SUPERGLASSES: Benchmarking Vision Language Models as Intelligent Agents for AI Smart Glasses

The rapid advancement of AI-powered smart glasses, one of the hottest wearable devices, has unlocked new frontiers for multimodal interaction, with Visual Question Answering (VQA) over external knowledge sources emerging as a core application. Existing Vision Language Models (VLMs) adapted to smart glasses are typically trained and evaluated on traditional multimodal datasets; however, these datasets lack the variety and realism needed to reflect smart glasses usage scenarios and diverge from their specific challenges, where accurately identifying the object of interest must precede any external knowledge retrieval. To bridge this gap, we introduce SUPERGLASSES, the first comprehensive VQA benchmark built on real-world data entirely collected by smart glasses devices. SUPERGLASSES comprises 2,422 egocentric image-question pairs spanning 14 image domains and 8 query categories, enriched with full search trajectories and reasoning annotations. We evaluate 26 representative VLMs on this benchmark, revealing significant performance gaps. To address the limitations of existing models, we further propose SUPERLENS, a multimodal smart glasses agent that enables retrieval-augmented answer generation by integrating automatic object detection, query decoupling, and multimodal web search. Our agent achieves state-of-the-art performance, surpassing GPT-4o by 2.19 percent, and highlights the need for task-specific solutions in smart glasses VQA scenarios.

Integrating AI for Enhanced Feedback in Translation Revision- A Mixed-Methods Investigation of Student Engagement

Despite the well-established importance of feedback in education, the application of Artificial Intelligence (AI)-generated feedback, particularly from language models like ChatGPT, remains understudied in translation education. This study investigates the engagement of master's students in translation with ChatGPT-generated feedback during their revision process. A mixed-methods approach, combining a translation-and-revision experiment with quantitative and qualitative analyses, was employed to examine the feedback, translations pre-and post-revision, the revision process, and student reflections. The results reveal complex interrelations among cognitive, affective, and behavioural dimensions influencing students' engagement with AI feedback and their subsequent revisions. Specifically, the findings indicate that students invested considerable cognitive effort in the revision process, despite finding the feedback comprehensible. Additionally, they exhibited moderate affective satisfaction with the feedback model. Behaviourally, their actions were largely influenced by cognitive and affective factors, although some inconsistencies were observed. This research provides novel insights into the potential applications of AI-generated feedback in translation teachingand opens avenues for further investigation into the integration of AI tools in language teaching settings.