Theses and Dissertations
This collection includes both ASU Theses and Dissertations, submitted by graduate students, and the Barrett, Honors College theses submitted by undergraduate students.
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- Creators: Yang, Yezhou
- Creators: Turaga, Pavan
Description
High-level inference tasks in video applications such as recognition, video retrieval, and zero-shot classification have become an active research area in recent years. One fundamental requirement for such applications is to extract high-quality features that maintain high-level information in the videos.
Many video feature extraction algorithms have been purposed, such as STIP, HOG3D, and Dense Trajectories. These algorithms are often referred to as “handcrafted” features as they were deliberately designed based on some reasonable considerations. However, these algorithms may fail when dealing with high-level tasks or complex scene videos. Due to the success of using deep convolution neural networks (CNNs) to extract global representations for static images, researchers have been using similar techniques to tackle video contents. Typical techniques first extract spatial features by processing raw images using deep convolution architectures designed for static image classifications. Then simple average, concatenation or classifier-based fusion/pooling methods are applied to the extracted features. I argue that features extracted in such ways do not acquire enough representative information since videos, unlike images, should be characterized as a temporal sequence of semantically coherent visual contents and thus need to be represented in a manner considering both semantic and spatio-temporal information.
In this thesis, I propose a novel architecture to learn semantic spatio-temporal embedding for videos to support high-level video analysis. The proposed method encodes video spatial and temporal information separately by employing a deep architecture consisting of two channels of convolutional neural networks (capturing appearance and local motion) followed by their corresponding Fully Connected Gated Recurrent Unit (FC-GRU) encoders for capturing longer-term temporal structure of the CNN features. The resultant spatio-temporal representation (a vector) is used to learn a mapping via a Fully Connected Multilayer Perceptron (FC-MLP) to the word2vec semantic embedding space, leading to a semantic interpretation of the video vector that supports high-level analysis. I evaluate the usefulness and effectiveness of this new video representation by conducting experiments on action recognition, zero-shot video classification, and semantic video retrieval (word-to-video) retrieval, using the UCF101 action recognition dataset.
Many video feature extraction algorithms have been purposed, such as STIP, HOG3D, and Dense Trajectories. These algorithms are often referred to as “handcrafted” features as they were deliberately designed based on some reasonable considerations. However, these algorithms may fail when dealing with high-level tasks or complex scene videos. Due to the success of using deep convolution neural networks (CNNs) to extract global representations for static images, researchers have been using similar techniques to tackle video contents. Typical techniques first extract spatial features by processing raw images using deep convolution architectures designed for static image classifications. Then simple average, concatenation or classifier-based fusion/pooling methods are applied to the extracted features. I argue that features extracted in such ways do not acquire enough representative information since videos, unlike images, should be characterized as a temporal sequence of semantically coherent visual contents and thus need to be represented in a manner considering both semantic and spatio-temporal information.
In this thesis, I propose a novel architecture to learn semantic spatio-temporal embedding for videos to support high-level video analysis. The proposed method encodes video spatial and temporal information separately by employing a deep architecture consisting of two channels of convolutional neural networks (capturing appearance and local motion) followed by their corresponding Fully Connected Gated Recurrent Unit (FC-GRU) encoders for capturing longer-term temporal structure of the CNN features. The resultant spatio-temporal representation (a vector) is used to learn a mapping via a Fully Connected Multilayer Perceptron (FC-MLP) to the word2vec semantic embedding space, leading to a semantic interpretation of the video vector that supports high-level analysis. I evaluate the usefulness and effectiveness of this new video representation by conducting experiments on action recognition, zero-shot video classification, and semantic video retrieval (word-to-video) retrieval, using the UCF101 action recognition dataset.
ContributorsHu, Sheng-Hung (Author) / Li, Baoxin (Thesis advisor) / Turaga, Pavan (Committee member) / Liang, Jianming (Committee member) / Tong, Hanghang (Committee member) / Arizona State University (Publisher)
Created2016
Description
Visual Question Answering (VQA) is a new research area involving technologies ranging from computer vision, natural language processing, to other sub-fields of artificial intelligence such as knowledge representation. The fundamental task is to take as input one image and one question (in text) related to the given image, and to generate a textual answer to the input question. There are two key research problems in VQA: image understanding and the question answering. My research mainly focuses on developing solutions to support solving these two problems.
In image understanding, one important research area is semantic segmentation, which takes images as input and output the label of each pixel. As much manual work is needed to label a useful training set, typical training sets for such supervised approaches are always small. There are also approaches with relaxed labeling requirement, called weakly supervised semantic segmentation, where only image-level labels are needed. With the development of social media, there are more and more user-uploaded images available
on-line. Such user-generated content often comes with labels like tags and may be coarsely labelled by various tools. To use these information for computer vision tasks, I propose a new graphic model by considering the neighborhood information and their interactions to obtain the pixel-level labels of the images with only incomplete image-level labels. The method was evaluated on both synthetic and real images.
In question answering, my research centers on best answer prediction, which addressed two main research topics: feature design and model construction. In the feature design part, most existing work discussed how to design effective features for answer quality / best answer prediction. However, little work mentioned how to design features by considering the relationship between answers of one given question. To fill this research gap, I designed new features to help improve the prediction performance. In the modeling part, to employ the structure of the feature space, I proposed an innovative learning-to-rank model by considering the hierarchical lasso. Experiments with comparison with the state-of-the-art in the best answer prediction literature have confirmed
that the proposed methods are effective and suitable for solving the research task.
In image understanding, one important research area is semantic segmentation, which takes images as input and output the label of each pixel. As much manual work is needed to label a useful training set, typical training sets for such supervised approaches are always small. There are also approaches with relaxed labeling requirement, called weakly supervised semantic segmentation, where only image-level labels are needed. With the development of social media, there are more and more user-uploaded images available
on-line. Such user-generated content often comes with labels like tags and may be coarsely labelled by various tools. To use these information for computer vision tasks, I propose a new graphic model by considering the neighborhood information and their interactions to obtain the pixel-level labels of the images with only incomplete image-level labels. The method was evaluated on both synthetic and real images.
In question answering, my research centers on best answer prediction, which addressed two main research topics: feature design and model construction. In the feature design part, most existing work discussed how to design effective features for answer quality / best answer prediction. However, little work mentioned how to design features by considering the relationship between answers of one given question. To fill this research gap, I designed new features to help improve the prediction performance. In the modeling part, to employ the structure of the feature space, I proposed an innovative learning-to-rank model by considering the hierarchical lasso. Experiments with comparison with the state-of-the-art in the best answer prediction literature have confirmed
that the proposed methods are effective and suitable for solving the research task.
ContributorsTian, Qiongjie (Author) / Li, Baoxin (Thesis advisor) / Tong, Hanghang (Committee member) / Davulcu, Hasan (Committee member) / Yang, Yezhou (Committee member) / Arizona State University (Publisher)
Created2017
Description
Learning programming involves a variety of complex cognitive activities, from abstract knowledge construction to structural operations, which include program design,modifying, debugging, and documenting tasks. In this work, the objective was to explore and investigate the barriers and obstacles that programming novice learners encountered and how the learners overcome them. Several lab and classroom studies were designed and conducted, the results showed that novice students had different behavior patterns compared to experienced learners, which indicates obstacles encountered. The studies also proved that proper assistance could help novices find helpful materials to read. However, novices still suffered from the lack of background knowledge and the limited cognitive load while learning, which resulted in challenges in understanding programming related materials, especially code examples. Therefore, I further proposed to use the natural language generator (NLG) to generate code explanations for educational purposes. The natural language generator is designed based on Long Short Term Memory (LSTM), a deep-learning translation model. To establish the model, a data set was collected from Amazon Mechanical Turks (AMT) recording explanations from human experts for programming code lines.
To evaluate the model, a pilot study was conducted and proved that the readability of the machine generated (MG) explanation was compatible with human explanations, while its accuracy is still not ideal, especially for complicated code lines. Furthermore, a code-example based learning platform was developed to utilize the explanation generating model in programming teaching. To examine the effect of code example explanations on different learners, two lab-class experiments were conducted separately ii in a programming novices’ class and an advanced students’ class. The experiment result indicated that when learning programming concepts, the MG code explanations significantly improved the learning Predictability for novices compared to control group, and the explanations also extended the novices’ learning time by generating more material to read, which potentially lead to a better learning gain. Besides, a completed correlation model was constructed according to the experiment result to illustrate the connections between different factors and the learning effect.
To evaluate the model, a pilot study was conducted and proved that the readability of the machine generated (MG) explanation was compatible with human explanations, while its accuracy is still not ideal, especially for complicated code lines. Furthermore, a code-example based learning platform was developed to utilize the explanation generating model in programming teaching. To examine the effect of code example explanations on different learners, two lab-class experiments were conducted separately ii in a programming novices’ class and an advanced students’ class. The experiment result indicated that when learning programming concepts, the MG code explanations significantly improved the learning Predictability for novices compared to control group, and the explanations also extended the novices’ learning time by generating more material to read, which potentially lead to a better learning gain. Besides, a completed correlation model was constructed according to the experiment result to illustrate the connections between different factors and the learning effect.
ContributorsLu, Yihan (Author) / Hsiao, I-Han (Thesis advisor) / VanLehn, Kurt (Committee member) / Tong, Hanghang (Committee member) / Yang, Yezhou (Committee member) / Price, Thomas (Committee member) / Arizona State University (Publisher)
Created2020