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Zhang Guo

Publications and source records attributed to Zhang Guo.

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SPGCL: Simple yet Powerful Graph Contrastive Learning via SVD-Guided Structural Perturbation

Graph Neural Networks (GNNs) are sensitive to structural noise from adversarial attacks or imperfections. Existing graph contrastive learning (GCL) methods typically rely on either random perturbations (e.g., edge dropping) for diversity or spectral augmentations (e.g., SVD) to preserve structural priors. However, random perturbations are structure-agnostic and may remove critical edges, while SVD-based views often lack sufficient diversity. Integrating these paradigms is challenging as they operate on discrete edge removal and continuous matrix factorization, respectively.We propose SPGCL, a framework for robust GCL via SVD-guided structural perturbation. Leveraging a recently developed SVD-based method that generalizes structural perturbation theory to arbitrary graphs, we design a two-stage strategy: (1) lightweight stochastic edge removal to inject diversity, and (2) truncated SVD to derive a structure-aware scoring matrix for sparse top-$P$ edge recovery. This integration offers three advantages: (1) Robustness to accidental deletion, as important edges can be recovered by SVD-guided scoring; (2) Enrichment with missing links, creating more informative contrastive views by introducing semantically meaningful edges; and (3) Controllable structural discrepancy, ensuring contrastive signals stem from semantic differences rather than edge-number gaps.Furthermore, we incorporate a contrastive fusion module with a global similarity constraint to align embeddings. Extensive experiments on ten benchmark datasets demonstrate that SPGCL consistently improves the robustness and accuracy of GNNs, outperforming state-of-the-art GCL and structure learning methods, validating its effectiveness in integrating previously disparate paradigms.

cs.LG

A Large-Scale Feasibility Study of Screen-based 3D Visualization and Augmented Reality Tools for Human Anatomy Education: Exploring Gender Perspectives in Learning Experience

Anatomy education is an indispensable part of medical training, but traditional methods face challenges like limited resources for dissection in large classes and difficulties understanding 2D anatomy in textbooks. Advanced technologies, such as 3D visualization and augmented reality (AR), are transforming anatomy learning. This paper presents two in-house solutions that use handheld tablets or screen-based AR to visualize 3D anatomy models with informative labels and in-situ visualizations of the muscle anatomy. To assess these tools, a user study of muscle anatomy education involved 236 premedical students in dyadic teams, with results showing that the tablet-based 3D visualization and screen-based AR tools led to significantly higher learning experience scores than traditional textbook. While knowledge retention didn't differ significantly, ethnographic and gender analysis showed that male students generally reported more positive learning experiences than female students. This study discusses the implications for anatomy and medical education, highlighting the potential of these innovative learning tools considering gender and team dynamics in body painting anatomy learning interventions.

cs.HC

MMASD: A Multimodal Dataset for Autism Intervention Analysis

Autism spectrum disorder (ASD) is a developmental disorder characterized by significant social communication impairments and difficulties perceiving and presenting communication cues. Machine learning techniques have been broadly adopted to facilitate autism studies and assessments. However, computational models are primarily concentrated on specific analysis and validated on private datasets in the autism community, which limits comparisons across models due to privacy-preserving data sharing complications. This work presents a novel privacy-preserving open-source dataset, MMASD as a MultiModal ASD benchmark dataset, collected from play therapy interventions of children with Autism. MMASD includes data from 32 children with ASD, and 1,315 data samples segmented from over 100 hours of intervention recordings. To promote public access, each data sample consists of four privacy-preserving modalities of data; some of which are derived from original videos: (1) optical flow, (2) 2D skeleton, (3) 3D skeleton, and (4) clinician ASD evaluation scores of children, e.g., ADOS scores. MMASD aims to assist researchers and therapists in understanding children's cognitive status, monitoring their progress during therapy, and customizing the treatment plan accordingly. It also has inspiration for downstream tasks such as action quality assessment and interpersonal synchrony estimation. MMASD dataset can be easily accessed at https://github.com/Li-Jicheng/MMASD-A-Multimodal-Dataset-for-Autism-Intervention-Analysis.

cs.CV

Social Visual Behavior Analytics for Autism Therapy of Children Based on Automated Mutual Gaze Detection

Social visual behavior, as a type of non-verbal communication, plays a central role in studying social cognitive processes in interactive and complex settings of autism therapy interventions. However, for social visual behavior analytics in children with autism, it is challenging to collect gaze data manually and evaluate them because it costs a lot of time and effort for human coders. In this paper, we introduce a social visual behavior analytics approach by quantifying the mutual gaze performance of children receiving play-based autism interventions using an automated mutual gaze detection framework. Our analysis is based on a video dataset that captures and records social interactions between children with autism and their therapy trainers (N=28 observations, 84 video clips, 21 Hrs duration). The effectiveness of our framework was evaluated by comparing the mutual gaze ratio derived from the mutual gaze detection framework with the human-coded ratio values. We analyzed the mutual gaze frequency and duration across different therapy settings, activities, and sessions. We created mutual gaze-related measures for social visual behavior score prediction using multiple machine learning-based regression models. The results show that our method provides mutual gaze measures that reliably represent (or even replace) the human coders' hand-coded social gaze measures and effectively evaluates and predicts ASD children's social visual performance during the intervention. Our findings have implications for social interaction analysis in small-group behavior assessments in numerous co-located settings in (special) education and in the workplace.

cs.HC

Collaboration Analysis Using Deep Learning

The analysis of the collaborative learning process is one of the growing fields of education research, which has many different analytic solutions. In this paper, we provided a new solution to improve automated collaborative learning analyses using deep neural networks. Instead of using self-reported questionnaires, which are subject to bias and noise, we automatically extract group-working information by object recognition results using Mask R-CNN method. This process is based on detecting the people and other objects from pictures and video clips of the collaborative learning process, then evaluate the mobile learning performance using the collaborative indicators. We tested our approach to automatically evaluate the group-work collaboration in a controlled study of thirty-three dyads while performing an anatomy body painting intervention. The results indicate that our approach recognizes the differences of collaborations among teams of treatment and control groups in the case study. This work introduces new methods for automated quality prediction of collaborations among human-human interactions using computer vision techniques.

cs.HC