Yiming Guo

Tianhui Liu, Jie Feng, Zhiheng Zheng et al.

Humans can effortlessly perceive spatial layouts, form cognitive representations, reason about spatial relations, and translate such reasoning into actions in everyday 3D environments. Although recent vision-language models (VLMs) have shown promising performance on observation-conditioned spatial perception and reasoning tasks, it remains unclear whether they can build coherent spatial understanding, act upon it, and refine their actions through multi-turn feedback. To study this problem, we introduce \textbf{SpatialAct}, a simulator-grounded benchmark for probing \textit{action-conditioned spatial reasoning} in 3D scenes. Starting from the most challenging setting, Multi-turn Interactive Refinement, we further design its decomposed counterpart, Single-step Error Detection and Fix, together with five fundamental spatial ability tasks to diagnose the underlying causes of model failures. Experiments reveal a clear reasoning-to-action gap: current VLMs can perform well on isolated spatial reasoning tasks, but struggle to maintain coherent spatial beliefs and produce reliable actions during multi-turn feedback, substantially underperforming humans. These results suggest that current VLM agents still lack robust spatial state tracking under action-induced environment changes, even when low-level control is abstracted away.

Liangliang Chen, Zhihao Qin, Yiming Guo et al.

Large language models (LLMs) have the potential to revolutionize various fields, including code development, robotics, finance, and education, due to their extensive prior knowledge and rapid advancements. This paper investigates how LLMs can be leveraged in engineering education. Specifically, we benchmark the capabilities of different LLMs, including GPT-3.5 Turbo, GPT-4o, and Llama 3 70B, in assessing homework for an undergraduate-level circuit analysis course. We have developed a novel dataset consisting of official reference solutions and real student solutions to problems from various topics in circuit analysis. To overcome the limitations of image recognition in current state-of-the-art LLMs, the solutions in the dataset are converted to LaTeX format. Using this dataset, a prompt template is designed to test five metrics of student solutions: completeness, method, final answer, arithmetic error, and units. The results show that GPT-4o and Llama 3 70B perform significantly better than GPT-3.5 Turbo across all five metrics, with GPT-4o and Llama 3 70B each having distinct advantages in different evaluation aspects. Additionally, we present insights into the limitations of current LLMs in several aspects of circuit analysis. Given the paramount importance of ensuring reliability in LLM-generated homework assessment to avoid misleading students, our results establish benchmarks and offer valuable insights for the development of a reliable, personalized tutor for circuit analysis -- a focus of our future work. Furthermore, the proposed evaluation methods can be generalized to a broader range of courses for engineering education in the future.

Liangliang Chen, Huiru Xie, Zhihao Qin et al.

This research full paper presents an enhancement pipeline for large language models (LLMs) in assessing homework for an undergraduate circuit analysis course, aiming to improve LLMs' capacity to provide personalized support to electrical engineering students. Existing evaluations have demonstrated that GPT-4o possesses promising capabilities in assessing student homework in this domain. Building on these findings, we enhance GPT-4o's performance through multi-step prompting, contextual data augmentation, and the incorporation of targeted hints. These strategies effectively address common errors observed in GPT-4o's responses when using simple prompts, leading to a substantial improvement in assessment accuracy. Specifically, the correct response rate for GPT-4o increases from 74.71% to 97.70% after applying the enhanced prompting and augmented data on entry-level circuit analysis topics. This work lays a foundation for the effective integration of LLMs into circuit analysis instruction and, more broadly, into engineering education.