VisualNet: Commonsense knowledgebase for video and image indexing and retrieval application

The rapidly increasing amount of video collections, available on the web or via broadcasting, motivated research towards building intelligent tools for searching, rating, indexing and retrieval purposes. Establishing a semantic representation of visual data, mainly in textual form, is one of the important tasks. The time needed for building and maintaining Ontologies and knowledge, especially for wide domain, and the efforts for integrating several approaches emphasize the need for unified generic commonsense knowledgebase for visual applications. In this paper, we propose a novel commonsense knowledgebase that forms the link between the visual world and its semantic textual representation. We refer to it as "VisualNet". VisualNet is obtained by our fully automated engine that constructs a new unified structure concluding the knowledge from two commonsense knowledgebases, namely WordNet and ConceptNet. This knowledge is extracted by performing analysis operations on WordNet and ConceptNet contents, and then only useful knowledge in visual domain applications is considered. Moreover, this automatic engine enables this knowledgebase to be developed, updated and maintained automatically, synchronized with any future enhancement on WordNet or ConceptNet. Statistical properties of the proposed knowledgebase, in addition to an evaluation of a sample application results, show coherency and effectiveness of the proposed knowledgebase and its automatic engine

Video databases annotation enhancing using commonsense knowledgebases for indexing and retrieval

The rapidly increasing amount of video collections, especially on the web, motivated the need for intelligent automated annotation tools for searching, rating, indexing and retrieval purposes. These videos collections contain all types of manually annotated videos. As this annotation is usually incomplete and uncertain and contains misspelling words, search using some keywords almost do retrieve only a portion of videos which actually contains the desired meaning. Hence, this annotation needs filtering, expanding and validating for better indexing and retrieval. In this paper, we present a novel framework for video annotation enhancement, based on merging two widely known commonsense knowledgebases, namely WordNet and ConceptNet. In addition to that, a comparison between these knowledgebases in video annotation domain is presented. Experiments were performed on random wide-domain video clips, from the \emph{vimeo.com} website. Results show that searching for a video over enhanced tags, based on our proposed framework, outperforms searching using the original tags. In addition to that, the annotation enhanced by our framework outperforms both those enhanced by WordNet and ConceptNet individually, in terms of tags enrichment ability, concept diversity and most importantly retrieval performance

Automatic semantic video annotation in wide domain videos based on similarity and commonsense knowledgebases

In this paper, we introduce a novel framework for automatic Semantic Video Annotation. As this framework detects possible events occurring in video clips, it forms the annotating base of video search engine. To achieve this purpose, the system has to able to operate on uncontrolled wide-domain videos. Thus, all layers have to be based on generic features. This framework aims to bridge the "semantic gap", which is the difference between the low-level visual features and the human's perception, by finding videos with similar visual events, then analyzing their free text annotation to find a common area then to decide the best description for this new video using commonsense knowledgebases. Experiments were performed on wide-domain video clips from the TRECVID 2005 BBC rush standard database. Results from these experiments show promising integrity between those two layers in order to find expressing annotations for the input video. These results were evaluated based on retrieval performance

Investigating novice programming mistakes: educator beliefs vs. student data

Educators often form opinions on which programming mistakes novices make most often - for example, in Java: "they always confuse equality with assignment", or "they always call methods with the wrong types". These opinions are generally based solely on personal experience. We report a study to determine if programming educators form a consensus about which Java programming mistakes are the most common. We used the Blackbox data set to check whether the educators' opinions matched data from over 100,000 students - and checked whether this agreement was mediated by educators' experience. We found that educators formed only a weak consensus about which mistakes are most frequent, that their rankings bore only a moderate correspondence to the students in the Blackbox data, and that educators' experience had no effect on this level of agreement. These results raise questions about claims educators make regarding which errors students are most likely to commit

37 Million Compilations: Investigating Novice Programming Mistakes in Large-Scale Student Data

Previous investigations of student errors have typically focused on samples of hundreds of students at individual institutions. This work uses a year's worth of compilation events from over 250,000 students all over the world, taken from the large Blackbox data set. We analyze the frequency, time-to-fix, and spread of errors among users, showing how these factors inter-relate, in addition to their development over the course of the year. These results can inform the design of courses, textbooks and also tools to target the most frequent (or hardest to fix) errors

Frame-Based Editing: Easing the Transition from Blocks to Text-Based Programming

Block-based programming systems, such as Scratch or Alice, are the most popular environments for introducing young children to programming. However, mastery of text-based programming continues to be the educational goal for stu- dents who continue to program into their teenage years and beyond. Transitioning across the significant gap between the two editing styles presents a difficult challenge in school- level teaching of programming. We propose a new style of program manipulation to bridge the gap: frame-based edit- ing. Frame-based editing has the resistance to errors and approachability of block-based programming while retaining the flexibility and more conventional programming seman- tics of text-based programming languages. In this paper, we analyse the issues involved in the transition from blocks to text and argue that they can be overcome by using frame- based editing as an intermediate step. A design and imple- mentation of a frame-based editor is provided

Position Paper: Lack of Keyboard Support Cripples Block-Based Programming

Block-based programming is very popular with beginners, but it has failed to gain traction among intermediate and expert programmers. The mouse-centric interfaces typically found in block-based programming environments make edit interactions (especially in large programs) tedious and awkward. We propose that adding keyboard support is a key step to extending the applicability of block-based programming ideas and would allow their use by intermediate and expert programmers, extending some of their benefits to new user groups. We describe an implementation of this idea, `frame-based programming', which leads to a number of benefits in error avoidance and edit efficiency

Novice Java Programming Mistakes: Large-Scale Data vs. Educator Beliefs

Teaching is the process of conveying knowledge and skills to learners. It involves preventing misunderstandings or correcting misconceptions that learners have acquired. Thus, effective teaching relies on solid knowledge of the discipline, but also a good grasp of where learners are likely to trip up or misunderstand. In programming, there is much opportunity for misunderstanding, and the penalties are harsh: failing to produce the correct syntax for a program, for example, can completely prevent any progress in learning how to program. Because programming is inherently computer-based, we have an opportunity to automatically observe programming behaviour -- more closely even than an educator in the room at the time. By observing students' programming behaviour, and surveying educators, we can ask: do educators have an accurate understanding of the mistakes that students are likely to make? In this study, we combined two years of the Blackbox dataset (with more than 900 thousand users and almost 100 million compilation events) with a survey of 76 educators to investigate which mistakes students make while learning to program Java, and whether the educators could make an accurate estimate of which mistakes were most common. We find that educators' estimates do not agree with one another or the student data, and discuss the implications of these results

The Cost of Syntax and How To Avoid It: Text versus Frame-Based Editing

Plain text has always been the predominant medium for writing and editing programs for expert users. Text is powerful and flexible, but requires more careful manipulation than structural editors, such as those found in block-based environments. In addition, in textual editors programmers are responsible for managing detailed orthography and layout – when beginners work with text, significant time is spent managing syntax problems, indentation and spacing. Frame-based editing is a new editing paradigm that combines the structural editing of block-based systems with the flexibility and keyboard-focus of text editing. In this paper, we empirically examine how much time and effort is spent by beginners on managing syntax errors and indentation, which can be automatically saved by switching to frame-based editing. The data is obtained using the Blackbox dataset; the results predict a clear advantage of frame-based editing over traditional text editors

Compressed video matching: Frame-to-frame revisited

This paper presents an improved frame-to-frame (F-2-F) compressed video matching technique based on local features extracted from reduced size images, in contrast with previous F-2-F techniques that utilized global features extracted from full size frames. The revised technique addresses both accuracy and computational cost issues of the traditional F-2-F approach. Accuracy is improved through using local features, while computational cost issue is addressed through extracting those local features from reduced size images. For compressed videos, the DC-image sequence, without full decompression, is used. Utilizing such small size images (DC-images) as a base for the proposed work is important, as it pushes the traditional F-2-F from off-line to real-time operational mode. The proposed technique involves addressing an important problem: namely the extraction of enough local features from such a small size images to achieve robust matching. The relevant arguments and supporting evidences for the proposed technique are presented. Experimental results and evaluation, on multiple challenging datasets, show considerable computational time improvements for the proposed technique accompanied by a comparable or higher accuracy than state-of-the-art related techniques