发表机构
The Hong Kong University of Science and Technology; Korea Advanced Institute of Science and Technology; Lingnan University; Texas A&M University（香港科技大学; 韩国科学技术院; 岭南大学; 德克萨斯农工大学）
机构由 AI 辅助整理，请以论文原文为准。AI 中文总结
针对VR舞台灯光教育中实时教学支持不足的问题，提出LLM辅助系统LumiNote，将口语教学意图转化为可审查的空间标注和演示，通过实验验证其有效性，并揭示专家表达与初学者理解间的调解机制。
AI 中文摘要
舞台灯光教育要求教师将抽象概念、技术操作与学习者可理解的表现形式相衔接。虽然虚拟现实（VR）消除了物理限制，但现有系统对实时教学的支持有限。我们提出了LumiNote，一个LLM辅助的VR系统，可将口语化的教学意图转化为教师可审查的空间标注、可执行的演示和语言支持。在一项涉及3名教师和24名学生的探索性研究中，我们考察了教师如何将LumiNote融入熟悉的灯光主题，以及学生如何接受由此产生的表现形式。我们发现，LLM辅助对于表达性强、目标不明确的任务最有价值，但对于涉及特定灯具或空间配置的请求则需要更多的专家干预。教师将生成的建议视为可控的细化过程，将精力从手动设置转向教学表达。然而，外化专家推理的表现形式并不总是与初学者的理解相一致。这些发现将LLM辅助的VR教学定性为一种基于领域的调解过程，在专家表达、可执行操作和学习者面向的表现形式之间进行协调。
英文摘要
Stage lighting education requires instructors to bridge abstract concepts, technical operations, and learner-understandable representations. While Virtual Reality (VR) removes physical constraints, existing systems provide limited support for live instruction. We present LumiNote, an LLM-assisted VR system that transforms spoken pedagogical intent into instructor-reviewable spatial annotations, executable demonstrations, and linguistic support. In an exploratory study with 3 instructors and 24 students, we examined how instructors incorporated LumiNote into familiar lighting topics and how students received the resulting representations. We found LLM assistance most valuable for expressive, under-specified goals, but requiring greater expert intervention for fixture-specific or spatial configuration requests. Instructors engaged with generated suggestions as a controllable refinement process, shifting effort from manual setup toward pedagogical expression. However, representations that externalized expert reasoning did not always align with novice comprehension. These findings characterize LLM-assisted VR instruction as a domain-grounded mediation process among expert expression, executable operations, and learner-facing representations.
