Roghayeh Barmaki

Pavan Uttej Ravva, Behdokht Kiafar, Pinar Kullu et al.

Autism spectrum disorder (ASD) is characterized by significant challenges in social interaction and comprehending communication signals. Recently, therapeutic interventions for ASD have increasingly utilized Deep learning powered-computer vision techniques to monitor individual progress over time. These models are trained on private, non-public datasets from the autism community, creating challenges in comparing results across different models due to privacy-preserving data-sharing issues. This work introduces MMASD+, an enhanced version of the novel open-source dataset called Multimodal ASD (MMASD). MMASD+ consists of diverse data modalities, including 3D-Skeleton, 3D Body Mesh, and Optical Flow data. It integrates the capabilities of Yolov8 and Deep SORT algorithms to distinguish between the therapist and children, addressing a significant barrier in the original dataset. Additionally, a Multimodal Transformer framework is proposed to predict 11 action types and the presence of ASD. This framework achieves an accuracy of 95.03% for predicting action types and 96.42% for predicting ASD presence, demonstrating over a 10% improvement compared to models trained on single data modalities. These findings highlight the advantages of integrating multiple data modalities within the Multimodal Transformer framework.

Shayla Sharmin, Mohammad Fahim Abrar, Roghayeh Leila Barmaki

AI-assisted feedback research has shown that micro-level feedback features, such as concrete elaboration, affective language, and response length, are associated with learning outcomes. Existing studies have primarily examined these features using session- or task-level measures. We examine how feedback provided in one user-AI interaction is associated with student confusion and understanding in the immediately following interaction in a naturalistic tutoring setting. We focus on three micro-level features of AI feedback: concrete elaboration (analogies, comparison-based explanations, or worked examples), affective language (encouragement, empathy, or apology), and response length. We analyzed 16,851 conversational user-AI interactions from the StudyChat dataset, a naturalistic record of student interactions with an LLM tutor in an undergraduate AI course, and identified 1,718 cases in which students expressed confusion and continued to a subsequent interaction. Using chi-square tests and Generalized Estimating Equations (GEE), we found that concrete elaboration was associated with higher understanding and lower re-confusion in the student's next interaction. Empathetic language showed no significant association with either outcome, while longer responses were independently associated with lower understanding. These findings highlight the value of examining feedback across consecutive user-AI interactions and suggest that concrete elaboration may play an important role in supporting immediate student understanding.

Jicheng Li, Anjana Bhat, Roghayeh Barmaki

Movement synchrony reflects the coordination of body movements between interacting dyads. The estimation of movement synchrony has been automated by powerful deep learning models such as transformer networks. However, instead of designing a specialized network for movement synchrony estimation, previous transformer-based works broadly adopted architectures from other tasks such as human activity recognition. Therefore, this paper proposed a skeleton-based graph transformer for movement synchrony estimation. The proposed model applied ST-GCN, a spatial-temporal graph convolutional neural network for skeleton feature extraction, followed by a spatial transformer for spatial feature generation. The spatial transformer is guided by a uniquely designed joint position embedding shared between the same joints of interacting individuals. Besides, we incorporated a temporal similarity matrix in temporal attention computation considering the periodic intrinsic of body movements. In addition, the confidence score associated with each joint reflects the uncertainty of a pose, while previous works on movement synchrony estimation have not sufficiently emphasized this point. Since transformer networks demand a significant amount of data to train, we constructed a dataset for movement synchrony estimation using Human3.6M, a benchmark dataset for human activity recognition, and pretrained our model on it using contrastive learning. We further applied knowledge distillation to alleviate information loss introduced by pose detector failure in a privacy-preserving way. We compared our method with representative approaches on PT13, a dataset collected from autism therapy interventions. Our method achieved an overall accuracy of 88.98% and surpassed its counterparts by a wide margin while maintaining data privacy.

Jicheng Li, Anjana Bhat, Roghayeh Barmaki

Movement synchrony refers to the dynamic temporal connection between the motions of interacting people. The applications of movement synchrony are wide and broad. For example, as a measure of coordination between teammates, synchrony scores are often reported in sports. The autism community also identifies movement synchrony as a key indicator of children's social and developmental achievements. In general, raw video recordings are often used for movement synchrony estimation, with the drawback that they may reveal people's identities. Furthermore, such privacy concern also hinders data sharing, one major roadblock to a fair comparison between different approaches in autism research. To address the issue, this paper proposes an ensemble method for movement synchrony estimation, one of the first deep-learning-based methods for automatic movement synchrony assessment under privacy-preserving conditions. Our method relies entirely on publicly shareable, identity-agnostic secondary data, such as skeleton data and optical flow. We validate our method on two datasets: (1) PT13 dataset collected from autism therapy interventions and (2) TASD-2 dataset collected from synchronized diving competitions. In this context, our method outperforms its counterpart approaches, both deep neural networks and alternatives.

Mohammad Al-Ratrout, Pavan Uttej Ravva, Shayla Sharmin et al.

When multiple people share a single voice assistant, the system conflates their histories: one resident's preferences can leak into another's responses, eroding utility and trust. We call this failure mode persona confusion, and we show it is a measurable problem in today's single-user dialogue systems when deployed in shared environments. We present the Adaptive Friend Agent (AFA), a modular framework that combines voice-based speaker identification with per-user memory stores to enable identity-aware, personalized dialogue across multiple users. To support training and evaluation, we construct PAT (Personalized Agent chaT), a synthetic dataset of 58,289 persona-grounded dialogue turns spanning 133 user profiles and 12 real-world scenarios. We evaluate AFA across five LLM back-ends in a standard response-quality benchmark, with a LLaMA-2-70B model fine-tuned on PAT achieving the highest overall performance. To directly measure persona confusion prevention, we introduce an interleaved multi-user evaluation protocol with a novel metric, Persona Attribution Accuracy (PAA), demonstrating that identity-aware routing improves PAA from 35.7% to 61.3%. Human evaluation confirms annotators perceive significantly higher personalization in routing-enabled responses. Our results establish that identity-aware user routing is the critical component for preventing persona confusion in multi-user conversational systems.

Shayla Sharmin, Mohammad Fahim Abrar, Mohammad Al-Ratrout et al.

Problem posing is a valuable learning activity in computing education, encouraging learners to actively construct, refine, and reflect on problems rather than simply solving them. This experience report presents the design and pilot deployment of two LLM-powered scaffolding systems for supporting problem posing across two computational scenarios with different levels of task openness. Both systems assessed student-generated problems using Bloom's Taxonomy-based criteria and applied the same assessment framework, differing only in output modality: one provided guiding questions (Indirect scaffolding), while the other offered worked examples (Direct scaffolding). We conducted a within-subjects, counterbalanced pilot study with 20 graduate students and collected problem-quality ratings, user-experience surveys, and post-session interviews. Our deployment showed that both systems supported problem refinement in complementary ways, each offering distinct benefits. Direct scaffolding produced greater immediate improvements, while interviews showed that participants valued Indirect scaffolding for promoting deeper reflection on their own problem design. Based on these findings, we suggest sequencing the two modalities by beginning with Indirect scaffolding to promote reflection, then shifting to Direct scaffolding when learners become stuck. These lessons offer an initial practical strategy for integrating LLM-based scaffolding into computing classrooms.

Shayla Sharmin, Mohammad Al-Ratrout, Mohammad Fahim Abrar et al.

We examine educational YouTube videos through multimodal metadata, such as transcripts, titles, thumbnails, and viewer comments, to investigate how ChatGPT is framed across creator groups and how those framings relate to audience response and platform reach. Little is known about how large language models are presented to learners in informal, creator-driven public discourse. Following PRISMA, we selected 52 videos for analysis. We identified three structurally distinct discourse groups: (G1) videos that positioned ChatGPT as a conceptual scaffold for thinking, (G2) videos oriented toward retrieval practice and skill-building, and (G3) videos that framed ChatGPT as a tool for output generation. Epistemic Network Analysis revealed statistically significant group differences with large effect sizes. Multimodal metadata consistently reflected these distinctions across transcript discourse, titles, and thumbnails. Viewers of learning-oriented content described ChatGPT as a thinking partner or tutor, whereas viewers of output-oriented content raised concerns about over-reliance, surface-level learning, and cognitive offloading. G3 achieved comparable platform reach to G2, yet with substantially weaker learning-oriented framing. This may suggest that output-oriented content competes for visibility despite lower pedagogical depth. These findings reveal a structural tension in self-directed AI learning: content that prioritizes quick outputs reaches far more learners than content that promotes deep engagement. This gap raises critical questions about whose vision of AI literacy scales and what learners are actually left with.

Jicheng Li, Anjana Bhat, Roghayeh Barmaki

Autism spectrum disorder (ASD) is a developmental disorder that influences the communication and social behavior of a person in a way that those in the spectrum have difficulty in perceiving other people's facial expressions, as well as presenting and communicating emotions and affect via their own faces and bodies. Some efforts have been made to predict and improve children with ASD's affect states in play therapy, a common method to improve children's social skills via play and games. However, many previous works only used pre-trained models on benchmark emotion datasets and failed to consider the distinction in emotion between typically developing children and children with autism. In this paper, we present an open-source two-stage multi-modal approach leveraging acoustic and visual cues to predict three main affect states of children with ASD's affect states (positive, negative, and neutral) in real-world play therapy scenarios, and achieved an overall accuracy of 72:40%. This work presents a novel way to combine human expertise and machine intelligence for ASD affect recognition by proposing a two-stage schema.

Shayla Sharmin, Roghayeh Leila Barmaki

This study estimates cognitive effort based on functional near-infrared spectroscopy data and performance scores using a hybrid DeepNet model. The estimation of cognitive effort enables educators to modify material to enhance learning effectiveness and student engagement. In this study, we collected oxygenated hemoglobin using functional near-infrared spectroscopy during an educational quiz game. Participants (n=16) responded to 16 questions in a Unity-based educational game, each within a 30-second response time limit. We used DeepNet models to predict the performance score from the oxygenated hemoglobin, and compared traditional machine learning and DeepNet models to determine which approach provides better accuracy in predicting performance scores. The result shows that the proposed CNN-GRU gives better performance with 73% than other models. After the prediction, we used the predicted score and the oxygenated hemoglobin to observe cognitive effort by calculating relative neural efficiency and involvement in our test cases. Our result shows that even with moderate accuracy, the predicted cognitive effort closely follow the actual trends. This findings can be helpful in designing and improving learning environments and provide valuable insights into learning materials.

Lauren Baron, Brian Cohn, Roghayeh Barmaki

There have been a resurge lately on virtual therapy and other virtual- and tele-medicine services due to the new normal of practicing 'shelter at home'. In this paper, we propose a creative drawing game for virtual therapy and investigate user's comfort and movement freedom in a pilot study. In a mixed-design study, healthy participants (N=16, 8 females) completed one of the easy or hard trajectories of the virtual therapy game in standing and seated arrangements using a virtual-reality headset. The results from participants' movement accuracy, task completion time, and usability questionnaires indicate that participants had significant performance differences on two levels of the game based on its difficulty (between-subjects factor), but no difference in seated and standing configurations (within-subjects factor). Also, the hard mode was more favorable among participants. This work offers implications on virtual reality and 3D-interactive systems, with specific contributions to virtual therapy, and serious games for healthcare applications.

Zang Guo, Roghayeh Barmaki

Automatic assessment and evaluation of team performance during collaborative tasks is key to the learning analytics and computer-supported cooperative work research. There is a growing interest in the use of gaze-oriented cues for evaluating the collaboration and cooperativeness of teams. However, collecting gaze data using eye-trackers is not always feasible due to time and cost constraints. In this paper, we introduce an automated team assessment tool based on gaze points and joint visual attention (JVA) information extracted by computer vision solutions. We then evaluate team collaborations in an undergraduate anatomy learning activity (N=60, 30 teams) as a test user-study. The results indicate that higher JVA was positively associated with student learning outcomes (r(30)=0.50,p<0.005). Moreover, teams who participated in two experimental groups, and used interactive 3-D anatomy models, had higher JVA (F(1,28)=6.65,p<0.05) and better knowledge retention (F(1,28) =7.56,p<0.05) than those in the control group. Also, no significant difference was observed based on JVA for different gender compositions of teams. The findings from this work offer implications in learning sciences and collaborative computing by providing a novel mutual attention-based measure to objectively evaluate team collaboration dynamics.

Mathias Unberath, Kevin Yu, Roghayeh Barmaki et al.

Optical see-though head-mounted displays (OST HMDs) are one of the key technologies for merging virtual objects and physical scenes to provide an immersive mixed reality (MR) environment to its user. A fundamental limitation of HMDs is, that the user itself cannot be augmented conveniently as, in casual posture, only the distal upper extremities are within the field of view of the HMD. Consequently, most MR applications that are centered around the user, such as virtual dressing rooms or learning of body movements, cannot be realized with HMDs. In this paper, we propose a novel concept and prototype system that combines OST HMDs and physical mirrors to enable self-augmentation and provide an immersive MR environment centered around the user. Our system, to the best of our knowledge the first of its kind, estimates the user's pose in the virtual image generated by the mirror using an RGBD camera attached to the HMD and anchors virtual objects to the reflection rather than the user directly. We evaluate our system quantitatively with respect to calibration accuracy and infrared signal degradation effects due to the mirror, and show its potential in applications where large mirrors are already an integral part of the facility. Particularly, we demonstrate its use for virtual fitting rooms, gaming applications, anatomy learning, and personal fitness. In contrast to competing devices such as LCD-equipped smart mirrors, the proposed system consists of only an HMD with RGBD camera and, thus, does not require a prepared environment making it very flexible and generic. In future work, we will aim to investigate how the system can be optimally used for physical rehabilitation and personal training as a promising application.

Zhang Guo, Kevin Yu, Rebecca Pearlman et al.

The analysis of the collaborative learning process is one of the growing fields of education research, which has many different analytic solutions. In this paper, we provided a new solution to improve automated collaborative learning analyses using deep neural networks. Instead of using self-reported questionnaires, which are subject to bias and noise, we automatically extract group-working information by object recognition results using Mask R-CNN method. This process is based on detecting the people and other objects from pictures and video clips of the collaborative learning process, then evaluate the mobile learning performance using the collaborative indicators. We tested our approach to automatically evaluate the group-work collaboration in a controlled study of thirty-three dyads while performing an anatomy body painting intervention. The results indicate that our approach recognizes the differences of collaborations among teams of treatment and control groups in the case study. This work introduces new methods for automated quality prediction of collaborations among human-human interactions using computer vision techniques.

Felix Bork, Roghayeh Barmaki, Ulrich Eck et al.

Screen-based Augmented Reality (AR) systems can be built as a window into the real world as often done in mobile AR applications or using the Magic Mirror metaphor, where users can see themselves with augmented graphics on a large display. Such Magic Mirror systems have been used in digital clothing environments to create virtual dressing rooms, to teach human anatomy, and for collaborative design tasks. The term Magic Mirror implies that the display shows the users enantiomorph, i.e. the mirror image, such that the system mimics a real-world physical mirror. However, the question arises whether one should design a traditional mirror, or instead display the true mirror image by means of a non-reversing mirror? This is an intriguing perceptual question, as the image one observes in a mirror is not a real view, as it would be seen by an external observer, but a reflection, i.e. a front-to-back reversed image. In this paper, we discuss the perceptual differences between these two mirror visualization concepts and present a first comparative study in the context of Magic Mirror anatomy teaching. We investigate the ability of users to identify the correct placement of virtual anatomical structures in our screen-based AR system for two conditions: a regular mirror and a non-reversing mirror setup. The results of our study indicate that the latter is more suitable for applications where previously acquired domain-specific knowledge plays an important role. The lessons learned open up new research directions in the fields of user interfaces and interaction in non-reversing mirror environments and could impact the implementation of general screen-based AR systems in other domains.