With the increasing demand for personalized health monitoring through wearable devices, there is a growing need for non-prescription ECG diagnosing, especially during physical activities. However, existing abnormal ECG data are typically measured in clinical settings, reflecting heart waveforms in a resting state. Abnormality classification models based on such data often struggle to maintain high performance during physical activities, leading to increased false alarms and a higher incidence of missed detections. Due to the potential risks associated with having patients engage in physical activity, abnormal ECG data captured during exercise is not readily available, further complicating the development of reliable models for active scenarios. To address this issue, we propose GAEA-Net in this study. Our goal is to utilize exercise ECGs from healthy individuals, which are more easily accessible, combined with resting-state abnormal ECGs, to generate activity-enriched ECGs through synthesis. We conduct abnormal classification on five widely used datasets, achieving average improvements of 1.3% in Accuracy, 1.3% in F1-score, 0.9% in AUROC, 1.6% in MCC, and 1.4% in Cohen's Kappa. Furthermore, a clinical Turing test involving seven experienced cardiologists confirms that our synthesized ECGs exhibit high fidelity. In the diagnostic task, the cardiologists achieved comparable accuracy on synthetic and real ECGs (55.7% vs. 54.9%, p = 0.76).

Medical time series are often irregular and face significant missingness, posing challenges for data analysis and clinical decision-making. Existing methods typically adopt a single modeling perspective, either treating series data as sequences or transforming them into image representations for further classification. In this paper, we propose a joint learning framework that incorporates both sequence and image representations. We also design three self-supervised learning strategies to facilitate the fusion of sequence and image representations, capturing a more generalizable joint representation. The results indicate that our approach outperforms seven other state-of-the-art models in three representative real-world clinical datasets. We further validate our approach by simulating two major types of real-world missingness through leave-sensors-out and leave-samples-out techniques. The results demonstrate that our approach is more robust and significantly surpasses other baselines in terms of classification performance.

Programming is essential in K-12 education and fosters computational thinking skills. Given the complexity of programming and the advanced skills it requires, previous research has introduced user-friendly tools to support young learners. However, our interviews with six programming educators revealed that current tools often fail to reflect classroom learning objectives, offer flexible guidance, and foster creativity. Therefore, we introduced MindScratch, a multimodal generative AI (GAI)-powered visual programming support tool. MindScratch aims to balance structured classroom activities with free programming creation, supporting students in completing creative programming projects based on teacher-set learning objectives while also providing programming scaffolding. The results indicate that, compared to the baseline, MindScratch more effectively helps students achieve high-quality projects aligned with learning objectives. It also enhances students’ computational thinking and thinking. Overall, we believe that GAI-driven educational tools like MindScratch offer students a focused and engaging learning experience.

As Computational Thinking (CT) continues to permeate younger age groups in K-12 education, established CT platforms such as Scratch face challenges in catering to these younger learners, particularly those in the elementary school (ages 6-12). Through formative investigation with Scratch experts, we uncover three key obstacles to children’s autonomous Scratch learning: artist’s block in project planning, bounded creativity in asset creation, and inadequate coding guidance during implementation. To address these barriers, we introduce ChatScratch, an AI-augmented system to facilitate autonomous programming learning for young children. ChatScratch employs structured interactive storyboards and visual cues to overcome artist’s block, integrates digital drawing and advanced image generation technologies to elevate creativity, and leverages Scratch-specialized Large Language Models (LLMs) for professional coding guidance. Our study shows that, compared to Scratch, ChatScratch efficiently fosters autonomous programming learning, and contributes to the creation of high-quality, personally meaningful Scratch projects for children.

When translating UI design prototypes to code in industry, automatically generating code from design prototypes can expedite the development of applications and GUI iterations. However, in design prototypes without strict design specifications, UI components may be composed of fragmented elements. Grouping these fragmented elements can greatly improve the readability and maintainability of the generated code. Current methods employ a two-stage strategy that introduces hand-crafted rules to group fragmented elements. Unfortunately, the performance of these methods is not satisfying due to visually overlapped and tiny UI elements. In this study, we propose EGFE, a novel method for automatically End-to-end Grouping Fragmented Elements via UI sequence prediction. To facilitate the UI understanding, we innovatively construct a Transformer encoder to model the relationship between the UI elements with multi-modal representation learning. The evaluation on a dataset of 4606 UI prototypes collected from professional UI designers shows that our method outperforms the state-of-the-art baselines in the precision (by 29.75%), recall (by 31.07%), and F1-score (by 30.39%) at edit distance threshold of 4. In addition, we conduct an empirical study to assess the improvement of the generated front-end code. The results demonstrate the effectiveness of our method on a real software engineering application. Our end-to-end fragmented elements grouping method creates opportunities for improving UI-related software engineering tasks.