arXiv subjects

Meiyi Chen

Publications and source records attributed to Meiyi Chen.

4 recordsLinked to original sources

arXiv2026

Bootstrapping Vision-Language Model for Hysteroscopic Surgical Scene Segmentation

Hysteroscopic surgical scene segmentation plays a pivotal role in understanding the hysteroscopic intraoperative environment as well as computer-assisted intervention. However, this task presents unique challenges due to the high morphological similarity among different lesions and the presence of artifacts such as specular reflections, motion blur, and fluid occlusions in surgical videos. In this work, we propose the first vision-language model (VLM)-based hysteroscopic surgical scene segmentation method, which performs pixel-wise localization for fifteen representative categories in hysteroscopic surgical scenes. Our VLM-hyster has a segmentation backbone that utilizes the pretrained image encoder for robust visual feature extraction, coupled with a transformer-based decoder for dense prediction. Moreover, we design category-specific text prompts and incorporate a masked distillation branch to filter out visual features with low correlation to the text prompts, enabling the model to focus more effectively on category-specific image regions and thereby enhancing segmentation performance. We collect a large multicentric hysteroscopic surgical scene dataset, containing 4,020 high-resolution images with detailed mask annotations, for model training and evaluation. Experimental results demonstrate that VLM-hyster substantially outperforms state-of-the-art AI models. Furthermore, extensive assessments by gynecologists, as well as multicentre and prospective validations, demonstrate VLM-hyster's robustness and generalizability. The results suggest that VLM-hyster earns considerable potential in enabling AI-assisted localization of surgical instruments and lesions in hysteroscopic surgeries. Code is available at https://github.com/viscom-tongji/VLM-hyster.

cs.CV↗

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↗

arXiv2026

Chat-Based Support Alone May Not Be Enough: Comparing Conversational and Embedded LLM Feedback for Mathematical Proof Learning

We evaluate GPTutor, an LLM-powered tutoring system for an undergraduate discrete mathematics course. It integrates two LLM-supported tools: a structured proof-review tool that provides embedded feedback on students' written proof attempts, and a chatbot for math questions. In a staggered-access study with 148 students, earlier access was associated with higher homework performance during the interval when only the experimental group could use the system, while we did not observe this performance increase transfer to exam scores. Usage logs show that students with lower self-efficacy and prior exam performance used both components more frequently. Session-level behavioral labels, produced by human coding and scaled using an automated classifier, characterize how students engaged with the chatbot (e.g., answer-seeking or help-seeking). In models controlling for prior performance and self-efficacy, higher chatbot usage and answer-seeking behavior were negatively associated with subsequent midterm performance, whereas proof-review usage showed no detectable independent association. Together, the findings suggest that chatbot-based support alone may not reliably support transfer to independent assessment of math proof-learning outcomes, whereas work-anchored, structured feedback appears less associated with reduced learning.

cs.HC↗

arXiv2025

Generative AI alone may not be enough: Evaluating AI Support for Learning Mathematical Proof

We evaluate the effectiveness of LLM-Tutor, a large language model (LLM)-powered tutoring system that combines an AI-based proof-review tutor for real-time feedback on proof-writing and a chatbot for mathematics-related queries. Our experiment, involving 148 students, demonstrated that the use of LLM-Tutor significantly improved homework performance compared to a control group without access to the system. However, its impact on exam performance and time spent on tasks was found to be insignificant. Mediation analysis revealed that students with lower self-efficacy tended to use the chatbot more frequently, which partially contributed to lower midterm scores. Furthermore, students with lower self-efficacy were more likely to engage frequently with the proof-review-AI-tutor, a usage pattern that positively contributed to higher final exam scores. Interviews with 19 students highlighted the accessibility of LLM-Tutor and its effectiveness in addressing learning needs, while also revealing limitations and concerns regarding potential over-reliance on the tool. Our results suggest that generative AI alone like chatbot may not suffice for comprehensive learning support, underscoring the need for iterative design improvements with learning sciences principles with generative AI educational tools like LLM-Tutor.

cs.HC↗