arXiv subjects

Xingjian Gu

Publications and source records attributed to Xingjian Gu.

5 recordsLinked to original sources

arXiv2026

To Police or to Guide: How Higher Education Computer Science Instructors Design and Implement Generative AI Policies

While generative AI tools are directly changing how undergraduate computer science is learned and taught, they are also reshaping the relationships between instructors and students. In contrast to existing tool-oriented research on how instructors view and adopt AI, this study investigates how instructors think about their roles and responsibilities to students through their course AI policies. Based on 13 semi-structured interviews with CS instructors in the US, we found that while instructors recognize that AI tools could harm student learning, AI policies primarily seek to AI-proof assessments without directly addressing student learning. Although policies such as switching to paper exams can preserve assessment integrity in the short term, instructors report extra burden of policing student AI use behaviors and worsening relationships with students. Based on the experiences of several interviewees, we make recommendations on AI policies that are more learning-oriented and could guide students toward healthier AI usage instead.

cs.CY↗

arXiv2025

DA-Occ: Direction-Aware 2D Convolution for Efficient and Geometry-Preserving 3D Occupancy Prediction in Autonomous Driving

Efficient and high-accuracy 3D occupancy prediction is vital for the performance of autonomous driving systems. However, existing methods struggle to balance precision and efficiency: high-accuracy approaches are often hindered by heavy computational overhead, leading to slow inference speeds, while others leverage pure bird's-eye-view (BEV) representations to gain speed at the cost of losing vertical spatial cues and compromising geometric integrity. To overcome these limitations, we build on the efficient Lift-Splat-Shoot (LSS) paradigm and propose a pure 2D framework, DA-Occ, for 3D occupancy prediction that preserves fine-grained geometry. Standard LSS-based methods lift 2D features into 3D space solely based on depth scores, making it difficult to fully capture vertical structure. To improve upon this, DA-Occ augments depth-based lifting with a complementary height-score projection that explicitly encodes vertical geometric information. We further employ direction-aware convolution to extract geometric features along both vertical and horizontal orientations, effectively balancing accuracy and computational efficiency. On the Occ3D-nuScenes, the proposed method achieves an mIoU of 39.3% and an inference speed of 27.7 FPS, effectively balancing accuracy and efficiency. In simulations on edge devices, the inference speed reaches 14.8 FPS, further demonstrating the method's applicability for real-time deployment in resource-constrained environments.

cs.CV↗

arXiv2025

Inter-Diffusion Generation Model of Speakers and Listeners for Effective Communication

Full-body gestures play a pivotal role in natural interactions and are crucial for achieving effective communication. Nevertheless, most existing studies primarily focus on the gesture generation of speakers, overlooking the vital role of listeners in the interaction process and failing to fully explore the dynamic interaction between them. This paper innovatively proposes an Inter-Diffusion Generation Model of Speakers and Listeners for Effective Communication. For the first time, we integrate the full-body gestures of listeners into the generation framework. By devising a novel inter-diffusion mechanism, this model can accurately capture the complex interaction patterns between speakers and listeners during communication. In the model construction process, based on the advanced diffusion model architecture, we innovatively introduce interaction conditions and the GAN model to increase the denoising step size. As a result, when generating gesture sequences, the model can not only dynamically generate based on the speaker's speech information but also respond in realtime to the listener's feedback, enabling synergistic interaction between the two. Abundant experimental results demonstrate that compared with the current state-of-the-art gesture generation methods, the model we proposed has achieved remarkable improvements in the naturalness, coherence, and speech-gesture synchronization of the generated gestures. In the subjective evaluation experiments, users highly praised the generated interaction scenarios, believing that they are closer to real life human communication situations. Objective index evaluations also show that our model outperforms the baseline methods in multiple key indicators, providing more powerful support for effective communication.

cs.GR↗

arXiv2025

AI Literacy in K-12 and Higher Education in the Wake of Generative AI: An Integrative Review

Even though AI literacy has emerged as a prominent education topic in the wake of generative AI, its definition remains vague. There is little consensus among researchers and practitioners on how to discuss and design AI literacy interventions. The term has been used to describe both learning activities that train undergraduate students to use ChatGPT effectively and having kindergarten children interact with social robots. This paper applies an integrative review method to examine empirical and theoretical AI literacy studies published since 2020. In synthesizing the 124 reviewed studies, three ways to conceptualize literacy-functional, critical, and indirectly beneficial-and three perspectives on AI-technical detail, tool, and sociocultural-were identified, forming a framework that reflects the spectrum of how AI literacy is approached in practice. The framework highlights the need for more specialized terms within AI literacy discourse and indicates research gaps in certain AI literacy objectives.

cs.CY↗

arXiv2024

Insights from Social Shaping Theory: The Appropriation of Large Language Models in an Undergraduate Programming Course

The capability of large language models (LLMs) to generate, debug, and explain code has sparked the interest of researchers and educators in undergraduate programming, with many anticipating their transformative potential in programming education. However, decisions about why and how to use LLMs in programming education may involve more than just the assessment of an LLM's technical capabilities. Using the social shaping of technology theory as a guiding framework, our study explores how students' social perceptions influence their own LLM usage. We then examine the correlation of self-reported LLM usage with students' self-efficacy and midterm performances in an undergraduate programming course. Triangulating data from an anonymous end-of-course student survey (n = 158), a mid-course self-efficacy survey (n=158), student interviews (n = 10), self-reported LLM usage on homework, and midterm performances, we discovered that students' use of LLMs was associated with their expectations for their future careers and their perceptions of peer usage. Additionally, early self-reported LLM usage in our context correlated with lower self-efficacy and lower midterm scores, while students' perceived over-reliance on LLMs, rather than their usage itself, correlated with decreased self-efficacy later in the course.

cs.HC↗