Detecting Erase Strokes from Online Handwritten Notes using Support Vector Classification

We have implemented a student note-sharing system, AirTransNote, that facilitates collaborative and interactive learning in conven- tional classrooms. With the AirTransNote system, a teacher can immediately share student notes with the class using a projection screen to enhance group learning. However, students tend to hesitate to share their notes, particularly when the notes contain embarrassing mistakes. Nevertheless, teachers want to focus on real mistakes students make while learning. We introduce an erase stroke detecting method for the student note-sharing system to reduce students’ discomfort regarding sharing mistakes, as well as to assist the teacher in finding mistakes. We collected and manually labeled free-style handwritten student notes. Based on the labeled notes, we extracted features for the erase symbols and deleted strokes. We have tested support vector machine techniques for classifying erase symbols and deleted strokes from typical handwritten notes.Knowledge-Based and Intelligent Information & Engineering Systems 19th Annual Conference, KES-2015, Singapore, September 2015 Proceeding

Representation, Recognition and Collaboration with Digital Ink

Pen input for computing devices is now widespread, providing a promising interaction mechanism for many purposes. Nevertheless, the diverse nature of digital ink and varied application domains still present many challenges. First, the sampling rate and resolution of pen-based devices keep improving, making input data more costly to process and store. At the same time, existing applications typically record digital ink either in proprietary formats, which are restricted to single platforms and consequently lack portability, or simply as images, which lose important information. Moreover, in certain domains such as mathematics, current systems are now achieving good recognition rates on individual symbols, in general recognition of complete expressions remains a problem due to the absence of an effective method that can reliably identify the spatial relationships among symbols. Last, but not least, existing digital ink collaboration tools are platform-dependent and typically allow only one input method to be used at a time. Together with the absence of recognition, this has placed significant limitations on what can be done. In this thesis, we investigate these issues and make contributions to each. We first present an algorithm that can accurately approximate a digital ink curve by selecting a certain subset of points from the original trace. This allows a compact representation of digital ink for efficient processing and storage. We then describe an algorithm that can automatically identify certain important features in handwritten symbols. Identifying the features can help us solve a number of problems such as improving two-dimensional mathematical recognition. Last, we present a framework for multi-user online collaboration in a pen-based and graphical environment. This framework is portable across multiple platforms and allows multimodal interactions in collaborative sessions. To demonstrate our ideas, we present InkChat, a whiteboard application, which can be used to conduct collaborative sessions on a shared canvas. It allows participants to use voice and digital ink independently and simultaneously, which has been found useful in remote collaboration

Graphonomics and your Brain on Art, Creativity and Innovation : Proceedings of the 19th International Graphonomics Conference (IGS 2019 – Your Brain on Art)

[Italiano]: “Grafonomia e cervello su arte, creatività e innovazione”. Un forum internazionale per discutere sui recenti progressi nell'interazione tra arti creative, neuroscienze, ingegneria, comunicazione, tecnologia, industria, istruzione, design, applicazioni forensi e mediche. I contributi hanno esaminato lo stato dell'arte, identificando sfide e opportunità, e hanno delineato le possibili linee di sviluppo di questo settore di ricerca. I temi affrontati includono: strategie integrate per la comprensione dei sistemi neurali, affettivi e cognitivi in ambienti realistici e complessi; individualità e differenziazione dal punto di vista neurale e comportamentale; neuroaesthetics (uso delle neuroscienze per spiegare e comprendere le esperienze estetiche a livello neurologico); creatività e innovazione; neuro-ingegneria e arte ispirata dal cervello, creatività e uso di dispositivi di mobile brain-body imaging (MoBI) indossabili; terapia basata su arte creativa; apprendimento informale; formazione; applicazioni forensi. / [English]: “Graphonomics and your brain on art, creativity and innovation”. A single track, international forum for discussion on recent advances at the intersection of the creative arts, neuroscience, engineering, media, technology, industry, education, design, forensics, and medicine. The contributions reviewed the state of the art, identified challenges and opportunities and created a roadmap for the field of graphonomics and your brain on art. The topics addressed include: integrative strategies for understanding neural, affective and cognitive systems in realistic, complex environments; neural and behavioral individuality and variation; neuroaesthetics (the use of neuroscience to explain and understand the aesthetic experiences at the neurological level); creativity and innovation; neuroengineering and brain-inspired art, creative concepts and wearable mobile brain-body imaging (MoBI) designs; creative art therapy; informal learning; education; forensics

Drawing, Handwriting Processing Analysis: New Advances and Challenges

International audienceDrawing and handwriting are communicational skills that are fundamental in geopolitical, ideological and technological evolutions of all time. drawingand handwriting are still useful in defining innovative applications in numerous fields. In this regard, researchers have to solve new problems like those related to the manner in which drawing and handwriting become an efficient way to command various connected objects; or to validate graphomotor skills as evident and objective sources of data useful in the study of human beings, their capabilities and their limits from birth to decline

Recognition of mathematical handwriting on whiteboards

Automatic recognition of handwritten mathematics has enjoyed significant improvements in the past decades. In particular, online recognition of mathematical formulae has seen a number of important advancements. However, in reality most mathematics is still taught and developed on regular whiteboards and offline recognition remains an open and challenging task in this area. In this thesis we develop methods to recognise mathematics from static images of handwritten expressions on whiteboards, while leveraging the strength of online recognition systems by transforming offline data into online information. Our approach is based on trajectory recovery techniques, that allow us to reconstruct the actual stroke information necessary for online recognition. To this end we develop a novel recognition process especially designed to deal with whiteboards by prudently extracting information from colour images. To evaluate our methods we use an online recogniser for the recognition task, which is specifically trained for recognition of maths symbols. We present our experiments with varying quality and sources of images. In particular, we have used our approach successfully in a set of experiments using Google Glass for capturing images from whiteboards, in which we achieve highest accuracies of 88.03% and 84.54% for segmentation and recognition of mathematical symbols respectively

Pen-based Methods For Recognition and Animation of Handwritten Physics Solutions

There has been considerable interest in constructing pen-based intelligent tutoring systems due to the natural interaction metaphor and low cognitive load afforded by pen-based interaction. We believe that pen-based intelligent tutoring systems can be further enhanced by integrating animation techniques. In this work, we explore methods for recognizing and animating sketched physics diagrams. Our methodologies enable an Intelligent Tutoring System (ITS) to understand the scenario and requirements posed by a given problem statement and to couple this knowledge with a computational model of the student\u27s handwritten solution. These pieces of information are used to construct meaningful animations and feedback mechanisms that can highlight errors in student solutions. We have constructed a prototype ITS that can recognize mathematics and diagrams in a handwritten solution and infer implicit relationships among diagram elements, mathematics and annotations such as arrows and dotted lines. We use natural language processing to identify the domain of a given problem, and use this information to select one or more of four domain-specific physics simulators to animate the user\u27s sketched diagram. We enable students to use their answers to guide animation behavior and also describe a novel algorithm for checking recognized student solutions. We provide examples of scenarios that can be modeled using our prototype system and discuss the strengths and weaknesses of our current prototype. Additionally, we present the findings of a user study that aimed to identify animation requirements for physics tutoring systems. We describe a taxonomy for categorizing different types of animations for physics problems and highlight how the taxonomy can be used to define requirements for 50 physics problems chosen from a university textbook. We also present a discussion of 56 handwritten solutions acquired from physics students and describe how suitable animations could be constructed for each of them

Identity Theft Mitigation in Kenyan Financial Sectors (SACCOs): Handwritten Signature Verification

The existence of identity theft in society has become a major concern due to the effects it causes to those that are affected by it, more especially in the financial sector. Thus this thesis establishes the existence of identity theft issues in the financial sector loan sections and proposes an algorithm that addresses the mitigation processes of identity theft by having the signatures on the loan forms verified using the implementation of the proposed algorithm, then the results are compared with the human experts verification that are done on a daily basis. From the qualitative data collected from the four SACCOs presented indicate the 93% of the respondents knew that forgery of one’s signature in the SACCO exists and from the 93%, 95% of them had been victims of identity theft and 50% of them knew it after deductions were been made from their accounts. The algorithm was implemented in a prototype that was used to test the signatures that were corrected from various individuals that belonged to various SACCOs. The prototype had successfully verified 80.1% of the test signatures and as expected the highest results from the four Human experts verification of forged signature was 8.3% indicating that they had indicated more signatures as originals. The prototype thus recorded an accuracy of 91.4% and a precision of 60.0%.

A Closer Look into Recent Video-based Learning Research: A Comprehensive Review of Video Characteristics, Tools, Technologies, and Learning Effectiveness

People increasingly use videos on the Web as a source for learning. To support this way of learning, researchers and developers are continuously developing tools, proposing guidelines, analyzing data, and conducting experiments. However, it is still not clear what characteristics a video should have to be an effective learning medium. In this paper, we present a comprehensive review of 257 articles on video-based learning for the period from 2016 to 2021. One of the aims of the review is to identify the video characteristics that have been explored by previous work. Based on our analysis, we suggest a taxonomy which organizes the video characteristics and contextual aspects into eight categories: (1) audio features, (2) visual features, (3) textual features, (4) instructor behavior, (5) learners activities, (6) interactive features (quizzes, etc.), (7) production style, and (8) instructional design. Also, we identify four representative research directions: (1) proposals of tools to support video-based learning, (2) studies with controlled experiments, (3) data analysis studies, and (4) proposals of design guidelines for learning videos. We find that the most explored characteristics are textual features followed by visual features, learner activities, and interactive features. Text of transcripts, video frames, and images (figures and illustrations) are most frequently used by tools that support learning through videos. The learner activity is heavily explored through log files in data analysis studies, and interactive features have been frequently scrutinized in controlled experiments. We complement our review by contrasting research findings that investigate the impact of video characteristics on the learning effectiveness, report on tasks and technologies used to develop tools that support learning, and summarize trends of design guidelines to produce learning video