arXiv subjects

Weirui Peng

Publications and source records attributed to Weirui Peng.

6 recordsLinked to original sources

arXiv2026

Revibing Code from Papers: Reimplementing HCI Artifacts

Software artifacts for most technical HCI research projects are unavailable. The lack of access to these imposes limits on academic knowledge production. It is difficult to: extend or reuse research artifacts; use strong baselines in evaluating follow-up work; and perform replication or reproducibility research. In this work, we demonstrate the potential of new agentic AI technologies to revibe interactive software: reimplement systems directly from research papers. To measure the success of the approach, we describe a revibeability metric. By revibing recent research papers from UIST, and interviewing their original authors, we demonstrate the plausibility (and limitations) of revibed system. The results are encouraging. In many cases producing code suitable for strong baseline use. We argue that this may represent a fundamental shift in how we produce, use, and evaluate research artifacts in the technical HCI community.

cs.HC↗

arXiv2025

GLITTER: An AI-assisted Platform for Material-Grounded Asynchronous Discussion in Flipped Learning

Flipped classrooms promote active learning by having students engage with materials independently before class, allowing in-class time for collaborative problem-solving. During this pre-class phase, asynchronous online discussions help students build knowledge and clarify concepts with peers. However, it remains difficult to engage with temporally dispersed peer contributions, connect discussions with static learning materials, and prepare for in-class sessions based on their self-learning outcome. Our formative study identified cognitive challenges students encounter, including navigation barriers, reflection gaps, and contribution difficulty and anxiety. We present GLITTER, an AI-assisted discussion platform for pre-class learning in flipped classrooms. GLITTER helps students identify posts with shared conceptual dimensions, scaffold knowledge integration through conceptual blending, and enhance metacognition via personalized reflection reports. A lab study within subjects (n = 12) demonstrates that GLITTER improves discussion engagement, sparks new ideas, supports reflection, and increases preparedness for in-class activities.

cs.HC↗

arXiv2024

LADICA: A Large Shared Display Interface for Generative AI Cognitive Assistance in Co-Located Team Collaboration

Large shared displays, such as digital whiteboards, are useful for supporting co-located team collaborations by helping members perform cognitive tasks such as brainstorming, organizing ideas, and making comparisons. While recent advancement in Large Language Models (LLMs) has catalyzed AI support for these displays, most existing systems either only offer limited capabilities or diminish human control, neglecting the potential benefits of natural group dynamics. Our formative study identified cognitive challenges teams encounter, such as diverse ideation, knowledge sharing, mutual awareness, idea organization, and synchronization of live discussions with the external workspace. In response, we introduce LADICA, a large shared display interface that helps collaborative teams brainstorm, organize, and analyze ideas through multiple analytical lenses, while fostering mutual awareness of ideas and concepts. Furthermore, LADICA facilitates the real-time extraction of key information from verbal discussions and identifies relevant entities. A lab study confirmed LADICA's usability and usefulness.

cs.HC↗

arXiv2024

What Should We Engineer in Prompts? Training Humans in Requirement-Driven LLM Use

Prompting LLMs for complex tasks (e.g., building a trip advisor chatbot) needs humans to clearly articulate customized requirements (e.g., "start the response with a tl;dr"). However, existing prompt engineering instructions often lack focused training on requirement articulation and instead tend to emphasize increasingly automatable strategies (e.g., tricks like adding role-plays and "think step-by-step"). To address the gap, we introduce Requirement-Oriented Prompt Engineering (ROPE), a paradigm that focuses human attention on generating clear, complete requirements during prompting. We implement ROPE through an assessment and training suite that provides deliberate practice with LLM-generated feedback. In a randomized controlled experiment with 30 novices, ROPE significantly outperforms conventional prompt engineering training (20% vs. 1% gains), a gap that automatic prompt optimization cannot close. Furthermore, we demonstrate a direct correlation between the quality of input requirements and LLM outputs. Our work paves the way to empower more end-users to build complex LLM applications.

cs.HC↗

arXiv2024

Exploring the Diversity of Music Experiences for Deaf and Hard of Hearing People

Sensory substitution or enhancement techniques have been proposed to enable deaf or hard of hearing (DHH) people to listen to and even compose music. However, little is known about how such techniques enhance DHH people's music experience. Since deafness is a spectrum -- as are DHH people's preferences and perceptions of music -- a more situated understanding of their interaction with music is needed. To understand the music experience of this population, we conducted social media analyses, both qualitatively and quantitatively, in the deaf and hard of hearing Reddit communities. Our content analysis revealed that DHH people leveraged sign language and visual/haptic cues to feel the music and preferred familiar, non-lyrical, instrument-heavy, and loud music. In addition, hearing aids were not customized for music, and the visual/haptic techniques developed were not widely adopted by DHH people, leading to their suboptimal music experiences. The DHH community embodied mutual support among music lovers, evidenced by active information sharing and Q&A around music and hearing loss. We reflect on design justice for DHH people's music experience and propose practical design implications to create a more accessible music experience for them.

cs.HC↗

arXiv2023

PortfolioMentor: Multimodal Generative AI Companion for Learning and Crafting Interactive Digital Art Portfolios

Digital art portfolios serve as impactful mediums for artists to convey their visions, weaving together visuals, audio, interactions, and narratives. However, without technical backgrounds, design students often find it challenging to translate creative ideas into tangible codes and designs, given the lack of tailored resources for the non-technical, academic support in art schools, and a comprehensive guiding tool throughout the mentally demanding process. Recognizing the role of companionship in code learning and leveraging generative AI models' capabilities in supporting creative tasks, we present PortfolioMentor, a coding companion chatbot for IDEs. This tool guides and collaborates with students through proactive suggestions and responsible Q&As for learning, inspiration, and support. In detail, the system starts with the understanding of the task and artist's visions, follows the co-creation of visual illustrations, audio or music suggestions and files, click-scroll effects for interactions, and creative vision conceptualization, and finally synthesizes these facets into a polished interactive digital portfolio.

cs.HC↗