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Jane Hanqi Li

Publications and source records attributed to Jane Hanqi Li.

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Drift Calibration in Geometric Eye Tracking Systems

Geometric eye trackers can provide the spatial accuracy required for gaze-based interaction and multimodal studies, but their measurements remain sensitive to residual session-specific calibration error. Research on correcting this error is difficult to compare because methods are typically evaluated with different devices, target layouts, and error definitions. We present a calibration-focused dataset containing 163 trials from 12 participants, with separate 18-point fitting and 32-point test grids, and use it to evaluate global, local, and composite correction functions under a common spatial-extrapolation protocol. We further introduce a lightweight neural refiner that combines ranked predictions from complementary calibrators. On this controlled dataset, post-vendor correction reduces the mean angular error from $1.53^\circ$ to $1.03^\circ$ with the strongest classical composite and to $0.96^\circ$ with the refiner. In a closed-loop gaze task, lower residual error is associated with higher performance across four online correction conditions. These results provide a reproducible data-quality benchmark for using gaze as a behavioral signal in interactive modeling.

cs.CV

"Help Me, But Don't Track Me": Intervention Timing and Privacy Boundaries for Process-Aware AI Tutors

As generative AI (GenAI) tools are increasingly used as informal tutors for mathematics learning, future systems may become more proactive and process-aware in deciding when and how to offer support. Yet such support raises an important design tension: help that is timely may also feel interruptive or overly monitoring. To inform the design of process-aware AI tutors, we surveyed 330 secondary school students in China (Grades 7--11) about their preferred tutoring behaviors, attitudes toward proactive intervention, and acceptable use of learning-process data. We found three design-relevant patterns. First, students preferred autonomy-preserving support, such as hints over direct answers. Second, they favored graduated proactive support over constant interruption, preferring small hints first and stronger assistance only as needed. Third, they drew clear privacy boundaries around learning-process data: students were comfortable with problem-solving steps and mistake patterns, but substantially less comfortable with attention- or behavior-related signals. Together, these findings offer early empirical guidance for designing AI tutors that balance timely support with learner agency, and personalization with perceived privacy boundaries in K-12 contexts.

cs.HC