Abstract

We introduce MapStory, an LLM‑powered animation prototyping tool that generates editable map animation sequences directly from natural language text by leveraging a dual-agent LLM architecture. Given a user-written script, MapStory automatically produces a scene breakdown, which decomposes the text into key map animation primitives such as camera movements, visual highlights, and animated elements. Our system includes a researcher agent that accurately queries geospatial information by leveraging an LLM with web search, enabling automatic extraction of relevant regions, paths, and coordinates while allowing users to edit and query for changes or additional information to refine the results. Additionally, users can fine-tune parameters of these primitive blocks through an interactive timeline editor. We detail the system’s design and architecture, informed by formative interviews with professional animators and by an analysis of 200 existing map animation videos. Our evaluation, which includes expert interviews (N=5), and a usability study (N=12), demonstrates that MapStory enables users to create map animations with ease, facilitates faster iteration, encourages creative exploration, and lowers barriers to creating map-centric stories.

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Abstract

We introduce Augmented Physics, a machine learning-integrated authoring tool designed for creating embedded interactive physics simulations from static textbook diagrams. Leveraging recent advancements in computer vision, such as Segment Anything and Multi-modal LLMs, our web-based system enables users to semi-automatically extract diagrams from physics textbooks and generate interactive simulations based on the extracted content. These interactive diagrams are seamlessly integrated into scanned textbook pages, facilitating interactive and personalized learning experiences across various physics concepts, such as optics, circuits, and kinematics. Drawing from an elicitation study with seven physics instructors, we explore four key augmentation strategies: 1) augmented experiments, 2) animated diagrams, 3) bi-directional binding, and 4) parameter visualization. We evaluate our system through technical evaluation, a usability study (N=12), and expert interviews (N=12). Study findings suggest that our system can facilitate more engaging and personalized learning experiences in physics education.

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Abstract

Despite the advances and ubiquity of digital communication media such as videoconferencing and virtual reality, they remain oblivious to the rich intentions expressed by users. Beyond transmitting audio, videos, and messages, we envision digital communication media as proactive facilitators that can provide unobtrusive assistance to enhance communication and collaboration. Informed by the results of a formative study, we propose three key design concepts to explore the systematic integration of intelligence into communication and collaboration, including the panel substrate, language-based intent recognition, and lightweight interaction techniques. We developed CrossTalk, a videoconferencing system that instantiates these concepts, which was found to enable a more fluid and flexible communication and collaboration experience.

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