Runner re-identification from single-view video in the open-world setting

In many sports, player re-identification is crucial for automatic video processing and analysis. However, most of the current studies on player re-identification in multi- or single-view sports videos focus on re-identification in the closed-world setting using labeled image dataset, and player re-identification in the open-world setting for automatic video analysis is not well developed. In this paper, we propose a runner re-identification system that directly processes single-view video to address the open-world setting. In the open-world setting, we cannot use labeled dataset and have to process video directly. The proposed system automatically processes raw video as input to identify runners, and it can identify runners even when they are framed out multiple times. For the automatic processing, we first detect the runners in the video using the pre-trained YOLOv8 and the fine-tuned EfficientNet. We then track the runners using ByteTrack and detect their shoes with the fine-tuned YOLOv8. Finally, we extract the image features of the runners using an unsupervised method using the gated recurrent unit autoencoder model. To improve the accuracy of runner re-identification, we use dynamic features of running sequence images. We evaluated the system on a running practice video dataset and showed that the proposed method identified runners with higher accuracy than one of the state-of-the-art models in unsupervised re-identification. We also showed that our unsupervised running dynamic feature extractor was effective for runner re-identification. Our runner re-identification system can be useful for the automatic analysis of running videos.Comment: 18 pages, 8 figure

한국 초등학생들의 온라인 하이퍼링크 자료를 활용한 영어 읽기 경험 사례 연구

학위논문(석사) -- 서울대학교대학원 : 사범대학 외국어교육과(영어전공), 2023. 2. 소영순.21세기 정보화 사회에서 지식 정보 처리 능력의 중요성은 나날이 증가하고 있다. 2015 개정 영어 교육과정에서는 지식 정보 처리 역량을 새로운 중심 역량으로 소개하고 있으며, 최근 코로나 바이러스로 인한 비대면적 영어 학습 환경이 확대됨에 따라 다양한 온라인 영어 저작물이 개발되어 제공되어왔다. 온라인 저작물은 사전, 영상자료, 백과사전 등의 다양한 자료와 링크로 연결되어 학습자의 필요에 따라 즉각적으로 선택 및 활용이 가능한 하이퍼텍스트(hypertext)기술이 적용되어 구현되었다. 이에 개별 학습자의 올바른 자료 판단 및 활용 역량에 따른 영어 학습 능력의 차이가 심화되고 있는 현실이다. 그러나 영어 읽기에 관한 여러 선행 연구들에서 온라인 하이퍼텍스트 자료의 활용은 성인 학습자를 비롯하여 영어 학습 능력이 우수한 학습자에게만 제한적으로 이루어졌다는 한계를 보이고 있다. 따라서, 본 연구는 연구 대상의 범위를 확장하여 EFL 환경의 초등 영어 학습자들이 영어 읽기 활동에서 온라인 하이퍼링크 자료를 어떻게 사용하고 인식하는지 인지적, 정의적 관점에서 질적으로 고찰해보고자 한다. 이를 위해 한국의 초등학교 6학년 학생들이 자발적으로 참여하였으며 스크린 테스트를 거쳐 세 명의 참가자들이 모집되었다. 연구 참여자들은 총 16회의 온라인 영어 읽기 과업을 수행하며 세 개의 온라인 자료(네이버 영어 사전, 네이버 백과사전, 유투브)를 활용하였다. 참여자들은 개인적인 필요에 따라 자료를 활용하며 읽기 중 발생한 어려움을 해결하였고, 효과적인 독해를 위한 전략들을 사용하였다. 읽기 과업 직후에는 학습자들의 온라인 하이퍼링크 자료의 활용 목적과 읽기 과정 전반에 관한 면담이 실시되었다. 온라인 영어 읽기 과업은 줌(ZOOM) 프로그램을 통해 화면 녹화 및 음성 녹음되었으며, 면담 내용은 스마트 폰을 이용하여 녹음되었다. 세 명의 학습자들은 영어 수준 및 배경지식, 이해도 측면에서 차이를 보였으며 영어 학습 수준과 필요에 따라 적합한 정보 활용 전략 및 읽기 전략을 발전시켜가는 모습을 보였다. 특히, 학습자들이 온라인 하이퍼링크 자료를 활용하며 읽기의 어려움을 해결하는 과정에서 언어적 지식의 습득, 배경지식의 축적 등의 인지적 변화와 더불어 학습자 개인의 영어 읽기에 대한 흥미(reading interest)와 자신감(self-confidence), 자기 효능감(self-efficacy)를 느끼는 등의 정의적인 변화를 관찰할 수 있었다. 비록, 참여자의 영어 학습 수준에 따라 전략을 사용하는 양상에 있어서는 차이가 있었으나 온라인 하이퍼링크 자료가 초등 영어 학습자의 제 2언어 학습에 미치는 긍정적인 영향을 파악할 수 있었다. 본 연구는 방법론적 측면에서 일부 한계가 있었으나 초등 영어학습자들이 영어 읽기 활동에서 정보를 주체적으로 활용하며 효과적인 문제 해결에 기여하는 적극적인 읽기를 실천하였다는 점에서 온라인 영어 학습 및 영어 읽기 활동에서 활용할 수 있는 온라인 하이퍼링크 자료의 영향력에 대해 통찰을 제시하고 있다. 이에 영어 교육환경에서 하이퍼텍스트 기술과 온라인 정보 매체의 접목을 통해 학생들의 읽기 흥미를 증진시키는데 도움이 될 수 있을 것으로 기대한다.Digital literacy plays an important role in the recent computer-assisted learning environment. The 2015 Revised National English Curriculum introduced digital literacy as a core ability to develop in English language learners. In accordance with the emergence of digital literacy, various online reading materials embedded with hypertexts were provided to EFL learners, which connected the English reading text with diverse online resources existing outside of the text. As readers effective use of online resources in English reading is the core ability of digital literacy, the importance of hypertexts and hyperlinked resources in English reading was examined by many researchers. However, few studies are conducted on young readers use of hyperlinked online resources in English reading. Therefore, this study aims to investigate the use of Korean elementary school students hyperlinked online resources in English reading and their perception of the use of hyperlinked online resources. Exploring readers use and perception of English reading assisted by hyperlinked online information sources, will provide insights into English reading instruction by determining young readers difficulties in reading English and how they solve the difficulties with the effective use of hypertext materials while reading. For this study, three 6th grade Korean elementary school students voluntarily participated in the sixteen sessions. Throughout the sixteen sessions, students read English science expository texts. Students used three online resources (Naver English Dictionary (NED), Naver Encyclopedia (NE), and YouTube) to assist their reading. Following the reading tasks, semi-structured interviews were conducted to explore the students perception of using hyperlinked resources while reading. The use of hyperlinked online resources in English reading was screen-recorded with Zoom software and the following semi-structured interviews were recorded with an iPhone audio-recording program. The findings suggested that readers mainly used hyperlinked online resources to support them in addressing lexical difficulties in reading, which in turn resulted in a positive evaluation of the use of online resources in their English reading. By complementing their linguistic deficiencies with the hyperlinked online resources, readers could feel self-confidence and self-efficacy in English reading. The accumulation of experiences in English reading assisted by hyperlinked online resources also elicited reading interest among readers, which proposed an optimistic view of turning readers into life-long readers. Throughout the sixteen sessions, readers also developed online reading strategies such as locating the appropriate information they needed or finding an effective way to use hyperlinked resources. Although the degree of the potential of hyperlinked online resources differed among individual learners due to their differences in language proficiency or prior knowledge, the use of online resources in reading resulted in their overall cognitive and affective change in English reading. Although this study had some limitations concerning the methodological approach of the research, it will contribute to a better understanding of Korean elementary school students English reading behavior with the potential benefits of hyperlinked online resources in English learning.CHAPTER 1. INTRODUCTION 1 1.1 The Background of the Study 1 1.2 The Purpose of the Study 6 1.3 The Organization of the Thesis 7 CHAPTER 2. LITERATURE REVIEW 8 2.1 Hypertext in Online Reading 8 2.1.1 The Features of Hypertext in Online Reading 8 2.2 Online Reading Strategies 11 2.3 Factors Influencing Hypertext Reading 15 2.3.1 External Factors in Hypertext Reading 15 2.3.2 Internal Factors in Hypertext Reading 19 2.4 Limitations of Previous Research 24 CHAPTER 3. METHODOLOGY 27 3.1 Participants 28 3.2 Instruments 33 3.2.1 Background Information Questions 33 3.2.2 Hypertexts 34 3.2.3 Comprehension Questions 45 3.2.4 Semi-structured Interview Questions 45 3.2.5 Final Interview Questions 46 3.3 Data Collection 47 3.3.1 Think aloud Protocol 49 3.4 Data Transcription 51 3.5 Data Analysis 53 3.5.1 Analysis of Reading Process 53 3.5.2 Analysis of Interviews 56 CHAPTER 4. RESULTS AND DISCUSSION 59 4.1 Comparison of the Three Readers Use of Hyperlinked Online Resources in English Reading 60 4.1.1 Readers' Use of Pre-Determined Hyperlinked Online Resources in English Reading 62 4.1.2 Readers' Voluntary Use of Hyperlinked Online Resources in English Reading 74 4.1.3 Readers Perceptions of Hyperlinked Online Resource Use in English Reading 94 4.2 The Potentials of English Reading Assisted by Hyperlinked Online Resources 102 4.2.1 The Positive Influence of Hyperlinked Online Resources on EFL Readers' Cognitive and Affective Domain 102 4.2.2 The Value of Reading Experience and Practice 105 CHAPTER 5. CONCLUSION 108 5.1 Major Findings and Implications 108 5.2 Limitations and Suggestions for Further Research 111 REFERENCES 114 APPENDICES 123 ABSTRACT IN KOREAN 133석

Feature based dynamic intra-video indexing

A thesis submitted in partial fulfillment for the degree of Doctor of PhilosophyWith the advent of digital imagery and its wide spread application in all vistas of life, it has become an important component in the world of communication. Video content ranging from broadcast news, sports, personal videos, surveillance, movies and entertainment and similar domains is increasing exponentially in quantity and it is becoming a challenge to retrieve content of interest from the corpora. This has led to an increased interest amongst the researchers to investigate concepts of video structure analysis, feature extraction, content annotation, tagging, video indexing, querying and retrieval to fulfil the requirements. However, most of the previous work is confined within specific domain and constrained by the quality, processing and storage capabilities. This thesis presents a novel framework agglomerating the established approaches from feature extraction to browsing in one system of content based video retrieval. The proposed framework significantly fills the gap identified while satisfying the imposed constraints of processing, storage, quality and retrieval times. The output entails a framework, methodology and prototype application to allow the user to efficiently and effectively retrieved content of interest such as age, gender and activity by specifying the relevant query. Experiments have shown plausible results with an average precision and recall of 0.91 and 0.92 respectively for face detection using Haar wavelets based approach. Precision of age ranges from 0.82 to 0.91 and recall from 0.78 to 0.84. The recognition of gender gives better precision with males (0.89) compared to females while recall gives a higher value with females (0.92). Activity of the subject has been detected using Hough transform and classified using Hiddell Markov Model. A comprehensive dataset to support similar studies has also been developed as part of the research process. A Graphical User Interface (GUI) providing a friendly and intuitive interface has been integrated into the developed system to facilitate the retrieval process. The comparison results of the intraclass correlation coefficient (ICC) shows that the performance of the system closely resembles with that of the human annotator. The performance has been optimised for time and error rate