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Yunseo Lee

Publications and source records attributed to Yunseo Lee.

10 recordsLinked to original sources

Towards Clinically Faithful Medical Image Captioning via Enhanced Vision-Language Alignment

Medical image captioning is a technique that accelerates early-stage diagnostic workflows and enhances the interpretability of medical diagnostic AI systems. However, unlike general image captioning, clinically reliable captioning remains challenging due to grayscale-based modalities, subtle anatomical cues, specialized medical phrasing, and variations in data quality. Despite recent advances in large vision-language models, fluent outputs do not necessarily guarantee sufficient alignment with clinical concept spaces or evaluation criteria. To address this issue, we propose a framework that strengthens clinical alignment by separating and enhancing training-time alignment and inference-time alignment. We build a medical image captioning pipeline that integrates single/dual vision encoders based on BioMedCLIP and SigLIP2, a Q-Former, and a LLaMA-based decoder, and examine the contribution of auxiliary learning for UMLS concept/type prediction. At inference, we apply single-embedding-based reranking to select the best caption among candidates, while at training we introduce MedPAIR-SCST, which combines clinically relevant rewards to shift the generative distribution toward improved clinical alignment. Our experiments show that complementary visual representations with a multi-encoder design and concept-level auxiliary learning help preserve clinically meaningful information. Furthermore, inference-time reranking provides a practical way to improve semantic and clinical alignment without additional training, whereas MedPAIR-SCST goes beyond selection by directly improving the model's distribution to generate more consistent and clinically grounded captions. These findings suggest that jointly leveraging selection-based alignment and reinforcement-learning-based alignment can promote more trustworthy medical image captioning even in data-constrained settings.

cs.CV

Llama-Polya: Instruction Tuning for Large Language Model based on Polya's Problem-solving

This paper introduces Llama-Polya, an instruction-tuned large language model that integrates Polya's four-step problem-solving framework into its dialogue structure to support mathematical reasoning. Mathematical problem-solving is central to students' success in mathematics education, yet many learners struggle to plan, justify, and verify their solutions. Although large language models (LLMs) show promise as intelligent tutors, they often lack structured pedagogical alignment grounded in established learning theories. To address this gap, we operationalize Polya's problem-solving framework within an instruction-tuned LLM to promote metacognitive engagement and examine the effects of pedagogy-aligned fine-tuning compared to domain-only and general-purpose instruction tuning. Built on the Llama-3.1-8B architecture, Llama-Polya was fine-tuned on synthetic math problem-solving data derived from GSM8K, structured according to Polya's four stages. We developed and evaluated multiple variants-general-purpose instruct, math-domain metamath, pedagogy-aligned polya-v2, and sequential metamath+polya-v2-using both quantitative accuracy metrics and qualitative pedagogical assessments. Results indicate that models tuned with Polya's framework and domain-specific data produced more balanced reasoning-stage distributions and fewer premature answers. Expert evaluators also observed improved pedagogical coherence and metacognitive prompting, although limitations in personalization and mathematical rigor remained. These findings suggest that pedagogy-grounded instruction tuning can enhance educational alignment and reasoning transparency in LLM-based tutoring systems.

cs.CY

Exploring the Role of Automated Feedback in Programming Education: A Systematic Literature Review

Automated feedback systems have become increasingly integral to programming education, where learners engage in iterative cycles of code construction, testing, and refinement. Despite its wider integration in practices and technical advancements into AI, research in this area remains fragmented, lacking synthesis across technological and instructional dimensions. This systematic literature review synthesizes 61 empirical studies published by September 2024, offering a conceptually grounded analysis of automated feedback systems across five dimensions: system architecture, pedagogical function, interaction mechanism, contextual deployment, and evaluation approach. Findings reveal that most systems are fully automated, embedded within online platforms, and primarily focused on error detection and code correctness. While recent developments incorporate adaptive features and large language models to enable more personalized and interactive feedback, few systems offer support for higher-order learning processes, interactive components, or learner agency. Moreover, evaluation practices tend to emphasize short-term performance gains, with limited attention to long-term outcomes or instructional integration. These findings call for a reimagining of automated feedback not as a technical add-on for error correction, but as a pedagogical scaffold that supports deeper, adaptive, and interactive learning.

cs.CY

Affordances of Sketched Notations for Multimodal UI Design and Development Tools

Multimodal UI design and development tools that interpret sketches or natural language descriptions of UIs inherently have notations: the inputs they can understand. In AI-based systems, notations are implicitly defined by the data used to train these systems. In order to create usable and intuitive notations for interactive design systems, we must regard, design, and evaluate these training datasets as notation specifications. To better understand the design space of notational possibilities for future design tools, we use the Cognitive Dimensions of Notations framework to analyze two possible notations for UI sketching. The first notation is the sketching rules for an existing UI sketch dataset, and the second notation is the set of sketches generated by participants in this study, where individuals sketched UIs without imposed representational rules. We imagine two systems, FixedSketch and FlexiSketch, built with each notation respectively, in order to understand the differential affordances of, and potential design requirements for, systems. We find that participants' sketches were composed of element-level notations that are ambiguous in isolation but are interpretable in context within whole designs. For many cognitive dimensions, the FlexiSketch notation supports greater intuitive creative expression and affords lower cognitive effort than the FixedSketch notation, but cannot be supported with prevailing, element-based approaches to UI sketch recognition. We argue that for future multimodal design tools to be truly human-centered, they must adopt contemporary AI methods, including transformer-based and human-in-the-loop, reinforcement learning techniques to understand users' context-rich expressive notations and corrections.

cs.HC

Hallucination by Code Generation LLMs: Taxonomy, Benchmarks, Mitigation, and Challenges

Recent technical breakthroughs in large language models (LLMs) have enabled them to fluently generate source code. Software developers often leverage both general-purpose and code-specialized LLMs to revise existing code or even generate a whole function from scratch. These capabilities are also beneficial in no-code or low-code contexts, in which one can write programs without a technical background. However, due to their internal design, LLMs are prone to generating hallucinations, which are incorrect, nonsensical, and not justifiable information but difficult to identify its presence. This problem also occurs when generating source code. Once hallucinated code is produced, it is often challenging for users to identify and fix it, especially when such hallucinations can be identified under specific execution paths. As a result, the hallucinated code may remain unnoticed within the codebase. This survey investigates recent studies and techniques relevant to hallucinations generated by CodeLLMs. We categorize the types of hallucinations in the code generated by CodeLLMs, review existing benchmarks and mitigation strategies, and identify open challenges. Based on these findings, this survey outlines further research directions in the detection and removal of hallucinations produced by CodeLLMs.

cs.SE

Can TDD Be Employed in LEO SatCom Systems? Challenges and Potential Approaches

Frequency-division duplexing (FDD) remains the de facto standard in modern low Earth orbit (LEO) satellite communication (SatCom) systems, such as SpaceX's Starlink, OneWeb, and Amazon's Project Kuiper. While time-division duplexing (TDD) is often regarded as superior in today's terrestrial networks, its viability in future LEO SatCom systems remains unclear. This article details how the long propagation delays and high orbital velocities exhibited by LEO SatCom systems impedes the adoption of TDD, due to challenges involving the frame structure and synchronization. We then present potential approaches to overcome these challenges, which vary in terms of resource efficiency and operational/device complexity and thus would likely be application-specific. We conclude by assessing the performance of these proposed approaches, putting into perspective the tradeoff between complexity and performance gains over FDD. Overall, this article aims to motivate future investigation into the prospects of TDD in LEO SatCom systems and solutions to enable such, with the goal of enhancing future systems and unifying them with terrestrial networks.

eess.SP

Echo-Teddy: Preliminary Design and Development of Large Language Model-based Social Robot for Autistic Students

Autistic students often face challenges in social interaction, which can hinder their educational and personal development. This study introduces Echo-Teddy, a Large Language Model (LLM)-based social robot designed to support autistic students in developing social and communication skills. Unlike previous chatbot-based solutions, Echo-Teddy leverages advanced LLM capabilities to provide more natural and adaptive interactions. The research addresses two key questions: (1) What are the design principles and initial prototype characteristics of an effective LLM-based social robot for autistic students? (2) What improvements can be made based on developer reflection-on-action and expert interviews? The study employed a mixed-methods approach, combining prototype development with qualitative analysis of developer reflections and expert interviews. Key design principles identified include customizability, ethical considerations, and age-appropriate interactions. The initial prototype, built on a Raspberry Pi platform, features custom speech components and basic motor functions. Evaluation of the prototype revealed potential improvements in areas such as user interface, educational value, and practical implementation in educational settings. This research contributes to the growing field of AI-assisted special education by demonstrating the potential of LLM-based social robots in supporting autistic students. The findings provide valuable insights for future developments in accessible and effective social support tools for special education.

cs.HC

LLaVA-Docent: Instruction Tuning with Multimodal Large Language Model to Support Art Appreciation Education

Despite the development of various AI systems to support learning in various domains, AI assistance for art appreciation education has not been extensively explored. Art appreciation, often perceived as an unfamiliar and challenging endeavor for most students, can be more accessible with a generative AI enabled conversation partner that provides tailored questions and encourages the audience to deeply appreciate artwork. This study explores the application of multimodal large language models (MLLMs) in art appreciation education, with a focus on developing LLaVA-Docent, a model designed to serve as a personal tutor for art appreciation. Our approach involved design and development research, focusing on iterative enhancement to design and develop the application to produce a functional MLLM-enabled chatbot along with a data design framework for art appreciation education. To that end, we established a virtual dialogue dataset that was generated by GPT-4, which was instrumental in training our MLLM, LLaVA-Docent. The performance of LLaVA-Docent was evaluated by benchmarking it against alternative settings and revealed its distinct strengths and weaknesses. Our findings highlight the efficacy of the MMLM-based personalized art appreciation chatbot and demonstrate its applicability for a novel approach in which art appreciation is taught and experienced.

cs.AI

IRIS: Wireless Ring for Vision-based Smart Home Interaction

Integrating cameras into wireless smart rings has been challenging due to size and power constraints. We introduce IRIS, the first wireless vision-enabled smart ring system for smart home interactions. Equipped with a camera, Bluetooth radio, inertial measurement unit (IMU), and an onboard battery, IRIS meets the small size, weight, and power (SWaP) requirements for ring devices. IRIS is context-aware, adapting its gesture set to the detected device, and can last for 16-24 hours on a single charge. IRIS leverages the scene semantics to achieve instance-level device recognition. In a study involving 23 participants, IRIS consistently outpaced voice commands, with a higher proportion of participants expressing a preference for IRIS over voice commands regarding toggling a device's state, granular control, and social acceptability. Our work pushes the boundary of what is possible with ring form-factor devices, addressing system challenges and opening up novel interaction capabilities.

cs.HC

I See You: Teacher Analytics with GPT-4 Vision-Powered Observational Assessment

This preliminary study explores the integration of GPT-4 Vision (GPT-4V) technology into teacher analytics, focusing on its applicability in observational assessment to enhance reflective teaching practice. This research is grounded in developing a Video-based Automatic Assessment System (VidAAS) empowered by GPT-4V. Our approach aims to revolutionize teachers' assessment of students' practices by leveraging Generative Artificial Intelligence (GenAI) to offer detailed insights into classroom dynamics. Our research methodology encompasses a comprehensive literature review, prototype development of the VidAAS, and usability testing with in-service teachers. The study findings provide future research avenues for VidAAS design, implementation, and integration in teacher analytics, underscoring the potential of GPT-4V to provide real-time, scalable feedback and a deeper understanding of the classroom.

cs.HC