arXiv:2507.19418v1 Announce Type: cross Abstract: Blind image quality assessment (BIQA) methods often incorporate auxiliary tasks to improve performance. However, existing approaches face limitations due to insufficient integration and a lack of flexible uncertainty estimation, leading to suboptimal performance. To address these challenges, we propose a multitasks-based Deep Evidential Fusion Network (DEFNet) for BIQA, which performs multitask optimization with the assistance of scene and distortion type classification tasks. To achieve a more robust and reliable representation, we design a novel trustworthy information fusion strategy. It first combines diverse features and patterns across sub-regions to enhance information richness, and then performs local-global information fusion by balancing fine-grained details with coarse-grained context. Moreover, DEFNet exploits advanced uncertainty estimation technique inspired by evidential learning with the help of normal-inverse gamma distribution mixture. Extensive experiments on both synthetic and authentic distortion datasets demonstrate the effectiveness and robustness of the proposed framework. Additional evaluation and analysis are carried out to highlight its strong generalization capability and adaptability to previously unseen scenarios.

arXiv:2602.18466v1 Announce Type: cross Abstract: K-12 science classrooms are rich sites of inquiry where students coordinate phenomena, evidence, and explanatory models through discourse; yet, the multimodal complexity of these interactions has made automated analysis elusive. Existing benchmarks for classroom discourse focus primarily on mathematics and rely solely on transcripts, overlooking the visual artifacts and model-based reasoning emphasized by the Next Generation Science Standards (NGSS). We address this gap with SciIBI, the first video benchmark for analyzing science classroom discourse, featuring 113 NGSS-aligned clips annotated with Core Instructional Practices (CIP) and sophistication levels. By evaluating eight state-of-the-art LLMs and Multimodal LLMs, we reveal fundamental limitations: current models struggle to distinguish pedagogically similar practices, suggesting that CIP coding requires instructional reasoning beyond surface pattern matching. Furthermore, adding video input yields inconsistent gains across architectures. Crucially, our evidence-based evaluation reveals that models often succeed through surface shortcuts rather than genuine pedagogical understanding. These findings establish science classroom discourse as a challenging frontier for multimodal AI and point toward human-AI collaboration, where models retrieve evidence to accelerate expert review rather than replace it.