Huilin Zhang

Huilin Zhang, Sumei Li, Haoxiang Chang et al.

Stereo image quality assessment (SIQA) plays a crucial role in evaluating and improving the visual experience of 3D content. Existing visual properties-based methods for SIQA have achieved promising performance. However, these approaches ignore the top-down philosophy, leading to a lack of a comprehensive grasp of the human visual system (HVS) and SIQA. This paper presents a novel Stereo AttenTion Network (SATNet), which employs a top-down perspective to guide the quality assessment process. Specifically, our generalized Stereo AttenTion (SAT) structure adapts components and input/output for stereo scenarios. It leverages the fusion-generated attention map as a higher-level binocular modulator to influence two lower-level monocular features, allowing progressive recalibration of both throughout the pipeline. Additionally, we introduce an Energy Coefficient (EC) to flexibly tune the magnitude of binocular response, accounting for the fact that binocular responses in the primate primary visual cortex are less than the sum of monocular responses. To extract the most discriminative quality information from the summation and subtraction of the two branches of monocular features, we utilize a dual-pooling strategy that applies min-pooling and max-pooling operations to the respective branches. Experimental results highlight the superiority of our top-down method in advancing the state-of-the-art in the SIQA field. The code is available at https://github.com/Fanning-Zhang/SATNet.

Xiaoning Liu, Zongwei Wu, Florin-Alexandru Vasluianu et al.

This paper presents a comprehensive review of the NTIRE 2025 Low-Light Image Enhancement (LLIE) Challenge, highlighting the proposed solutions and final outcomes. The objective of the challenge is to identify effective networks capable of producing brighter, clearer, and visually compelling images under diverse and challenging conditions. A remarkable total of 762 participants registered for the competition, with 28 teams ultimately submitting valid entries. This paper thoroughly evaluates the state-of-the-art advancements in LLIE, showcasing the significant progress.

Hanyu Su, Huilin Zhang, Shihui Feng

Problem solving plays an essential role in science education, and generative AI (GAI) chatbots have emerged as a promising tool for supporting students' science problem solving. However, general-purpose chatbots (e.g., ChatGPT), which often provide direct, ready-made answers, may lead to students' cognitive offloading. Prior research has rarely focused on custom chatbots for facilitating students' science problem solving, nor has it examined how they differently influence problem-solving processes and performance compared to general-purpose chatbots. To address this gap, we developed a pedagogy-informed custom GAI chatbot grounded in the Socratic questioning method, which supports students by prompting them with guiding questions. This study employed a within-subjects counterbalanced design in which 48 secondary school students used both custom and general-purpose chatbot to complete two science problem-solving tasks. 3297 student-chatbot dialogues were collected and analyzed using Heterogeneous Interaction Network Analysis (HINA). The results showed that: (1) students demonstrated significantly higher interaction intensity and cognitive interaction diversity when using custom chatbot than using general-purpose chatbot; (2) students were more likely to follow custom chatbot's guidance to think and reflect, whereas they tended to request general-purpose chatbot to execute specific commands; and (3) no statistically significant difference was observed in students' problem-solving performance evaluated by solution quality between two chatbot conditions. This study provides novel theoretical insights and empirical evidence that custom chatbots are less likely to induce cognitive offloading and instead foster greater cognitive engagement compared to general-purpose chatbots. This study also offers insights into the design and integration of GAI chatbots in science education.