arXiv subjects

Yinmiao Li

Publications and source records attributed to Yinmiao Li.

3 recordsLinked to original sources

arXiv2026

Creative Task Cards for Reflection, Self-Efficiency and Self-Regulation in CS1 Introductory Programming: Initial Insights

Computer Science students in introductory programming courses struggle with emotional challenges such as low levels of sustained interest and a lack of self-belief. However, students are typically introduced to disciplinary strategies (such as debugging strategies) and not the metacognitive nor self-regulation strategies that could help them overcome such emotional challenges. This paper addresses this issue by introducing creative task cards designed to support students' reflection, self-efficacy, and self-regulation in programming assignments. To evaluate the cards, twenty-nine students used them to complete a mock coding assignment in-class and participated in surveys and focus groups. Our initial qualitative insights suggest that students: found value in taking breaks, particularly when they could leave the classroom to reflect with peers; could use drawing to better reflect on feelings of cognitive overload; and felt more capable progressing with their work once breaking it into smaller steps.

cs.HC↗

arXiv2026

Proceedings of The First Reflection in Creative Experience (RiCE) Workshop

Reflection and metacognition are central to the creative user experience. However, most HCI research on reflection focuses on clear, task-oriented goals such as to reflect on personal data or pedagogical outcomes. This contrasts with the open-ended and challenging to articulate goals of creative user experiences. For the first time, this workshop brings together interdisciplinary researchers, designers, educators, and artists across HCI, Cognitive Science, Design, AI, Learning Sciences, and Digital Art to examine reflection in creative interaction. The workshop will discuss themes, drawn from earlier discussions with HCI researchers and artists, on: how best to capture reflection in creative contexts, how to leverage the arts to support reflection for ethical change, and how to design creative AI that enhances - not hinders - critical thinking. By bringing interdisciplinary perspectives on reflection into discussion, the workshop will develop a guiding taxonomy for reflection in creative interaction to inform future creative practice and tool development.

cs.HC↗

arXiv2019

Adaptive Multimodal Music Learning via Interactive-haptic Instrument

Haptic interfaces have untapped the sense of touch to assist multimodal music learning. We have recently seen various improvements of interface design on tactile feedback and force guidance aiming to make instrument learning more effective. However, most interfaces are still quite static; they cannot yet sense the learning progress and adjust the tutoring strategy accordingly. To solve this problem, we contribute an adaptive haptic interface based on the latest design of haptic flute. We first adopted a clutch mechanism to enable the interface to turn on and off the haptic control flexibly in real time. The interactive tutor is then able to follow human performances and apply the "teacher force" only when the software instructs so. Finally, we incorporated the adaptive interface with a step-by-step dynamic learning strategy. Experimental results showed that dynamic learning dramatically outperforms static learning, which boosts the learning rate by 45.3% and shrinks the forgetting chance by 86%.

cs.HC↗