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Kanglong Liu

Publications and source records attributed to Kanglong Liu.

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SUPERGLASSES: Benchmarking Vision Language Models as Intelligent Agents for AI Smart Glasses

The rapid advancement of AI-powered smart glasses-one of the hottest wearable devices-has unlocked new frontiers for multimodal interaction, with Visual Question Answering (VQA) over external knowledge sources emerging as a core application. Existing Vision Language Models (VLMs) adapted to smart glasses are typically trained and evaluated on traditional multimodal datasets; however, these datasets lack the variety and realism needed to reflect smart glasses usage scenarios and diverge from their specific challenges, where accurately identifying the object of interest must precede any external knowledge retrieval. To bridge this gap, we introduce SUPER- GLASSES, the first comprehensive VQA benchmark built on real-world data entirely collected by smart glasses devices. SUPERGLASSES comprises 2,422 egocentric image-question pairs spanning 14 image domains and 8 query categories, enriched with full search trajectories and reasoning annotations. We evaluate 26 representative VLMs on this benchmark, revealing significant performance gaps. To address the limitations of existing models, we further propose the SUPERLENS, a multimodal smart glasses agent that enables retrieval-augmented answer generation by integrating automatic object detection, query decoupling, and multimodal web search. SUPERLENS achieves state-of-the-art performance, outperforming GPT-4o by 2.19%, underscoring the need for task-specific solutions in smart glasses VQA. Our dataset is publicly available at https://huggingface.co/datasets/xandery/SuperGlasses.

cs.CV

Integrating AI for Enhanced Feedback in Translation Revision- A Mixed-Methods Investigation of Student Engagement

Despite the well-established importance of feedback in education, the application of Artificial Intelligence (AI)-generated feedback, particularly from language models like ChatGPT, remains understudied in translation education. This study investigates the engagement of master's students in translation with ChatGPT-generated feedback during their revision process. A mixed-methods approach, combining a translation-and-revision experiment with quantitative and qualitative analyses, was employed to examine the feedback, translations pre-and post-revision, the revision process, and student reflections. The results reveal complex interrelations among cognitive, affective, and behavioural dimensions influencing students' engagement with AI feedback and their subsequent revisions. Specifically, the findings indicate that students invested considerable cognitive effort in the revision process, despite finding the feedback comprehensible. Additionally, they exhibited moderate affective satisfaction with the feedback model. Behaviourally, their actions were largely influenced by cognitive and affective factors, although some inconsistencies were observed. This research provides novel insights into the potential applications of AI-generated feedback in translation teachingand opens avenues for further investigation into the integration of AI tools in language teaching settings.

cs.HC

Understanding Students' Acceptance of ChatGPT as a Translation Tool: A UTAUT Model Analysis

The potential of ChatGPT to transform the education landscape is drawing increasing attention. With its translation-related capabilities being tested and examined, ChatGPT presents both opportunities and challenges for translation training. The effective integration of ChatGPT into translation training necessitates an understanding of students' reactions to and acceptance of ChatGPT-assisted translation. Against this backdrop, this study draws on the Unified Theory of Acceptance and Use of Technology (UTAUT) to examine the potential determinants of students' adoption of ChatGPT for translation and investigates the moderating effects of use experience and translation training on those relationships. An online survey targeting university students in Hong Kong collected 308 valid responses, including 148 from translation students and 160 from non-translation students. Respondents were divided into two groups based on their ChatGPT use experience. Data were analyzed using structural equation modeling. A multigroup analysis revealed different structural relationships between the influencing factors of students' intention to use ChatGPT across groups. Notably, less-experienced users' behavioral intention to use ChatGPT for translation was more strongly correlated with social influence compared with experienced users. Non-translation students' use intention was more strongly driven by facilitating conditions compared to translation majors. These results are discussed with the different primary purposes of translation and non-translation students' translation practices. The findings of this study contribute to the growing body of research on AI-powered translation training and provide insights for the ongoing adaptation of translation training programs.

cs.HC