedback to assist screenwriters' reflection in refinement. To enable DuoDrama, based on performance theories and a formative study with nine professional screenwriters, we design the Experience-Grounded Feedback Generation Workflow for Human Reflection (ExReflect). In ExReflect, an AI agent adopts an experience role to generate experience and then shifts to an evaluation role to generate feedback based on the experience. A study with fourteen professional screenwriters shows that DuoDrama improves feedback quality and alignment and enhances the effectiveness, depth, and richness of reflection. We conclude by discussing broader implications and future directions.

cs.HC↗

arXiv2026

DiLLS: Interactive Diagnosis of LLM-based Multi-agent Systems via Layered Summary of Agent Behaviors

Large language model (LLM)-based multi-agent systems have demonstrated impressive capabilities in handling complex tasks. However, the complexity of agentic behaviors makes these systems difficult to understand. When failures occur, developers often struggle to identify root causes and to determine actionable paths for improvement. Traditional methods that rely on inspecting raw log records are inefficient, given both the large volume and complexity of data. To address this challenge, we propose a framework and an interactive system, DiLLS, designed to reveal and structure the behaviors of multi-agent systems. The key idea is to organize information across three levels of query completion: activities, actions, and operations. By probing the multi-agent system through natural language, DiLLS derives and organizes information about planning and execution into a structured, multi-layered summary. Through a user study, we show that DiLLS significantly improves developers' effectiveness and efficiency in identifying, diagnosing, and understanding failures in LLM-based multi-agent systems.

cs.HC↗