"I Just Need GPT to Refine My Prompts": Rethinking Onboarding and Help-Seeking with Generative 3D Modeling Tools

Recent advances in generative AI allow users to create 3D models from text or images. However, these models prioritize visual plausibility over geometric accuracy, often generating results with flaws that compromise their intended use post-fabrication. We present InstructMesh, an interactive post-generation refinement tool that enables selective repair of generative 3D models through region selection and targeted operations, such as opening or sealing voids, or adjusting local thickness. Users can invoke edit operations via natural language prompts or slider controls. By operating directly on the intermediate latent representation, InstructMesh allows users to apply robust geometric corrections without requiring expert modeling skills. To inform our design, we first analyze common fabrication-related failure modes in outputs from state-of-the-art generative tools. We then conduct two user studies, demonstrating that novices can identify and perform fabrication-relevant repairs on generative outputs using InstructMesh, and revealing user preference for hybrid interfaces that combine slider controls with natural language input.

While generative AI has unlocked new opportunities for 3D content creation, current workflows often rely on multiple regenerations, which provides limited control and unpredictable outcomes. We present Compos3D, a system that introduces a compositional workflow for generative 3D modeling through remixing. Instead of repeatedly regenerating models, users generate multiple candidates from text or image prompts, select parts of interest via 2D image regions or 3D mesh segments, and assemble them into a coherent design. The system synthesizes these compositions into a refined 3D model, preserving high-level intent while resolving low-level geometry. To evaluate this approach, we conducted a controlled user study comparing remixing and regeneration workflows across both 2D and 3D modalities. Results show that the remixing workflow provides participants with greater creative control, stronger alignment with their intent, and higher satisfaction. We conclude with design recommendations for future AI-assisted 3D modeling workflows.

Generative AI tools provide novice programmers with instant, personalized support, but also raise concerns about whether AI use supports or bypasses students' regulation of problem-solving. Existing work has largely focused on correctness, usability, or overall usage frequency, with less attention to how student--AI help-seeking unfolds. This study addresses this gap by analyzing AI-assisted help-seeking trajectories in university-level programming. Using an SRL-informed analytical framework that links prompt-level help-seeking codes to conceptual, implementation, debugging, and reflective forms of support, we analyzed 1,290 task-specific student prompts linked to 17,190 code submissions from 71 students in introductory Python programming courses. Specifically, we examined how help-seeking interactions were structured across turns and attempts, and how trajectory patterns related to task scores and the number of code submissions. Results indicate that many students primarily used AI for reactive troubleshooting rather than for planned, self-regulated problem-solving. Although trajectory patterns were not associated with significant differences in task scores, they differed substantially in the number of code submissions required. These findings suggest that the educational significance of AI support lies not only in whether students use AI, but in how their help-seeking trajectories develop during programming problem-solving.