Skip to content

Author

Xiaochen Zhang

2 papers indexed here

We haven’t gathered this author’s papers yet. Follow them and we’ll fetch their work.

Not the right person? Other researchers publish under this name.

Preprint Aug 2026

ViSculpt: Visual-Centric Agentic Geometry Editing

3D geometry editing is a critical yet labor-intensive part of the graphics pipeline, requiring artists to translate creative intent into precise operations in complex professional software. Large language models (LLMs) have shown promise for script-based 3D creation, but script generation is less suited to perception-driven editing of arbitrary existing meshes, where execution must remain visually grounded and untouched regions should be preserved. We present a \emph{visual-centric}, training-free multi-agent system that edits existing 3D meshes directly in Blender by emulating the iterative workflow of human artists. Rather than generating scripts or regenerating geometry, our system operates through the Blender GUI: multimodal LLM agents observe the viewport, reason about the current mesh state, and execute localized edits through simulated user interactions. Experiments on a curated benchmark provide initial evidence that this agentic approach can follow natural language instructions, perform representative localized mesh edits, and preserve the overall identity of the input asset. Our results highlight a complementary regime for language-driven 3D editing: direct in-place modification of existing meshes within the native 3D editing workflow. We view this work as an exploratory step toward visual-centric agentic geometry editing in professional graphics software.

Bo Pang, Jiaqi Pan, Xiaochen Zhang et al. · 0 citations
Open access Aug 2026

Immersive language learning: Students’ perceptions of a virtual reality-embedded station rotation model for Chinese as a foreign language

Virtual reality (VR) has become an increasingly valuable tool for learning because it can transform abstract ideas into concrete, meaningful concepts. However, students’ perceptions of this emerging approach are crucial for developing an effective VR-based teaching model. This study aimed to explore the perceptions of intermediate-level Chinese as a foreign language (CFL) students toward a VR-embedded station rotation learning model. A qualitative case study design was employed, using focus group interviews and open-ended questionnaires with 30 intermediate-level CFL students from a college in China who participated in the VR-embedded station rotation model for one semester. Data were collected at mid-semester and at the end of the semester. The findings revealed seven themes: five positive—VR technology, vividness, practice, personalization, and receiving help—and two negative—challenging tasks and technology use. Students appreciated the immersive VR experiences, interactive activities, and personalized feedback, but also encountered difficulties with task complexity and technical issues.

Xiaochen Zhang, Sirirat Petsangsri, Jirarat Sitthiworachart et al. · 0 citations