arXiv subjects

Yingqing Xu

Publications and source records attributed to Yingqing Xu.

6 recordsLinked to original sources

arXiv2026

How GenAI Mentor Configurations Shape Early Collaborative Dynamics: A Classroom Comparison of Individual and Shared Agents

Generative artificial intelligence (GenAI) is increasingly embedded in computer-supported collaborative learning (CSCL), yet little empirical research has unpacked how different configurations of AI participation reshape collaborative processes. This study investigates how GenAI configuration shapes collaborative regulation in authentic classroom settings. Two eighth-grade classes engaged in small-group creative problem-solving under two conditions: a shared-AI configuration, in which each group interacted with a single AI mentor, and an individual-AI configuration, in which each student accessed a personal AI instance. Using multi-layer discourse coding combined with lag sequential analysis (LSA) and ordered network analysis (ONA), we examined interaction distribution, AI-student coupling, shared regulation processes, and teacher orchestration. Results reveal distinct regulatory dynamics across configurations. Shared AI access promoted convergence-oriented collaboration, with stronger alignment of shared regulatory states and more coordinated group-level reasoning. In contrast, individual AI access distributed support across learners, producing more exploratory and evaluative cycles but also more fragmented interaction patterns, accompanied by increased teacher intervention to manage divergence. These findings suggest that AI configuration functions as a structural design variable that reorganizes the regulatory ecology of classroom collaboration.

cs.HC↗

arXiv2025

BrickSmart: Leveraging Generative AI to Support Children's Spatial Language Learning in Family Block Play

Block-building activities are crucial for developing children's spatial reasoning and mathematical skills, yet parents often lack the expertise to guide these activities effectively. BrickSmart, a pioneering system, addresses this gap by providing spatial language guidance through a structured three-step process: Discovery & Design, Build & Learn, and Explore & Expand. This system uniquely supports parents in 1) generating personalized block-building instructions, 2) guiding parents to teach spatial language during building and interactive play, and 3) tracking children's learning progress, altogether enhancing children's engagement and cognitive development. In a comparative study involving 12 parent-child pairs children aged 6-8 years) for both experimental and control groups, BrickSmart demonstrated improvements in supportiveness, efficiency, and innovation, with a significant increase in children's use of spatial vocabularies during block play, thereby offering an effective framework for fostering spatial language skills in children.

cs.HC↗

arXiv2025

COLP: Scaffolding Children's Online Long-term Collaborative Learning

Online collaborative learning and working are important for everyone including children. However, children still face a lot of difficulties communicating and working together while online, which keeps them from engaging in long-term project-based teamwork. We aim to investigate online long-term collaborative learning opportunities to address this gap. We design COLP, an online, 16-week, project-based learning program, as an educational intervention based on multiple learning theories for primary school students. We conducted this program with 67 primary school students ages 8-13, across more than five provinces of China. We found that this program could engage more than one-third of children in teamwork after long-term study. Furthermore, we interview children and their parents to help us understand the communication channel, benefits, and challenges of this program. Interestingly, we discovered that parents play multiple roles in their children's collaborative learning, particularly modeling and guiding the children's collaborative skills. Given the lack of programs designed for children's long-term online collaboration, this study may inspire intervention design in computer-supported collaborative learning communities.

cs.HC↗

arXiv2024

3D-Mirrorcle: Bridging the Virtual and Real through Depth Alignment in AR Mirror Systems

Smart mirrors have emerged as a new form of augmented reality (AR) interface for home environments. However, due to the parallax in human vision, one major challenge hindering their development is the depth misalignment between the 3D mirror reflection and the 2D screen display. This misalignment causes the display content to appear as if it is floating above the mirror, thereby disrupting the seamless integration of the two components and impacting the overall quality and functionality of the mirror. In this study, we introduce 3D-Mirrorcle, an innovative augmented reality (AR) mirror system that effectively addresses the issue of depth disparity through a hardware-software co-design on a lenticular grating setup. With our implemented real-time position adjustment and depth adaptation algorithms, the screen display can be dynamically aligned to the user's depth perception for a highly realistic and engaging experience. Our method has been validated through a prototype and hands-on user experiments that engaged 36 participants, and the results show significant improvements in terms of accuracy (24.72% $\uparrow$), immersion(31.4% $\uparrow$), and user satisfaction (44.4% $\uparrow$) compared to the existing works.

cs.HC↗

arXiv2024

Designing Child-Centric AI Learning Environments: Insights from LLM-Enhanced Creative Project-Based Learning

Project-based learning (PBL) is an instructional method that is very helpful in nurturing students' creativity, but it requires significant time and energy from both students and teachers. Large language models (LLMs) have been proven to assist in creative tasks, yet much controversy exists regarding their role in fostering creativity. This paper explores the potential of LLMs in PBL settings, with a special focus on fostering creativity. We began with an exploratory study involving 12 middle school students and identified five design considerations for LLM applications in PBL. Building on this, we developed an LLM-empowered, 48-hour PBL program and conducted an instructional experiment with 31 middle school students. Our results indicated that LLMs can enhance every stage of PBL. Additionally, we also discovered ambivalent perspectives among students and mentors toward LLM usage. Furthermore, we explored the challenge and design implications of integrating LLMs into PBL and reflected on the program. By bridging AI advancements into educational practice, our work aims to inspire further discourse and investigation into harnessing AI's potential in child-centric educational settings.

cs.HC↗

arXiv2022

EleGANt: Exquisite and Locally Editable GAN for Makeup Transfer

Most existing methods view makeup transfer as transferring color distributions of different facial regions and ignore details such as eye shadows and blushes. Besides, they only achieve controllable transfer within predefined fixed regions. This paper emphasizes the transfer of makeup details and steps towards more flexible controls. To this end, we propose Exquisite and locally editable GAN for makeup transfer (EleGANt). It encodes facial attributes into pyramidal feature maps to preserves high-frequency information. It uses attention to extract makeup features from the reference and adapt them to the source face, and we introduce a novel Sow-Attention Module that applies attention within shifted overlapped windows to reduce the computational cost. Moreover, EleGANt is the first to achieve customized local editing within arbitrary areas by corresponding editing on the feature maps. Extensive experiments demonstrate that EleGANt generates realistic makeup faces with exquisite details and achieves state-of-the-art performance. The code is available at https://github.com/Chenyu-Yang-2000/EleGANt.

cs.CV↗