Recognition of nonmanual markers in American Sign Language (ASL) using non-parametric adaptive 2D-3D face tracking

This paper addresses the problem of automatically recognizing linguistically significant nonmanual expressions in American Sign Language from video. We develop a fully automatic system that is able to track facial expressions and head movements, and detect and recognize facial events continuously from video. The main contributions of the proposed framework are the following: (1) We have built a stochastic and adaptive ensemble of face trackers to address factors resulting in lost face track; (2) We combine 2D and 3D deformable face models to warp input frames, thus correcting for any variation in facial appearance resulting from changes in 3D head pose; (3) We use a combination of geometric features and texture features extracted from a canonical frontal representation. The proposed new framework makes it possible to detect grammatically significant nonmanual expressions from continuous signing and to differentiate successfully among linguistically significant expressions that involve subtle differences in appearance. We present results that are based on the use of a dataset containing 330 sentences from videos that were collected and linguistically annotated at Boston University

Measuring cognitive load and cognition: metrics for technology-enhanced learning

This critical and reflective literature review examines international research published over the last decade to summarise the different kinds of measures that have been used to explore cognitive load and critiques the strengths and limitations of those focussed on the development of direct empirical approaches. Over the last 40 years, cognitive load theory has become established as one of the most successful and influential theoretical explanations of cognitive processing during learning. Despite this success, attempts to obtain direct objective measures of the theory's central theoretical construct – cognitive load – have proved elusive. This obstacle represents the most significant outstanding challenge for successfully embedding the theoretical and experimental work on cognitive load in empirical data from authentic learning situations. Progress to date on the theoretical and practical approaches to cognitive load are discussed along with the influences of individual differences on cognitive load in order to assess the prospects for the development and application of direct empirical measures of cognitive load especially in technology-rich contexts

Aerospace Medicine and Biology: A continuing bibliography with indexes, supplement 192

This bibliography lists 247 reports, articles, and other documents introduced into the NASA scientific and technical information system in March 1979

Innovating Pedagogy 2015: Open University Innovation Report 4

This series of reports explores new forms of teaching, learning and assessment for an interactive world, to guide teachers and policy makers in productive innovation. This fourth report proposes ten innovations that are already in currency but have not yet had a profound influence on education. To produce it, a group of academics at the Institute of Educational Technology in The Open University collaborated with researchers from the Center for Technology in Learning at SRI International. We proposed a long list of new educational terms, theories, and practices. We then pared these down to ten that have the potential to provoke major shifts in educational practice, particularly in post-school education. Lastly, we drew on published and unpublished writings to compile the ten sketches of new pedagogies that might transform education. These are summarised below in an approximate order of immediacy and timescale to widespread implementation

A perceptual comparison of empirical and predictive region-of-interest video

When viewing multimedia presentations, a user only attends to a relatively small part of the video display at any one point in time. By shifting allocation of bandwidth from peripheral areas to those locations where a user’s gaze is more likely to rest, attentive displays can be produced. Attentive displays aim to reduce resource requirements while minimizing negative user perception—understood in this paper as not only a user’s ability to assimilate and understand information but also his/her subjective satisfaction with the video content. This paper introduces and discusses a perceptual comparison between two region-of-interest display (RoID) adaptation techniques. A RoID is an attentive display where bandwidth has been preallocated around measured or highly probable areas of user gaze. In this paper, video content was manipulated using two sources of data: empirical measured data (captured using eye-tracking technology) and predictive data (calculated from the physical characteristics of the video data). Results show that display adaptation causes significant variation in users’ understanding of specific multimedia content. Interestingly, RoID adaptation and the type of video being presented both affect user perception of video quality. Moreover, the use of frame rates less than 15 frames per second, for any video adaptation technique, caused a significant reduction in user perceived quality, suggesting that although users are aware of video quality reduction, it does impact level of information assimilation and understanding. Results also highlight that user level of enjoyment is significantly affected by the type of video yet is not as affected by the quality or type of video adaptation—an interesting implication in the field of entertainment

Aerospace Medicine and Biology: A continuing bibliography with indexes, supplement 182, July 1978

This bibliography lists 165 reports, articles, and other documents introduced into the NASA scientific and technical information system in June 1978