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Xiaofei Zhou

Xiaofei Zhou contributes to research discovery and scholarly infrastructure.

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Published work

5 published item(s)

preprint2026arXiv

M$^4$-SAM: Multi-Modal Mixture-of-Experts with Memory-Augmented SAM for RGB-D Video Salient Object Detection

The Segment Anything Model 2 (SAM2) has emerged as a foundation model for universal segmentation. Owing to its generalizable visual representations, SAM2 has been successfully applied to various downstream tasks. However, extending SAM2 to the RGB-D video salient object detection (RGB-D VSOD) task encounters three challenges including limited spatial modeling of linear LoRA, insufficient employment of SAM's multi-scale features, and dependence of initialization on explicit prompts. To address the issues, we present Multi-Modal Mixture-of-Experts with Memory-Augmented SAM (M$^4$-SAM), which equips SAM2 with modality-related PEFT, hierarchical feature fusion, and prompt-free memory initialization. Firstly, we inject Modality-Aware MoE-LORA, which employs convolutional experts to encode local spatial priors and introduces a modality dispatcher for efficient multi-modal fine-tuning, into SAM2's encoder. Secondly, we deploy Gated Multi-Level Feature Fusion, which hierarchically aggregates multi-scale encoder features with an adaptive gating mechanism, to balance spatial details and semantic context. Finally, to conduct zero-shot VSOD without manual prompts, we utilize a Pseudo-Guided Initialization, where a coarse mask is regarded as a pseudo prior and used to bootstrap the memory bank. Extensive experiments demonstrate that M$^4$-SAM achieves the state-of-the-art performance across all evaluation metrics on three public RGB-D VSOD datasets.

preprint2026arXiv

Multimodal Reasoning via Latent Refocusing

Chain of Thought (CoT) reasoning enhances logical performance by decomposing complex tasks, yet its multimodal extension faces a trade-off. The existing Thinking with Images paradigm is limited by the modality gap between vision and language, which hinders reliable extraction of reasoning relevant information from high dimensional visual data. Recent latent space reasoning method provides stronger multimodal representations, but it often lacks the ability to refocus on visual inputs and suffers from limited interpretability. To address these issues, we propose \underline{La}tent \underline{Re}focusing (LaRe), a novel multimodal reasoning paradigm that combines visual refocusing with rich latent representations, enabling iterative reasoning within the latent space. We further design a semantic augmentation training strategy that enhances the semantic structure of the latent space through joint alignment and reconstruction objectives. Experimental evaluations demonstrate that LaRe improves average accuracy by 9.4\% compared to existing baselines while reducing the number of tokens required for inference by 16.5\%. When scaled to a 7B-parameter Large Language Model backbone, LaRe achieves performance comparable to state-of-the-art models and outperforms larger-scale models on almost all benchmarks. Code and checkpoints will be released later.

preprint2026arXiv

VisualActBench: Can VLMs See and Act like a Human?

Vision-Language Models (VLMs) have achieved impressive progress in perceiving and describing visual environments. However, their ability to proactively reason and act based solely on visual inputs, without explicit textual prompts, remains underexplored. We introduce a new task, Visual Action Reasoning, and propose VisualActBench, a large-scale benchmark comprising 1,074 videos and 3,733 human-annotated actions across four real-world scenarios. Each action is labeled with an Action Prioritization Level (APL) and a proactive-reactive type to assess models' human-aligned reasoning and value sensitivity. We evaluate 29 VLMs on VisualActBench and find that while frontier models like GPT4o demonstrate relatively strong performance, a significant gap remains compared to human-level reasoning, particularly in generating proactive, high-priority actions. Our results highlight limitations in current VLMs' ability to interpret complex context, anticipate outcomes, and align with human decision-making frameworks. VisualActBench establishes a comprehensive foundation for assessing and improving the real-world readiness of proactive, vision-centric AI agents.

preprint2021arXiv

Image Captioning with Context-Aware Auxiliary Guidance

Image captioning is a challenging computer vision task, which aims to generate a natural language description of an image. Most recent researches follow the encoder-decoder framework which depends heavily on the previous generated words for the current prediction. Such methods can not effectively take advantage of the future predicted information to learn complete semantics. In this paper, we propose Context-Aware Auxiliary Guidance (CAAG) mechanism that can guide the captioning model to perceive global contexts. Upon the captioning model, CAAG performs semantic attention that selectively concentrates on useful information of the global predictions to reproduce the current generation. To validate the adaptability of the method, we apply CAAG to three popular captioners and our proposal achieves competitive performance on the challenging Microsoft COCO image captioning benchmark, e.g. 132.2 CIDEr-D score on Karpathy split and 130.7 CIDEr-D (c40) score on official online evaluation server.

preprint2020arXiv

Designing AI Learning Experiences for K-12: Emerging Works, Future Opportunities and a Design Framework

Artificial intelligence (AI) literacy is a rapidly growing research area and a critical addition to K-12 education. However, support for designing tools and curriculum to teach K-12 AI literacy is still limited. There is a need for additional interdisciplinary human-computer interaction and education research investigating (1) how general AI literacy is currently implemented in learning experiences and (2) what additional guidelines are required to teach AI literacy in specifically K-12 learning contexts. In this paper, we analyze a collection of K-12 AI and education literature to show how core competencies of AI literacy are applied successfully and organize them into an educator-friendly chart to enable educators to efficiently find appropriate resources for their classrooms. We also identify future opportunities and K-12 specific design guidelines, which we synthesized into a conceptual framework to support researchers, designers, and educators in creating K-12 AI learning experiences.