Wenjie Hu

Cecilia Ka Yuk Chan, Wenjie Hu

This study explores university students' perceptions of generative AI (GenAI) technologies, such as ChatGPT, in higher education, focusing on familiarity, their willingness to engage, potential benefits and challenges, and effective integration. A survey of 399 undergraduate and postgraduate students from various disciplines in Hong Kong revealed a generally positive attitude towards GenAI in teaching and learning. Students recognized the potential for personalized learning support, writing and brainstorming assistance, and research and analysis capabilities. However, concerns about accuracy, privacy, ethical issues, and the impact on personal development, career prospects, and societal values were also expressed. According to John Biggs' 3P model, student perceptions significantly influence learning approaches and outcomes. By understanding students' perceptions, educators and policymakers can tailor GenAI technologies to address needs and concerns while promoting effective learning outcomes. Insights from this study can inform policy development around the integration of GenAI technologies into higher education. By understanding students' perceptions and addressing their concerns, policymakers can create well-informed guidelines and strategies for the responsible and effective implementation of GenAI tools, ultimately enhancing teaching and learning experiences in higher education.

Wanpeng Hu, Haodi Liu, Lin Chen et al.

Complex visual reasoning remains a key challenge today. Typically, the challenge is tackled using methodologies such as Chain of Thought (COT) and visual instruction tuning. However, how to organically combine these two methodologies for greater success remains unexplored. Also, issues like hallucinations and high training cost still need to be addressed. In this work, we devise an innovative multi-round training and reasoning framework suitable for lightweight Multimodal Large Language Models (MLLMs). Our self-questioning approach heuristically guides MLLMs to focus on visual clues relevant to the target problem, reducing hallucinations and enhancing the model's ability to describe fine-grained image details. This ultimately enables the model to perform well in complex visual reasoning and question-answering tasks. We have named this framework Socratic Questioning(SQ). To facilitate future research, we create a multimodal mini-dataset named CapQA, which includes 1k images of fine-grained activities, for visual instruction tuning and evaluation, our proposed SQ method leads to a 31.2% improvement in the hallucination score. Our extensive experiments on various benchmarks demonstrate SQ's remarkable capabilities in heuristic self-questioning, zero-shot visual reasoning and hallucination mitigation. Our model and code will be publicly available.

Peng Wu, Haoxuan Li, Yuhao Deng et al.

Recently, recommender system (RS) based on causal inference has gained much attention in the industrial community, as well as the states of the art performance in many prediction and debiasing tasks. Nevertheless, a unified causal analysis framework has not been established yet. Many causal-based prediction and debiasing studies rarely discuss the causal interpretation of various biases and the rationality of the corresponding causal assumptions. In this paper, we first provide a formal causal analysis framework to survey and unify the existing causal-inspired recommendation methods, which can accommodate different scenarios in RS. Then we propose a new taxonomy and give formal causal definitions of various biases in RS from the perspective of violating the assumptions adopted in causal analysis. Finally, we formalize many debiasing and prediction tasks in RS, and summarize the statistical and machine learning-based causal estimation methods, expecting to provide new research opportunities and perspectives to the causal RS community.