Daily Papers

If human experience is any guide, operating effectively in unstructured environments -- like homes and offices -- requires robots to sense the forces during physical interaction. Yet, the lack of a versatile, accessible, and easily customizable tactile sensor has led to fragmented, sensor-specific solutions in robotic manipulation -- and in many cases, to force-unaware, sensorless approaches. With eFlesh, we bridge this gap by introducing a magnetic tactile sensor that is low-cost, easy to fabricate, and highly customizable. Building an eFlesh sensor requires only four components: a hobbyist 3D printer, off-the-shelf magnets (<$5), a CAD model of the desired shape, and a magnetometer circuit board. The sensor is constructed from tiled, parameterized microstructures, which allow for tuning the sensor's geometry and its mechanical response. We provide an open-source design tool that converts convex OBJ/STL files into 3D-printable STLs for fabrication. This modular design framework enables users to create application-specific sensors, and to adjust sensitivity depending on the task. Our sensor characterization experiments demonstrate the capabilities of eFlesh: contact localization RMSE of 0.5 mm, and force prediction RMSE of 0.27 N for normal force and 0.12 N for shear force. We also present a learned slip detection model that generalizes to unseen objects with 95% accuracy, and visuotactile control policies that improve manipulation performance by 40% over vision-only baselines -- achieving 91% average success rate for four precise tasks that require sub-mm accuracy for successful completion. All design files, code and the CAD-to-eFlesh STL conversion tool are open-sourced and available on https://e-flesh.com.

Single-frame infrared small target detection is considered to be a challenging task, due to the extreme imbalance between target and background, bounding box regression is extremely sensitive to infrared small targets, and small target information is easy to lose in the high-level semantic layer. In this paper, we propose an enhancing feature learning network (EFLNet) based on YOLOv7 framework to solve these problems. First, we notice that there is an extremely imbalance between the target and the background in the infrared image, which makes the model pay more attention to the background features, resulting in missed detection. To address this problem, we propose a new adaptive threshold focal loss function that adjusts the loss weight automatically, compelling the model to allocate greater attention to target features. Second, we introduce the normalized Gaussian Wasserstein distance to alleviate the difficulty of model convergence caused by the extreme sensitivity of the bounding box regression to infrared small targets. Finally, we incorporate a dynamic head mechanism into the network to enable adaptive learning of the relative importance of each semantic layer. Experimental results demonstrate our method can achieve better performance in the detection performance of infrared small targets compared to state-of-the-art deep-learning based methods.

This study applies Activity Theory to investigate how English as a foreign language (EFL) students prompt generative artificial intelligence (AI) tools during short story writing. Sixty-seven Hong Kong secondary school students created generative-AI tools using open-source language models and wrote short stories with them. The study collected and analyzed the students' generative-AI tools, short stories, and written reflections on their conditions or purposes for prompting. The research identified three main themes regarding the purposes for which students prompt generative-AI tools during short story writing: a lack of awareness of purposes, overcoming writer's block, and developing, expanding, and improving the story. The study also identified common characteristics of students' activity systems, including the sophistication of their generative-AI tools, the quality of their stories, and their school's overall academic achievement level, for their prompting of generative-AI tools for the three purposes during short story writing. The study's findings suggest that teachers should be aware of students' purposes for prompting generative-AI tools to provide tailored instructions and scaffolded guidance. The findings may also help designers provide differentiated instructions for users at various levels of story development when using a generative-AI tool.

Natural language generation (NLG) is a process within artificial intelligence where computer systems produce human-comprehensible language texts from information. English as a foreign language (EFL) students' use of NLG tools might facilitate their idea generation, which is fundamental to creative writing. However, little is known about how EFL students interact with NLG tools to generate ideas. This study explores strategies adopted by EFL students when searching for ideas using NLG tools, evaluating ideas generated by NLG tools and selecting NLG tools for ideas generation. Four Hong Kong secondary school students attended workshops where they learned to write stories comprising their own words and words generated by NLG tools. After the workshops, they answered questions to reflect on their writing experience with NLG tools. In a thematic analysis of the written reflections, we found students may have existing ideas when searching for ideas and evaluating ideas with NLG tools. Students showed some aversion to ideas generated by NLG tools and selected NLG tools that generated a greater quantity of ideas. The findings inform our understanding of EFL students' concerns when using NLG tools for idea generation and can inform educators' instruction to implement NLG tools for classroom creative writing.

The integration of generative AI in education is expanding, yet empirical analyses of large-scale and real-world interactions between students and AI systems still remain limited. Addressing this gap, we present RECIPE4U (RECIPE for University), a dataset sourced from a semester-long experiment with 212 college students in English as Foreign Language (EFL) writing courses. During the study, students engaged in dialogues with ChatGPT to revise their essays. RECIPE4U includes comprehensive records of these interactions, including conversation logs, students' intent, students' self-rated satisfaction, and students' essay edit histories. In particular, we annotate the students' utterances in RECIPE4U with 13 intention labels based on our coding schemes. We establish baseline results for two subtasks in task-oriented dialogue systems within educational contexts: intent detection and satisfaction estimation. As a foundational step, we explore student-ChatGPT interaction patterns through RECIPE4U and analyze them by focusing on students' dialogue, essay data statistics, and students' essay edits. We further illustrate potential applications of RECIPE4U dataset for enhancing the incorporation of LLMs in educational frameworks. RECIPE4U is publicly available at https://zeunie.github.io/RECIPE4U/.