2,144 research outputs found

    A Framework for Students Profile Detection

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    Some of the biggest problems tackling Higher Education Institutions are students’ drop-out and academic disengagement. Physical or psychological disabilities, social-economic or academic marginalization, and emotional and affective problems, are some of the factors that can lead to it. This problematic is worsened by the shortage of educational resources, that can bridge the communication gap between the faculty staff and the affective needs of these students. This dissertation focus in the development of a framework, capable of collecting analytic data, from an array of emotions, affects and behaviours, acquired either by human observations, like a teacher in a classroom or a psychologist, or by electronic sensors and automatic analysis software, such as eye tracking devices, emotion detection through facial expression recognition software, automatic gait and posture detection, and others. The framework establishes the guidance to compile the gathered data in an ontology, to enable the extraction of patterns outliers via machine learning, which assist the profiling of students in critical situations, like disengagement, attention deficit, drop-out, and other sociological issues. Consequently, it is possible to set real-time alerts when these profiles conditions are detected, so that appropriate experts could verify the situation and employ effective procedures. The goal is that, by providing insightful real-time cognitive data and facilitating the profiling of the students’ problems, a faster personalized response to help the student is enabled, allowing academic performance improvements

    Affective Computing for Emotion Detection using Vision and Wearable Sensors

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    The research explores the opportunities, challenges, limitations, and presents advancements in computing that relates to, arises from, or deliberately influences emotions (Picard, 1997). The field is referred to as Affective Computing (AC) and is expected to play a major role in the engineering and development of computationally and cognitively intelligent systems, processors and applications in the future. Today the field of AC is bolstered by the emergence of multiple sources of affective data and is fuelled on by developments under various Internet of Things (IoTs) projects and the fusion potential of multiple sensory affective data streams. The core focus of this thesis involves investigation into whether the sensitivity and specificity (predictive performance) of AC, based on the fusion of multi-sensor data streams, is fit for purpose? Can such AC powered technologies and techniques truly deliver increasingly accurate emotion predictions of subjects in the real world? The thesis begins by presenting a number of research justifications and AC research questions that are used to formulate the original thesis hypothesis and thesis objectives. As part of the research conducted, a detailed state of the art investigations explored many aspects of AC from both a scientific and technological perspective. The complexity of AC as a multi-sensor, multi-modality, data fusion problem unfolded during the state of the art research and this ultimately led to novel thinking and origination in the form of the creation of an AC conceptualised architecture that will act as a practical and theoretical foundation for the engineering of future AC platforms and solutions. The AC conceptual architecture developed as a result of this research, was applied to the engineering of a series of software artifacts that were combined to create a prototypical AC multi-sensor platform known as the Emotion Fusion Server (EFS) to be used in the thesis hypothesis AC experimentation phases of the research. The thesis research used the EFS platform to conduct a detailed series of AC experiments to investigate if the fusion of multiple sensory sources of affective data from sensory devices can significantly increase the accuracy of emotion prediction by computationally intelligent means. The research involved conducting numerous controlled experiments along with the statistical analysis of the performance of sensors for the purposes of AC, the findings of which serve to assess the feasibility of AC in various domains and points to future directions for the AC field. The AC experiments data investigations conducted in relation to the thesis hypothesis used applied statistical methods and techniques, and the results, analytics and evaluations are presented throughout the two thesis research volumes. The thesis concludes by providing a detailed set of formal findings, conclusions and decisions in relation to the overarching research hypothesis on the sensitivity and specificity of the fusion of vision and wearables sensor modalities and offers foresights and guidance into the many problems, challenges and projections for the AC field into the future

    CGAMES'2009

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    Facial Expression Rendering in Medical Training Simulators: Current Status and Future Directions

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    Recent technological advances in robotic sensing and actuation methods have prompted development of a range of new medical training simulators with multiple feedback modalities. Learning to interpret facial expressions of a patient during medical examinations or procedures has been one of the key focus areas in medical training. This paper reviews facial expression rendering systems in medical training simulators that have been reported to date. Facial expression rendering approaches in other domains are also summarized to incorporate the knowledge from those works into developing systems for medical training simulators. Classifications and comparisons of medical training simulators with facial expression rendering are presented, and important design features, merits and limitations are outlined. Medical educators, students and developers are identified as the three key stakeholders involved with these systems and their considerations and needs are presented. Physical-virtual (hybrid) approaches provide multimodal feedback, present accurate facial expression rendering, and can simulate patients of different age, gender and ethnicity group; makes it more versatile than virtual and physical systems. The overall findings of this review and proposed future directions are beneficial to researchers interested in initiating or developing such facial expression rendering systems in medical training simulators.This work was supported by the Robopatient project funded by the EPSRC Grant No EP/T00519X/

    Edge-centric Optimization of Multi-modal ML-driven eHealth Applications

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    Smart eHealth applications deliver personalized and preventive digital healthcare services to clients through remote sensing, continuous monitoring, and data analytics. Smart eHealth applications sense input data from multiple modalities, transmit the data to edge and/or cloud nodes, and process the data with compute intensive machine learning (ML) algorithms. Run-time variations with continuous stream of noisy input data, unreliable network connection, computational requirements of ML algorithms, and choice of compute placement among sensor-edge-cloud layers affect the efficiency of ML-driven eHealth applications. In this chapter, we present edge-centric techniques for optimized compute placement, exploration of accuracy-performance trade-offs, and cross-layered sense-compute co-optimization for ML-driven eHealth applications. We demonstrate the practical use cases of smart eHealth applications in everyday settings, through a sensor-edge-cloud framework for an objective pain assessment case study

    Psychophysiological analysis of a pedagogical agent and robotic peer for individuals with autism spectrum disorders.

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    Autism spectrum disorder (ASD) is a neurodevelopmental disorder characterized by ongoing problems in social interaction and communication, and engagement in repetitive behaviors. According to Centers for Disease Control and Prevention, an estimated 1 in 68 children in the United States has ASD. Mounting evidence shows that many of these individuals display an interest in social interaction with computers and robots and, in general, feel comfortable spending time in such environments. It is known that the subtlety and unpredictability of people’s social behavior are intimidating and confusing for many individuals with ASD. Computerized learning environments and robots, however, prepare a predictable, dependable, and less complicated environment, where the interaction complexity can be adjusted so as to account for these individuals’ needs. The first phase of this dissertation presents an artificial-intelligence-based tutoring system which uses an interactive computer character as a pedagogical agent (PA) that simulates a human tutor teaching sight word reading to individuals with ASD. This phase examines the efficacy of an instructional package comprised of an autonomous pedagogical agent, automatic speech recognition, and an evidence-based instructional procedure referred to as constant time delay (CTD). A concurrent multiple-baseline across-participants design is used to evaluate the efficacy of intervention. Additionally, post-treatment probes are conducted to assess maintenance and generalization. The results suggest that all three participants acquired and maintained new sight words and demonstrated generalized responding. The second phase of this dissertation describes the augmentation of the tutoring system developed in the first phase with an autonomous humanoid robot which serves the instructional role of a peer for the student. In this tutoring paradigm, the robot adopts a peer metaphor, where its function is to act as a peer. With the introduction of the robotic peer (RP), the traditional dyadic interaction in tutoring systems is augmented to a novel triadic interaction in order to enhance the social richness of the tutoring system, and to facilitate learning through peer observation. This phase evaluates the feasibility and effects of using PA-delivered sight word instruction, based on a CTD procedure, within a small-group arrangement including a student with ASD and the robotic peer. A multiple-probe design across word sets, replicated across three participants, is used to evaluate the efficacy of intervention. The findings illustrate that all three participants acquired, maintained, and generalized all the words targeted for instruction. Furthermore, they learned a high percentage (94.44% on average) of the non-target words exclusively instructed to the RP. The data show that not only did the participants learn nontargeted words by observing the instruction to the RP but they also acquired their target words more efficiently and with less errors by the addition of an observational component to the direct instruction. The third and fourth phases of this dissertation focus on physiology-based modeling of the participants’ affective experiences during naturalistic interaction with the developed tutoring system. While computers and robots have begun to co-exist with humans and cooperatively share various tasks; they are still deficient in interpreting and responding to humans as emotional beings. Wearable biosensors that can be used for computerized emotion recognition offer great potential for addressing this issue. The third phase presents a Bluetooth-enabled eyewear – EmotiGO – for unobtrusive acquisition of a set of physiological signals, i.e., skin conductivity, photoplethysmography, and skin temperature, which can be used as autonomic readouts of emotions. EmotiGO is unobtrusive and sufficiently lightweight to be worn comfortably without interfering with the users’ usual activities. This phase presents the architecture of the device and results from testing that verify its effectiveness against an FDA-approved system for physiological measurement. The fourth and final phase attempts to model the students’ engagement levels using their physiological signals collected with EmotiGO during naturalistic interaction with the tutoring system developed in the second phase. Several physiological indices are extracted from each of the signals. The students’ engagement levels during the interaction with the tutoring system are rated by two trained coders using the video recordings of the instructional sessions. Supervised pattern recognition algorithms are subsequently used to map the physiological indices to the engagement scores. The results indicate that the trained models are successful at classifying participants’ engagement levels with the mean classification accuracy of 86.50%. These models are an important step toward an intelligent tutoring system that can dynamically adapt its pedagogical strategies to the affective needs of learners with ASD
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