Xingjian Gu

Xingjian Gu, Barbara J. Ericson

Even though AI literacy has emerged as a prominent education topic in the wake of generative AI, its definition remains vague. There is little consensus among researchers and practitioners on how to discuss and design AI literacy interventions. The term has been used to describe both learning activities that train undergraduate students to use ChatGPT effectively and having kindergarten children interact with social robots. This paper applies an integrative review method to examine empirical and theoretical AI literacy studies published since 2020. In synthesizing the 124 reviewed studies, three ways to conceptualize literacy-functional, critical, and indirectly beneficial-and three perspectives on AI-technical detail, tool, and sociocultural-were identified, forming a framework that reflects the spectrum of how AI literacy is approached in practice. The framework highlights the need for more specialized terms within AI literacy discourse and indicates research gaps in certain AI literacy objectives.

Yuchen Zhou, Yan Luo, Xiaogang Wang et al.

Efficient and high-accuracy 3D occupancy prediction is crucial for ensuring the performance of autonomous driving (AD) systems. However, many existing methods involve trade-offs between accuracy and efficiency. Some achieve high precision but with slow inference speed, while others adopt purely bird's-eye-view (BEV)-based 2D representations to accelerate processing, inevitably sacrificing vertical cues and compromising geometric integrity. To overcome these limitations, we propose a pure 2D framework that achieves efficient 3D occupancy prediction while preserving geometric integrity. Unlike conventional Lift-Splat-Shoot (LSS) methods that rely solely on depth scores to lift 2D features into 3D space, our approach additionally introduces a height-score projection to encode vertical geometric structure. We further employ direction-aware convolution to extract geometric features along both vertical and horizontal orientations, effectively balancing accuracy and computational efficiency. On the Occ3D-nuScenes, the proposed method achieves an mIoU of 39.3\% and an inference speed of 27.7 FPS, effectively balancing accuracy and efficiency. In simulations on edge devices, the inference speed reaches 14.8 FPS, further demonstrating the method's applicability for real-time deployment in resource-constrained environments.

Jinhe Huang, Yongkang Cheng, Yuming Hang et al.

Full-body gestures play a pivotal role in natural interactions and are crucial for achieving effective communication. Nevertheless, most existing studies primarily focus on the gesture generation of speakers, overlooking the vital role of listeners in the interaction process and failing to fully explore the dynamic interaction between them. This paper innovatively proposes an Inter-Diffusion Generation Model of Speakers and Listeners for Effective Communication. For the first time, we integrate the full-body gestures of listeners into the generation framework. By devising a novel inter-diffusion mechanism, this model can accurately capture the complex interaction patterns between speakers and listeners during communication. In the model construction process, based on the advanced diffusion model architecture, we innovatively introduce interaction conditions and the GAN model to increase the denoising step size. As a result, when generating gesture sequences, the model can not only dynamically generate based on the speaker's speech information but also respond in realtime to the listener's feedback, enabling synergistic interaction between the two. Abundant experimental results demonstrate that compared with the current state-of-the-art gesture generation methods, the model we proposed has achieved remarkable improvements in the naturalness, coherence, and speech-gesture synchronization of the generated gestures. In the subjective evaluation experiments, users highly praised the generated interaction scenarios, believing that they are closer to real life human communication situations. Objective index evaluations also show that our model outperforms the baseline methods in multiple key indicators, providing more powerful support for effective communication.

Aadarsh Padiyath, Xinying Hou, Amy Pang et al.

The capability of large language models (LLMs) to generate, debug, and explain code has sparked the interest of researchers and educators in undergraduate programming, with many anticipating their transformative potential in programming education. However, decisions about why and how to use LLMs in programming education may involve more than just the assessment of an LLM's technical capabilities. Using the social shaping of technology theory as a guiding framework, our study explores how students' social perceptions influence their own LLM usage. We then examine the correlation of self-reported LLM usage with students' self-efficacy and midterm performances in an undergraduate programming course. Triangulating data from an anonymous end-of-course student survey (n = 158), a mid-course self-efficacy survey (n=158), student interviews (n = 10), self-reported LLM usage on homework, and midterm performances, we discovered that students' use of LLMs was associated with their expectations for their future careers and their perceptions of peer usage. Additionally, early self-reported LLM usage in our context correlated with lower self-efficacy and lower midterm scores, while students' perceived over-reliance on LLMs, rather than their usage itself, correlated with decreased self-efficacy later in the course.