Fangxue Liu

Lei Fan, Fangxue Liu

Generative artificial intelligence(GenAI) is reshaping learning in higher education, with particularly pronounced implications for the humanities and social sciences(HSS), where learning outcomes are commonly expressed through written and interpretive forms that align closely with GenAI's capabilities. Yet, systematic evidence on the educational impacts of GenAI on HSS students remains limited. Addressing this gap, this study draws on a large-scale survey of HSS students in China to examine its role in academic development. Guided by relevant learning theories, this study focuses on four dimensions: patterns of use, effects on learning processes and academic performance, challenges associated with GenAI use, and preferred approaches to curricular integration. We found that more than half perceived enhanced learning motivation, independent thinking and creativity, although a substantial minority reported little change or even decline. Comparatively, a notably larger majority reported academic performance gains, although these gains may partly reflect limitations in conventional assessment practices. The study identifies variations in perceived learning and performance improvements among students with differing durations of GenAI experience, along with observable disciplinary differences and modest gender differences. While an overwhelming majority valued the importance of ethical considerations, only slightly more than half were satisfied with privacy protection. Limited accuracy and overreliance emerged as the most pressing concerns reported by students. Students favored partial or optional curricular integration supported by practice-oriented training, and widely recognized GenAI's significance for their future professional development. Grounded in student perspectives, this study offers evidence-based recommendations for the responsible and pedagogically meaningful integration of GenAI

Lei Fan, Kunyang Deng, Fangxue Liu

With the rapid advancement of generative artificial intelligence(AI), its potential applications in higher education have attracted significant attention. This study investigated how 148 students from diverse engineering disciplines and regions across China used generative AI, focusing on its impact on their learning experience and the opportunities and challenges it poses in engineering education. Based on the surveyed data, we explored four key areas: the frequency and application scenarios of AI use among engineering students, its impact on students' learning and performance, commonly encountered challenges in using generative AI, and future prospects for its adoption in engineering education. The results showed that more than half of the participants reported a positive impact of generative AI on their learning efficiency, initiative, and creativity, with nearly half believing it also enhanced their independent thinking. However, despite acknowledging improved study efficiency, many felt their actual academic performance remained largely unchanged and expressed concerns about the accuracy and domain-specific reliability of generative AI. Our findings provide a first-hand insight into the current benefits and challenges generative AI brings to students, particularly Chinese engineering students, while offering several recommendations, especially from the students' perspective, for effectively integrating generative AI into engineering education.

Fangxue Liu, Lei Fan

In low-light environments, the performance of computer vision algorithms often deteriorates significantly, adversely affecting key vision tasks such as segmentation, detection, and classification. With the rapid advancement of deep learning, its application to low-light image processing has attracted widespread attention and seen significant progress in recent years. However, there remains a lack of comprehensive surveys that systematically examine how recent deep-learning-based low-light image enhancement methods function and evaluate their effectiveness in enhancing downstream vision tasks. To address this gap, this review provides detailed elaboration on how various recent approaches (from 2020) operate and their enhancement mechanisms, supplemented with clear illustrations. It also investigates the impact of different enhancement techniques on subsequent vision tasks, critically analyzing their strengths and limitations. Our review found that image enhancement improved the performance of downstream vision tasks to varying degrees. Although supervised methods often produced images with high perceptual quality, they typically produced modest improvements in vision tasks. In contrast, zero-shot learning, despite achieving lower scores in image quality metrics, showed consistently boosted performance across various vision tasks. These suggest a disconnect between image quality metrics and those evaluating vision task performance. Additionally, unsupervised domain adaptation techniques demonstrated significant gains in segmentation tasks, highlighting their potential in practical low-light scenarios where labelled data is scarce. Observed limitations of existing studies are analyzed, and directions for future research are proposed. This review serves as a useful reference for determining low-light image enhancement techniques and optimizing vision task performance in low-light conditions.