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Meng Xia

Publications and source records attributed to Meng Xia.

At least 19 recordsLinked to original sources

MemeBridge: A Dataset for Benchmarking and Mitigating the Bidirectional Cultural Gap in Meme Interpretation

Communicating across cultures is inherently challenging, especially through culturally dense and ambiguous formats like memes. While people expect large language models (LLMs) to hold promise for bridging such gaps, existing benchmark datasets often fail to capture the cultural context necessary for accurate interpretation. To address this, we introduce MemeBridge, a curated dataset centered on U.S.-originated memes, designed to capture two complementary perspectives: (1) how Chinese participants interpret these memes, and (2) how U.S. participants anticipate how people from other cultures might misunderstand them. Here, context refers to implicit cultural knowledge, including background beliefs, norms, and shared assumptions that shape meme comprehension. The dataset was constructed via a multi-stage crowdsourcing pipeline with rigorous validation, including human agreement checks and GPT-based classification verification. Each meme is annotated with sentiment, emotion, cultural significance, and knowledge type, providing rich supervision for downstream tasks. Notably, we observe that the anticipated misunderstandings from U.S. participants are often inaccurate, highlighting the asymmetries in cultural understanding and the challenges of adopting perspectives beyond one's own. This bidirectional framing, which focuses on both expression and perception, enables more nuanced benchmarking of cross-cultural comprehension. Our probing of multiple LLMs reveals that while models developed in different cultural contexts exhibit partial cross-cultural understanding, they often struggle with sophisticated interpretations. By contrast, fine-tuning with MemeBridge improves model performance, underscoring the value of culturally grounded resources for training and evaluating LLMs in globally diverse settings.

cs.CL

Designing and Evaluating Next-Generation Learning Interfaces: Linking AI, HCI, and the Learning Sciences

This workshop addresses this gap by bringing together researchers and practitioners from AI, HCI, and the learning sciences to explore how interactive systems can better support learning. We focus on the design and evaluation of human-AI collaborative learning interfaces that are technically robust, human-centered, and pedagogically grounded. By fostering interdisciplinary dialogue, the workshop aims to identify shared challenges, design principles, and research directions for next-generation learning technologies.

cs.HC

ArguMath: AI-Simulated Environment for Pre-Service Teacher Training in Orchestrating Classroom Mathematics Argumentation

Facilitating productive mathematical argumentation, especially asking rational questions, is essential yet remains challenging for pre-service mathematics teachers (PMTs), who often have limited opportunities to apply abstract theoretical knowledge in authentic practice. At the same time, recent advances in large language models (LLMs) have expanded the potential for simulating students in educational settings, enabling low-risk environments for instructional practice. To inform the design of a system that supports PMTs in orchestrating classroom argumentation, we conducted a formative study with eight experienced mathematics teachers to identify key design requirements, including personalization, realistic simulations, structured reflection, and ease of use. Building on these requirements, we developed ArguMath, an AI-simulated classroom environment that supports PMTs in practicing the orchestration of mathematical argumentation. ArguMath comprises three core components: (1) customization of classroom settings; (2) simulation of classroom discussions with AI-based students grounded in authentic transcripts and augmented with real-time instructional suggestions; and (3) structured reflection through discourse annotation and overall feedback. Results from an exploratory user study with seven PMTs, complemented by interviews with four experienced teachers, indicate that ArguMath has the potential to support PMTs' classroom orchestration skills, particularly theory-aligned questioning strategies.

cs.HC

Evaluating a Data-Driven Redesign Process for Intelligent Tutoring Systems

Past research has defined a general process for the data-driven redesign of educational technologies and has shown that in carefully-selected instances, this process can help make systems more effective. In the current work, we test the generality of the approach by applying it to four units of a middle-school mathematics intelligent tutoring system that were selected not based on suitability for redesign, as in previous work, but on topic. We tested whether the redesigned system was more effective than the original in a classroom study with 123 students. Although the learning gains did not differ between the conditions, students who used the Redesigned Tutor had more productive time-on-task, a larger number of skills practiced, and greater total knowledge mastery. The findings highlight the promise of data-driven redesign even when applied to instructional units *not* selected as likely to yield improvement, as evidence of the generality and wide applicability of the method.

cs.HC

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

InterFlow: Designing Unobtrusive AI to Empower Interviewers in Semi-Structured Interviews

Semi-structured interviews are a common method in qualitative research. However, conducting high-quality interviews is cognitively demanding and requires strong interviewing skills. To lower this bar, we propose InterFlow, an AI-powered visual scaffold that helps interviewers manage the interview flow and facilitates real-time data sensemaking. The system dynamically adapts the interview script to the ongoing conversation and provides a visual timer to track interview progress and conversational balance. It further supports information capture with three levels of automation: manual entry, AI-assisted summary with user-specified focus, and a co-interview agent that proactively surfaces potential follow-up points. A within-subject user study ($N=12$) indicates that InterFlow reduces interviewers' cognitive load and facilitates the interview process. Based on the user study findings, we provide design implications for unobtrusive and agency-preserving AI assistance under time-sensitive and cognitively-demanding situations.

cs.HC

ClassAid: A Real-time Instructor-AI-Student Orchestration System for Classroom Programming Activities

Generative AI is reshaping education, but it also raises concerns about instability and overreliance. In programming classrooms, we aim to leverage its feedback capabilities while reinforcing the educator's role in guiding student-AI interactions. We developed ClassAid, a real-time orchestration system that integrates TA Agents to provide personalized support and an AI-driven dashboard that visualizes student-AI interactions, enabling instructors to dynamically adjust TA Agent modes. Instructors can configure the Agent to provide technical feedback (direct coding solutions), heuristic feedback (hint-based guidance), automatic feedback (autonomously selecting technical or heuristic support), or silent operation (no AI support). We evaluated ClassAid through three aspects: (1) the TA Agents' performance, (2) feedback from 54 students and one instructor during a classroom deployment, and (3) interviews with eight educators. Results demonstrate that dynamic instructor control over AI supports effective real-time personalized feedback and provides design implications for integrating AI into authentic educational settings.

cs.HC

4D-CAAL: 4D Radar-Camera Calibration and Auto-Labeling for Autonomous Driving

4D radar has emerged as a critical sensor for autonomous driving, primarily due to its enhanced capabilities in elevation measurement and higher resolution compared to traditional 3D radar. Effective integration of 4D radar with cameras requires accurate extrinsic calibration, and the development of radar-based perception algorithms demands large-scale annotated datasets. However, existing calibration methods often employ separate targets optimized for either visual or radar modalities, complicating correspondence establishment. Furthermore, manually labeling sparse radar data is labor-intensive and unreliable. To address these challenges, we propose 4D-CAAL, a unified framework for 4D radar-camera calibration and auto-labeling. Our approach introduces a novel dual-purpose calibration target design, integrating a checkerboard pattern on the front surface for camera detection and a corner reflector at the center of the back surface for radar detection. We develop a robust correspondence matching algorithm that aligns the checkerboard center with the strongest radar reflection point, enabling accurate extrinsic calibration. Subsequently, we present an auto-labeling pipeline that leverages the calibrated sensor relationship to transfer annotations from camera-based segmentations to radar point clouds through geometric projection and multi-feature optimization. Extensive experiments demonstrate that our method achieves high calibration accuracy while significantly reducing manual annotation effort, thereby accelerating the development of robust multi-modal perception systems for autonomous driving.

cs.RO

Optimizing Mastery Learning by Fast-Forwarding Over-Practice Steps

Mastery learning improves learning proficiency and efficiency. However, the overpractice of skills--students spending time on skills they have already mastered--remains a fundamental challenge for tutoring systems. Previous research has reduced overpractice through the development of better problem selection algorithms and the authoring of focused practice tasks. However, few efforts have concentrated on reducing overpractice through step-level adaptivity, which can avoid resource-intensive curriculum redesign. We propose and evaluate Fast-Forwarding as a technique that enhances existing problem selection algorithms. Based on simulation studies informed by learner models and problem-solving pathways derived from real student data, Fast-Forwarding can reduce overpractice by up to one-third, as it does not require students to complete problem-solving steps if all remaining pathways are fully mastered. Fast-Forwarding is a flexible method that enhances any problem selection algorithm, though its effectiveness is highest for algorithms that preferentially select difficult problems. Therefore, our findings suggest that while Fast-Forwarding may improve student practice efficiency, the size of its practical impact may also depend on students' ability to stay motivated and engaged at higher levels of difficulty.

cs.CY

ConflictLens: LLM-Based Conflict Resolution Training in Romantic Relationship

Our poster presents ConflictLens, a three-stage simulation system powered by large language models (LLMs) and grounded in psychological theory, designed to help users reflect on and practice conflict resolution in romantic relationships. Users can upload real conflict scenarios to receive evaluation of behavioral patterns, reflect on conflicts by annotating their negative behaviors, and practice different conflict resolution strategies in AI-simulated duologues. Initial evaluation by three domain experts suggests that ConflictLens offers a realistic experience and effectively supports self-guided reflection and communication practice in romantic relationships.

cs.HC

Promoting Real-Time Reflection in Synchronous Communication with Generative AI

Real-time reflection plays a vital role in synchronous communication. It enables users to adjust their communication strategies dynamically, thereby improving the effectiveness of their communication. Generative AI holds significant potential to enhance real-time reflection due to its ability to comprehensively understand the current context and generate personalized and nuanced content. However, it is challenging to design the way of interaction and information presentation to support the real-time workflow rather than disrupt it. In this position paper, we present a review of existing research on systems designed for reflection in different synchronous communication scenarios. Based on that, we discuss design implications on how to design human-AI interaction to support reflection in real time.

cs.HC

PlanGlow: Personalized Study Planning with an Explainable and Controllable LLM-Driven System

Personal development through self-directed learning is essential in today's fast-changing world, but many learners struggle to manage it effectively. While AI tools like large language models (LLMs) have the potential for personalized learning planning, they face issues such as transparency and hallucinated information. To address this, we propose PlanGlow, an LLM-based system that generates personalized, well-structured study plans with clear explanations and controllability through user-centered interactions. Through mixed methods, we surveyed 28 participants and interviewed 10 before development, followed by a within-subject experiment with 24 participants to evaluate PlanGlow's performance, usability, controllability, and explainability against two baseline systems: a GPT-4o-based system and Khan Academy's Khanmigo. Results demonstrate that PlanGlow significantly improves usability, explainability, and controllability. Additionally, two educational experts assessed and confirmed the quality of the generated study plans. These findings highlight PlanGlow's potential to enhance personalized learning and address key challenges in self-directed learning.

cs.HC

The Jade Gateway to Trust: Exploring How Socio-Cultural Perspectives Shape Trust Within Chinese NFT Communities

Today's world is witnessing an unparalleled rate of technological transformation. The emergence of non-fungible tokens (NFTs) has transformed how we handle digital assets and value. Despite their initial popularity, NFTs face declining adoption influenced not only by cryptocurrency volatility but also by trust dynamics within communities. From a social computing perspective, understanding these trust dynamics offers valuable insights for the development of both the NFT ecosystem and the broader digital economy. China presents a compelling context for examining these dynamics, offering a unique intersection of technological innovation and traditional cultural values. Through a content analysis of eight Chinese NFT-focused WeChat groups and 21 semi-structured interviews, we examine how socio-cultural factors influence trust formation and development. We found that trust in Chinese NFT communities is significantly molded by local cultural values. To be precise, Confucian virtues, such as benevolence, propriety, and integrity, play a crucial role in shaping these trust relationships. Our research identifies three critical trust dimensions in China's NFT market: (1) technological, (2) institutional, and (3) social. We examined the challenges in cultivating each dimension. Based on these insights, we developed tailored trust-building guidelines for Chinese NFT stakeholders. These guidelines address trust issues that factor into NFT's declining popularity and could offer valuable strategies for CSCW researchers, developers, and designers aiming to enhance trust in global NFT communities. Our research urges CSCW scholars to take into account the unique socio-cultural contexts when developing trust-enhancing strategies for digital innovations and online interactions.

cs.CY

CPVis: Evidence-based Multimodal Learning Analytics for Evaluation in Collaborative Programming

As programming education becomes more widespread, many college students from non-computer science backgrounds begin learning programming. Collaborative programming emerges as an effective method for instructors to support novice students in developing coding and teamwork abilities. However, due to limited class time and attention, instructors face challenges in monitoring and evaluating the progress and performance of groups or individuals. To address this issue, we collect multimodal data from real-world settings and develop CPVis, an interactive visual analytics system designed to assess student collaboration dynamically. Specifically, CPVis enables instructors to evaluate both group and individual performance efficiently. CPVis employs a novel flower-based visual encoding to represent performance and provides time-based views to capture the evolution of collaborative behaviors. A within-subject experiment (N=22), comparing CPVis with two baseline systems, reveals that users gain more insights, find the visualization more intuitive, and report increased confidence in their assessments of collaboration.

cs.HC

TutorUp: What If Your Students Were Simulated? Training Tutors to Address Engagement Challenges in Online Learning

With the rise of online learning, many novice tutors lack experience engaging students remotely. We introduce TutorUp, a Large Language Model (LLM)-based system that enables novice tutors to practice engagement strategies with simulated students through scenario-based training. Based on a formative study involving two surveys (N1=86, N2=102) on student engagement challenges, we summarize scenarios that mimic real teaching situations. To enhance immersion and realism, we employ a prompting strategy that simulates dynamic online learning dialogues. TutorUp provides immediate and asynchronous feedback by referencing tutor-students online session dialogues and evidence-based teaching strategies from learning science literature. In a within-subject evaluation (N=16), participants rated TutorUp significantly higher than a baseline system without simulation capabilities regarding effectiveness and usability. Our findings suggest that TutorUp provides novice tutors with more effective training to learn and apply teaching strategies to address online student engagement challenges.

cs.HC

Exploring Spatial Hybrid User Interface for Visual Sensemaking

We built a spatial hybrid system that combines a personal computer (PC) and virtual reality (VR) for visual sensemaking, addressing limitations in both environments. Although VR offers immense potential for interactive data visualization (e.g., large display space and spatial navigation), it can also present challenges such as imprecise interactions and user fatigue. At the same time, a PC offers precise and familiar interactions but has limited display space and interaction modality. Therefore, we iteratively designed a spatial hybrid system (PC+VR) to complement these two environments by enabling seamless switching between PC and VR environments. To evaluate the system's effectiveness and user experience, we compared it to using a single computing environment (i.e., PC-only and VR-only). Our study results (N=18) showed that spatial PC+VR could combine the benefits of both devices to outperform user preference for VR-only without a negative impact on performance from device switching overhead. Finally, we discussed future design implications.

cs.HC

StuGPTViz: A Visual Analytics Approach to Understand Student-ChatGPT Interactions

The integration of Large Language Models (LLMs), especially ChatGPT, into education is poised to revolutionize students' learning experiences by introducing innovative conversational learning methodologies. To empower students to fully leverage the capabilities of ChatGPT in educational scenarios, understanding students' interaction patterns with ChatGPT is crucial for instructors. However, this endeavor is challenging due to the absence of datasets focused on student-ChatGPT conversations and the complexities in identifying and analyzing the evolutional interaction patterns within conversations. To address these challenges, we collected conversational data from 48 students interacting with ChatGPT in a master's level data visualization course over one semester. We then developed a coding scheme, grounded in the literature on cognitive levels and thematic analysis, to categorize students' interaction patterns with ChatGPT. Furthermore, we present a visual analytics system, StuGPTViz, that tracks and compares temporal patterns in student prompts and the quality of ChatGPT's responses at multiple scales, revealing significant pedagogical insights for instructors. We validated the system's effectiveness through expert interviews with six data visualization instructors and three case studies. The results confirmed StuGPTViz's capacity to enhance educators' insights into the pedagogical value of ChatGPT. We also discussed the potential research opportunities of applying visual analytics in education and developing AI-driven personalized learning solutions.

cs.HC

Ruffle&Riley: Insights from Designing and Evaluating a Large Language Model-Based Conversational Tutoring System

Conversational tutoring systems (CTSs) offer learning experiences through interactions based on natural language. They are recognized for promoting cognitive engagement and improving learning outcomes, especially in reasoning tasks. Nonetheless, the cost associated with authoring CTS content is a major obstacle to widespread adoption and to research on effective instructional design. In this paper, we discuss and evaluate a novel type of CTS that leverages recent advances in large language models (LLMs) in two ways: First, the system enables AI-assisted content authoring by inducing an easily editable tutoring script automatically from a lesson text. Second, the system automates the script orchestration in a learning-by-teaching format via two LLM-based agents (Ruffle&Riley) acting as a student and a professor. The system allows for free-form conversations that follow the ITS-typical inner and outer loop structure. We evaluate Ruffle&Riley's ability to support biology lessons in two between-subject online user studies (N = 200) comparing the system to simpler QA chatbots and reading activity. Analyzing system usage patterns, pre/post-test scores and user experience surveys, we find that Ruffle&Riley users report high levels of engagement, understanding and perceive the offered support as helpful. Even though Ruffle&Riley users require more time to complete the activity, we did not find significant differences in short-term learning gains over the reading activity. Our system architecture and user study provide various insights for designers of future CTSs. We further open-source our system to support ongoing research on effective instructional design of LLM-based learning technologies.

cs.CL