Cong Wang

Xiaoran Sun, Liyan Wang, Cong Wang et al.

Most existing low-light image enhancement (LLIE) methods rely on pre-trained model priors, low-light inputs, or both, while neglecting the semantic guidance available from normal-light images. This limitation hinders their effectiveness in complex lighting conditions. In this paper, we propose VLM-IMI, a novel framework that leverages large vision-language models (VLMs) with iterative and manual instructions (IMIs) for LLIE. VLM-IMI incorporates textual descriptions of the desired normal-light content as enhancement cues, enabling semantically informed restoration. To effectively integrate cross-modal priors, we introduce an instruction prior fusion module, which dynamically aligns and fuses image and text features, promoting the generation of detailed and semantically coherent outputs. During inference, we adopt an iterative and manual instruction strategy to refine textual instructions, progressively improving visual quality. This refinement enhances structural fidelity, semantic alignment, and the recovery of fine details under extremely low-light conditions. Extensive experiments across diverse scenarios demonstrate that VLM-IMI outperforms state-of-the-art methods in both quantitative metrics and perceptual quality. The source code is available at https://github.com/sunxiaoran01/VLM-IMI.

Xinran Zhu, Cong Wang, Duane Searsmith

The growing integration of generative AI in higher education is transforming how students write, learn, and engage with knowledge. As AI tools become more integrated into classrooms, there is an urgent need for pedagogical approaches that help students use them critically and reflectively. This study proposes a pedagogical design that integrates AI and peer feedback in a graduate-level academic writing activity. Over eight weeks, students developed literature review projects through multiple writing and revision stages, receiving feedback from both a custom-built AI reviewer and human peers. We examine two questions: (1) How did students interact with and incorporate AI and peer feedback during the writing process? and (2) How did they reflect on and build relationships with both human and AI reviewers? Data sources include student writing artifacts, AI and peer feedback, AI chat logs, and student reflections. Findings show that students engaged differently with each feedback source-relying on AI for rubric alignment and surface-level edits, and on peer feedback for conceptual development and disciplinary relevance. Reflections revealed evolving relationships with AI, characterized by increasing confidence, strategic use, and critical awareness of its limitations. The pedagogical design supported writing development, AI literacy, and disciplinary understanding. This study offers a scalable pedagogical model for integrating AI into writing instruction and contributes insights for system-level approaches to fostering meaningful human-AI collaboration in higher education.