Inter-Diffusion Generation Model of Speakers and Listeners for Effective Communication

Full-body gestures play a pivotal role in natural interactions and are crucial for achieving effective communication. Nevertheless, most existing studies primarily focus on the gesture generation of speakers, overlooking the vital role of listeners in the interaction process and failing to fully explore the dynamic interaction between them. This paper innovatively proposes an Inter-Diffusion Generation Model of Speakers and Listeners for Effective Communication. For the first time, we integrate the full-body gestures of listeners into the generation framework. By devising a novel inter-diffusion mechanism, this model can accurately capture the complex interaction patterns between speakers and listeners during communication. In the model construction process, based on the advanced diffusion model architecture, we innovatively introduce interaction conditions and the GAN model to increase the denoising step size. As a result, when generating gesture sequences, the model can not only dynamically generate based on the speaker's speech information but also respond in realtime to the listener's feedback, enabling synergistic interaction between the two. Abundant experimental results demonstrate that compared with the current state-of-the-art gesture generation methods, the model we proposed has achieved remarkable improvements in the naturalness, coherence, and speech-gesture synchronization of the generated gestures. In the subjective evaluation experiments, users highly praised the generated interaction scenarios, believing that they are closer to real life human communication situations. Objective index evaluations also show that our model outperforms the baseline methods in multiple key indicators, providing more powerful support for effective communication.

Insights from Social Shaping Theory: The Appropriation of Large Language Models in an Undergraduate Programming Course

The capability of large language models (LLMs) to generate, debug, and explain code has sparked the interest of researchers and educators in undergraduate programming, with many anticipating their transformative potential in programming education. However, decisions about why and how to use LLMs in programming education may involve more than just the assessment of an LLM's technical capabilities. Using the social shaping of technology theory as a guiding framework, our study explores how students' social perceptions influence their own LLM usage. We then examine the correlation of self-reported LLM usage with students' self-efficacy and midterm performances in an undergraduate programming course. Triangulating data from an anonymous end-of-course student survey (n = 158), a mid-course self-efficacy survey (n=158), student interviews (n = 10), self-reported LLM usage on homework, and midterm performances, we discovered that students' use of LLMs was associated with their expectations for their future careers and their perceptions of peer usage. Additionally, early self-reported LLM usage in our context correlated with lower self-efficacy and lower midterm scores, while students' perceived over-reliance on LLMs, rather than their usage itself, correlated with decreased self-efficacy later in the course.