arXiv subjects

Xiuqi Tommy Zhu

Publications and source records attributed to Xiuqi Tommy Zhu.

4 recordsLinked to original sources

arXiv2026

Reshaping Inclusive Interpersonal Dynamics through Smart Glasses in Mixed-Vision Social Activities

Meaningful social interaction is vital to well-being, yet Blind and Low Vision (BLV) individuals face persistent barriers when collaborating with sighted peers due to inaccessible visual cues. While most wearable assistive technologies emphasize individual tasks, smart glasses introduce opportunities for real-time, contextual support in social settings. To explore how smart glasses affect interpersonal dynamics and support inclusion in mixed-vision groups, we developed a smart glasses-based system, CollabLens, as a technology probe and employed it in four workshop sessions. We found that smart glasses can meaningfully support inclusive collaboration through expanding BLV participants' assistive networks with more flexible, independent access to visual information. While sighted participants viewed smart glasses as a promising medium that fosters interpersonal connection, they revealed uncertainty in adapting their helping behaviors. We concluded by discussing and synthesizing challenges and opportunities for designing smart glasses that provide seamless interaction experiences and enhance reciprocal mixed-vision social inclusion.

cs.HC↗

arXiv2026

Conversational Successes and Breakdowns in Everyday Smart Glasses Use

Non-Display Smart Glasses hold the potential to support everyday activities by combining continuous environmental sensing with voice-only interaction powered by large language models (LLMs). Understanding how conversational successes and breakdowns arise in everyday contexts can better inform the design of future voice-only interfaces. To investigate this, we conducted a month-long collaborative autoethnography (n=2) to identify patterns of successes and breakdowns when using such devices. We then compare these patterns with prior findings on voice-only interactions to highlight the unique affordances and opportunities offered by non-display smart glasses.

cs.HC↗

arXiv2025

Designing VR Simulation System for Clinical Communication Training with LLMs-Based Embodied Conversational Agents

VR simulation in Health Professions (HP) education demonstrates huge potential, but fixed learning content with little customization limits its application beyond lab environments. To address these limitations in the context of VR for patient communication training, we conducted a user-centered study involving semi-structured interviews with advanced HP students to understand their challenges in clinical communication training and perceptions of VR-based solutions. From this, we derived design insights emphasizing the importance of realistic scenarios, simple interactions, and unpredictable dialogues. Building on these insights, we developed the Virtual AI Patient Simulator (VAPS), a novel VR system powered by Large Language Models (LLMs) and Embodied Conversational Agents (ECAs), supporting dynamic and customizable patient interactions for immersive learning. We also provided an example of how clinical professors could use user-friendly design forms to create personalized scenarios that align with course objectives in VAPS and discuss future implications of integrating AI-driven technologies into VR education.

cs.HC↗

arXiv2025

Understanding the Practice, Perception, and Challenge of Blind or Low Vision Students Learning through Accessible Technologies in Non-Inclusive 'Blind Colleges'

In developing and underdeveloped regions, many 'Blind Colleges' exclusively enroll individuals with Blindness or Vision Impairment (BLV) for higher education. While advancements in accessible technologies have facilitated BLV student integration into 'Integrated Colleges,' their implementation in 'Blind Colleges' remains uneven due to complex economic, social, and policy challenges. This study investigates the practices, perceptions, and challenges of BLV students using accessible technologies in a Chinese 'Blind College' through a two-part empirical approach. Our findings demonstrate that tactile and digital technologies enhance access to education but face significant integration barriers. We emphasize the critical role of early education in addressing capability gaps, BLV students' aspirations for more inclusive educational environments, and the systemic obstacles within existing frameworks. We advocate for leveraging accessible technologies to transition 'Blind Colleges' into 'Integrated Colleges,' offering actionable insights for policymakers, designers, and educators. Finally, we outline future research directions on accessible technology innovation and its implications for BLV education in resource-constrained settings.

cs.HC↗