arXiv subjects

Vincent Cavez

Publications and source records attributed to Vincent Cavez.

3 recordsLinked to original sources

arXiv2026

Tellimation: Making Narrative Gaps Visible in Children's Storytelling with Just-in-Time Animation

Illustrated scenes are used to prompt children's stories, yet children with language difficulties often omit the details, actions, and relationships that make a story coherent. We introduce Tellimation, which animates scene elements a child has omitted or misdescribed, drawing attention to a narrative gap without saying what to tell. Its design space covers eight kinds of gaps (who is in the scene, how many, what they are like, what they are doing, where, when, how they relate, and what lies beyond the picture, such as speech and thoughts), instantiated through 20 parameterized animations grounded in classical animation principles. A real-time pipeline detects discrepancies between utterance and scene, then selects and parameterizes an animation from the scene's narrative potential and the child's history. Adults interpreted most animations without instruction (N=120); children (N=12) resolved 46% of the gaps the system identified with animations, against 13% without.

cs.HC↗

arXiv2026

LINK: A Corpus-Grounded Design Pattern Library for Educational Technologies

Designing learning interfaces is often an ill-structured problem: effective solutions depend on learning goals, subject matter, learner characteristics, and interaction context that are difficult to generalize. Designers must integrate knowledge from learning sciences, interaction design, and subject domains when translating learning goals into interface decisions. Yet, prior efforts to connect learning theory and design have largely focused on learning activities or specific technologies, leaving interface-level design knowledge fragmented across systems. In this work, we take a bottom-up approach to surface this knowledge from existing educational interfaces. We present LINK (Linking INstructional Knowledge to interfaces), a library of 27 recurring interface patterns, organized under nine higher-level design commitments, which describe broader learning-science-grounded goals for interfaces. As part of developing LINK, we conducted a user study (N=14) with designers to evaluate LINK's generative power. Our findings suggest that LINK helps designers generate interface ideas and articulate theory-grounded rationales for design decisions.

cs.HC↗

arXiv2026

Teaching Spell Checkers to Teach: Pedagogical Program Synthesis for Interactive Learning

Spelling taught through memorization often fails many learners, particularly children with language-based learning disorders who struggle with the phonological skills necessary to spell words accurately. Educators such as speech-language pathologists (SLPs) address this instructional gap by using an inquiry-based approach to teach spelling that targets the phonology, morphology, meaning, and etymology of words. Yet, these strategies rarely appear in everyday writing tools, which simply detect and autocorrect errors. We introduce SPIRE (Spelling Inquiry Engine), a spell check system that brings this inquiry-based pedagogy into the act of composition. SPIRE implements Pedagogical Program Synthesis, a novel approach for operationalizing the inherently dynamic pedagogy of spelling instruction. SPIRE represents SLP instructional moves in a domain-specific language, synthesizes tailored programs in real-time from learner errors, and renders them as interactive interfaces for inquiry-based interventions. With SPIRE, spelling errors become opportunities to explore word meanings, word structures, morphological families, word origins, and grapheme-phoneme correspondences, supporting metalinguistic reasoning alongside correction. Evaluation with SLPs and learners shows alignment with professional practice and potential for integration into writing workflows.

cs.HC↗