25,494 research outputs found

    Personalizing gesture recognition using hierarchical bayesian neural networks

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    Building robust classifiers trained on data susceptible to group or subject-specific variations is a challenging pattern recognition problem. We develop hierarchical Bayesian neural networks to capture subject-specific variations and share statistical strength across subjects. Leveraging recent work on learning Bayesian neural networks, we build fast, scalable algorithms for inferring the posterior distribution over all network weights in the hierarchy. We also develop methods for adapting our model to new subjects when a small number of subject-specific personalization data is available. Finally, we investigate active learning algorithms for interactively labeling personalization data in resource-constrained scenarios. Focusing on the problem of gesture recognition where inter-subject variations are commonplace, we demonstrate the effectiveness of our proposed techniques. We test our framework on three widely used gesture recognition datasets, achieving personalization performance competitive with the state-of-the-art.http://openaccess.thecvf.com/content_cvpr_2017/html/Joshi_Personalizing_Gesture_Recognition_CVPR_2017_paper.htmlhttp://openaccess.thecvf.com/content_cvpr_2017/html/Joshi_Personalizing_Gesture_Recognition_CVPR_2017_paper.htmlhttp://openaccess.thecvf.com/content_cvpr_2017/html/Joshi_Personalizing_Gesture_Recognition_CVPR_2017_paper.htmlPublished versio

    Affective learning: improving engagement and enhancing learning with affect-aware feedback

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    This paper describes the design and ecologically valid evaluation of a learner model that lies at the heart of an intelligent learning environment called iTalk2Learn. A core objective of the learner model is to adapt formative feedback based on students’ affective states. Types of adaptation include what type of formative feedback should be provided and how it should be presented. Two Bayesian networks trained with data gathered in a series of Wizard-of-Oz studies are used for the adaptation process. This paper reports results from a quasi-experimental evaluation, in authentic classroom settings, which compared a version of iTalk2Learn that adapted feedback based on students’ affective states as they were talking aloud with the system (the affect condition) with one that provided feedback based only on the students’ performance (the non-affect condition). Our results suggest that affect-aware support contributes to reducing boredom and off-task behavior, and may have an effect on learning. We discuss the internal and ecological validity of the study, in light of pedagogical considerations that informed the design of the two conditions. Overall, the results of the study have implications both for the design of educational technology and for classroom approaches to teaching, because they highlight the important role that affect-aware modelling plays in the adaptive delivery of formative feedback to support learning

    Vision systems with the human in the loop

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    The emerging cognitive vision paradigm deals with vision systems that apply machine learning and automatic reasoning in order to learn from what they perceive. Cognitive vision systems can rate the relevance and consistency of newly acquired knowledge, they can adapt to their environment and thus will exhibit high robustness. This contribution presents vision systems that aim at flexibility and robustness. One is tailored for content-based image retrieval, the others are cognitive vision systems that constitute prototypes of visual active memories which evaluate, gather, and integrate contextual knowledge for visual analysis. All three systems are designed to interact with human users. After we will have discussed adaptive content-based image retrieval and object and action recognition in an office environment, the issue of assessing cognitive systems will be raised. Experiences from psychologically evaluated human-machine interactions will be reported and the promising potential of psychologically-based usability experiments will be stressed

    Agents for educational games and simulations

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    This book consists mainly of revised papers that were presented at the Agents for Educational Games and Simulation (AEGS) workshop held on May 2, 2011, as part of the Autonomous Agents and MultiAgent Systems (AAMAS) conference in Taipei, Taiwan. The 12 full papers presented were carefully reviewed and selected from various submissions. The papers are organized topical sections on middleware applications, dialogues and learning, adaption and convergence, and agent applications

    CBR and MBR techniques: review for an application in the emergencies domain

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    The purpose of this document is to provide an in-depth analysis of current reasoning engine practice and the integration strategies of Case Based Reasoning and Model Based Reasoning that will be used in the design and development of the RIMSAT system. RIMSAT (Remote Intelligent Management Support and Training) is a European Commission funded project designed to: a.. Provide an innovative, 'intelligent', knowledge based solution aimed at improving the quality of critical decisions b.. Enhance the competencies and responsiveness of individuals and organisations involved in highly complex, safety critical incidents - irrespective of their location. In other words, RIMSAT aims to design and implement a decision support system that using Case Base Reasoning as well as Model Base Reasoning technology is applied in the management of emergency situations. This document is part of a deliverable for RIMSAT project, and although it has been done in close contact with the requirements of the project, it provides an overview wide enough for providing a state of the art in integration strategies between CBR and MBR technologies.Postprint (published version
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