RAG-3DSG: Enhancing 3D Scene Graphs with Re-Shot Guided Retrieval-Augmented Generation

Open-vocabulary 3D Scene Graph (3DSG) generation can enhance various downstream tasks in robotics, such as manipulation and navigation, by leveraging structured semantic representations. A 3DSG is constructed from multiple images of a scene, where objects are represented as nodes and relationships as edges. However, existing works for open-vocabulary 3DSG generation suffer from both low object-level recognition accuracy and speed, mainly due to constrained viewpoints, occlusions, and redundant surface density. To address these challenges, we propose RAG-3DSG to mitigate aggregation noise through re-shot guided uncertainty estimation and support object-level Retrieval-Augmented Generation (RAG) via reliable low-uncertainty objects. Furthermore, we propose a dynamic downsample-mapping strategy to accelerate cross-image object aggregation with adaptive granularity. Experiments on Replica dataset demonstrate that RAG-3DSG significantly improves node captioning accuracy in 3DSG generation while reducing the mapping time by two-thirds compared to the vanilla version.

Examining the Usage of Generative AI Models in Student Learning Activities for Software Programming

The rise of Generative AI (GenAI) tools like ChatGPT has created new opportunities and challenges for computing education. Existing research has primarily focused on GenAI's ability to complete educational tasks and its impact on student performance, often overlooking its effects on knowledge gains. In this study, we investigate how GenAI assistance compares to conventional online resources in supporting knowledge gains across different proficiency levels. We conducted a controlled user experiment with 24 undergraduate students of two different levels of programming experience (beginner, intermediate) to examine how students interact with ChatGPT while solving programming tasks. We analyzed task performance, conceptual understanding, and interaction behaviors. Our findings reveal that generating complete solutions with GenAI significantly improves task performance, especially for beginners, but does not consistently result in knowledge gains. Importantly, usage strategies differ by experience: beginners tend to rely heavily on GenAI toward task completion often without knowledge gain in the process, while intermediates adopt more selective approaches. We find that both over-reliance and minimal use result in weaker knowledge gains overall. Based on our results, we call on students and educators to adopt GenAI as a learning rather than a problem solving tool. Our study highlights the urgent need for guidance when integrating GenAI into programming education to foster deeper understanding.