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AttendAffectNet-emotion prediction of movie viewers using multimodal fusion with self-attention
(2021)
In this paper, we tackle the problem of predicting the affective responses of movie viewers, based on the content of the movies. Current studies on this topic focus on video representation learning and fusion techniques to combine the extracted features for predicting affect. Yet, these typically, while ignoring the correlation between multiple modality inputs, ignore the correlation between temporal inputs (i.e., sequential features). To explore these correlations, a neural network architecture—namely AttendAffectNet (AAN)—uses the self-attention mechanism for predicting the emotions of movie viewers from different input modalities. Particularly, visual, audio, and text features are considered for predicting emotions (and expressed in terms of valence and arousal). We analyze three variants of our proposed AAN: Feature AAN, Temporal AAN, and Mixed AAN. The Feature AAN applies the self-attention mechanism in an innovative way on the features extracted from the different modalities (including video, audio, and movie subtitles) of a whole movie to, thereby, capture the relationships between them. The Temporal AAN takes the time domain of the movies and the sequential dependency of affective responses into account. In the Temporal AAN, self-attention is applied on the concatenated (multimodal) feature vectors representing different subsequent movie segments. In the Mixed AAN, we combine the strong points of the Feature AAN and the Temporal AAN, by applying self-attention first on vectors of features obtained from different modalities in each movie segment and then on the feature representations of all subsequent (temporal) movie segments. We extensively trained and validated our proposed AAN on both the MediaEval 2016 dataset for the Emotional Impact of Movies Task and the extended COGNIMUSE dataset. Our experiments demonstrate that audio features play a more influential role than those extracted from video and movie subtitles when predicting the emotions of movie viewers on these datasets. The models that use all visual, audio, and text features simultaneously as their inputs performed better than those using features extracted from each modality separately. In addition, the Feature AAN outperformed other AAN variants on the above-mentioned datasets, highlighting the importance of taking different features as context to one another when fusing them. The Feature AAN also performed better than the baseline models when predicting the valence dimension.
Linking mathematics with reality is not new. It is also not new to use outdoor activities to learn mathematics. It seems to be new, to combine such mathematical outdoor activities with mobile technology, like the geocache community which makes use of GPS technology to guide their members to special places and points of interest. The use of mobile technologies to learn at any time and any location is known as “mobile learning”. This type of learning can be seen as an extension of eLearning. Considering the definition of O’Malley one notices that this definition does not exactly match with the idea of the MathCityMap-Project (MCM), because the learning environment in the MCM-Project is predetermined. Combined with the math trail method the project enables mobile learning within math trails with latest technology.In the MCM-Project students experience mathematics at real places and within real situations in out-of-school activities,with help of GPS-enabled smartphones and special math problems. In contrast to the paper versions of math trails we are able to give direct feedback on the solutions by using “mobile devices” such as smartphones or tablets. If the user has difficulties in solving the modeling task, stepped hints can be provided. The teacher is able to use the MCM-Portal to upload tasks developed by himself or by his students and he is also able to build a personal math trail for his students.
In this paper, we introduce an approach for future frames prediction based on a single input image. Our method is able to generate an entire video sequence based on the information contained in the input frame. We adopt an autoregressive approach in our generation process, i.e., the output from each time step is fed as the input to the next step. Unlike other video prediction methods that use “one shot” generation, our method is able to preserve much more details from the input image, while also capturing the critical pixel-level changes between the frames. We overcome the problem of generation quality degradation by introducing a “complementary mask” module in our architecture, and we show that this allows the model to only focus on the generation of the pixels that need to be changed, and to reuse those that should remain static from its previous frame. We empirically validate our methods against various video prediction models on the UT Dallas Dataset, and show that our approach is able to generate high quality realistic video sequences from one static input image. In addition, we also validate the robustness of our method by testing a pre-trained model on the unseen ADFES facial expression dataset. We also provide qualitative results of our model tested on a human action dataset: The Weizmann Action database.
Biodiversity information is contained in countless digitized and unprocessed scholarly texts. Although automated extraction of these data has been gaining momentum for years, there are still innumerable text sources that are poorly accessible and require a more advanced range of methods to extract relevant information. To improve the access to semantic biodiversity information, we have launched the BIOfid project (www.biofid.de) and have developed a portal to access the semantics of German language biodiversity texts, mainly from the 19th and 20th century. However, to make such a portal work, a couple of methods had to be developed or adapted first. In particular, text-technological information extraction methods were needed, which extract the required information from the texts. Such methods draw on machine learning techniques, which in turn are trained by learning data. To this end, among others, we gathered the BIOfid text corpus, which is a cooperatively built resource, developed by biologists, text technologists, and linguists. A special feature of BIOfid is its multiple annotation approach, which takes into account both general and biology-specific classifications, and by this means goes beyond previous, typically taxon- or ontology-driven proper name detection. We describe the design decisions and the genuine Annotation Hub Framework underlying the BIOfid annotations and present agreement results. The tools used to create the annotations are introduced, and the use of the data in the semantic portal is described. Finally, some general lessons, in particular with multiple annotation projects, are drawn.
Are nearby places (e.g., cities) described by related words? In this article, we transfer this research question in the field of lexical encoding of geographic information onto the level of intertextuality. To this end, we explore Volunteered Geographic Information (VGI) to model texts addressing places at the level of cities or regions with the help of so-called topic networks. This is done to examine how language encodes and networks geographic information on the aboutness level of texts. Our hypothesis is that the networked thematizations of places are similar, regardless of their distances and the underlying communities of authors. To investigate this, we introduce Multiplex Topic Networks (MTN), which we automatically derive from Linguistic Multilayer Networks (LMN) as a novel model, especially of thematic networking in text corpora. Our study shows a Zipfian organization of the thematic universe in which geographical places (especially cities) are located in online communication. We interpret this finding in the context of cognitive maps, a notion which we extend by so-called thematic maps. According to our interpretation of this finding, the organization of thematic maps as part of cognitive maps results from a tendency of authors to generate shareable content that ensures the continued existence of the underlying media. We test our hypothesis by example of special wikis and extracts of Wikipedia. In this way, we come to the conclusion that geographical places, whether close to each other or not, are located in neighboring semantic places that span similar subnetworks in the topic universe.
Digital distractions can interfere with goal attainment and lead to undesirable habits that are hard to get red rid of. Various digital self-control interventions promise support to alleviate the negative impact of digital distractions. These interventions use different approaches, such as the blocking of apps and websites, goal setting, or visualizations of device usage statistics. While many apps and browser extensions make use of these features, little is known about their effectiveness. This systematic review synthesizes the current research to provide insights into the effectiveness of the different kinds of interventions. From a search of the ‘ACM’, ‘Springer Link’, ‘Web of Science’, ’IEEE Xplore’ and ‘Pubmed’ databases, we identified 28 digital self-control interventions. We categorized these interventions according to their features and their outcomes. The interventions showed varying degrees of effectiveness, and especially interventions that relied purely on increasing the participants' awareness were barely effective. For those interventions that sanctioned the use of distractions, the current literature indicates that the sanctions have to be sufficiently difficult to overcome, as they will otherwise be quickly dismissed. The overall confidence in the results is low, with small sample sizes, short study duration, and unclear study contexts. From these insights, we highlight research gaps and close with suggestions for future research.
Our purpose was to analyze the robustness and reproducibility of magnetic resonance imaging (MRI) radiomic features. We constructed a multi-object fruit phantom to perform MRI acquisition as scan-rescan using a 3 Tesla MRI scanner. We applied T2-weighted (T2w) half-Fourier acquisition single-shot turbo spin-echo (HASTE), T2w turbo spin-echo (TSE), T2w fluid-attenuated inversion recovery (FLAIR), T2 map and T1-weighted (T1w) TSE. Images were resampled to isotropic voxels. Fruits were segmented. The workflow was repeated by a second reader and the first reader after a pause of one month. We applied PyRadiomics to extract 107 radiomic features per fruit and sequence from seven feature classes. We calculated concordance correlation coefficients (CCC) and dynamic range (DR) to obtain measurements of feature robustness. Intraclass correlation coefficient (ICC) was calculated to assess intra- and inter-observer reproducibility. We calculated Gini scores to test the pairwise discriminative power specific for the features and MRI sequences. We depict Bland Altmann plots of features with top discriminative power (Mann–Whitney U test). Shape features were the most robust feature class. T2 map was the most robust imaging technique (robust features (rf), n = 84). HASTE sequence led to the least amount of rf (n = 20). Intra-observer ICC was excellent (≥ 0.75) for nearly all features (max–min; 99.1–97.2%). Deterioration of ICC values was seen in the inter-observer analyses (max–min; 88.7–81.1%). Complete robustness across all sequences was found for 8 features. Shape features and T2 map yielded the highest pairwise discriminative performance. Radiomics validity depends on the MRI sequence and feature class. T2 map seems to be the most promising imaging technique with the highest feature robustness, high intra-/inter-observer reproducibility and most promising discriminative power.
An exploratory latent class analysis of student expectations towards learning analytics services
(2021)
For service implementations to be widely adopted, it is necessary for the expectations of the key stakeholders to be considered. Failure to do so may lead to services reflecting ideological gaps, which will inadvertently create dissatisfaction among its users. Learning analytics research has begun to recognise the importance of understanding the student perspective towards the services that could be potentially offered; however, student engagement remains low. Furthermore, there has been no attempt to explore whether students can be segmented into different groups based on their expectations towards learning analytics services. In doing so, it allows for a greater understanding of what is and is not expected from learning analytics services within a sample of students. The current exploratory work addresses this limitation by using the three-step approach to latent class analysis to understand whether student expectations of learning analytics services can clearly be segmented, using self-report data obtained from a sample of students at an Open University in the Netherlands. The findings show that student expectations regarding ethical and privacy elements of a learning analytics service are consistent across all groups; however, those expectations of service features are quite variable. These results are discussed in relation to previous work on student stakeholder perspectives, policy development, and the European General Data Protection Regulation (GDPR).
Abstract: The human visual cortex enables visual perception through a cascade of hierarchical computations in cortical regions with distinct functionalities. Here, we introduce an AI-driven approach to discover the functional mapping of the visual cortex. We related human brain responses to scene images measured with functional MRI (fMRI) systematically to a diverse set of deep neural networks (DNNs) optimized to perform different scene perception tasks. We found a structured mapping between DNN tasks and brain regions along the ventral and dorsal visual streams. Low-level visual tasks mapped onto early brain regions, 3-dimensional scene perception tasks mapped onto the dorsal stream, and semantic tasks mapped onto the ventral stream. This mapping was of high fidelity, with more than 60% of the explainable variance in nine key regions being explained. Together, our results provide a novel functional mapping of the human visual cortex and demonstrate the power of the computational approach.
Author Summary: Human visual perception is a complex cognitive feat known to be mediated by distinct cortical regions of the brain. However, the exact function of these regions remains unknown, and thus it remains unclear how those regions together orchestrate visual perception. Here, we apply an AI-driven brain mapping approach to reveal visual brain function. This approach integrates multiple artificial deep neural networks trained on a diverse set of functions with functional recordings of the whole human brain. Our results reveal a systematic tiling of visual cortex by mapping regions to particular functions of the deep networks. Together this constitutes a comprehensive account of the functions of the distinct cortical regions of the brain that mediate human visual perception.
Chatbots are a promising technology with the potential to enhance workplaces and everyday life. In terms of scalability and accessibility, they also offer unique possibilities as communication and information tools for digital learning. In this paper, we present a systematic literature review investigating the areas of education where chatbots have already been applied, explore the pedagogical roles of chatbots, the use of chatbots for mentoring purposes, and their potential to personalize education. We conducted a preliminary analysis of 2,678 publications to perform this literature review, which allowed us to identify 74 relevant publications for chatbots’ application in education. Through this, we address five research questions that, together, allow us to explore the current state-of-the-art of this educational technology. We conclude our systematic review by pointing to three main research challenges: 1) Aligning chatbot evaluations with implementation objectives, 2) Exploring the potential of chatbots for mentoring students, and 3) Exploring and leveraging adaptation capabilities of chatbots. For all three challenges, we discuss opportunities for future research.