Aly Farag

Ahmed Abdelkawy, Asem Ali, Aly Farag

Existing multimodal-based human action recognition approaches are computationally intensive, limiting their deployment in real-time applications. In this work, we present a novel and efficient pose-driven attention-guided multimodal network (EPAM-Net) for action recognition in videos. Specifically, we propose eXpand temporal Shift (X-ShiftNet) convolutional architectures for RGB and pose streams to capture spatio-temporal features from RGB videos and their skeleton sequences. The X-ShiftNet tackles the high computational cost of the 3D CNNs by integrating the Temporal Shift Module (TSM) into an efficient 2D CNN, enabling efficient spatiotemporal learning. Then skeleton features are utilized to guide the visual network stream, focusing on keyframes and their salient spatial regions using the proposed spatial-temporal attention block. Finally, the predictions of the two streams are fused for final classification. The experimental results show that our method, with a significant reduction in floating-point operations (FLOPs), outperforms and competes with the state-of-the-art methods on NTU RGB-D 60, NTU RGB-D 120, PKU-MMD, and Toyota SmartHome datasets. The proposed EPAM-Net provides up to a 72.8x reduction in FLOPs and up to a 48.6x reduction in the number of network parameters. The code will be available at https://github.com/ahmed-nady/Multimodal-Action-Recognition.

Ahmed Abdelkawy, Aly Farag, Islam Alkabbany et al.

In this paper, we propose a novel technique for measuring behavioral engagement through students' actions recognition. The proposed approach recognizes student actions then predicts the student behavioral engagement level. For student action recognition, we use human skeletons to model student postures and upper body movements. To learn the dynamics of student upper body, a 3D-CNN model is used. The trained 3D-CNN model is used to recognize actions within every 2minute video segment then these actions are used to build a histogram of actions which encodes the student actions and their frequencies. This histogram is utilized as an input to SVM classifier to classify whether the student is engaged or disengaged. To evaluate the proposed framework, we build a dataset consisting of 1414 2-minute video segments annotated with 13 actions and 112 video segments annotated with two engagement levels. Experimental results indicate that student actions can be recognized with top 1 accuracy 83.63% and the proposed framework can capture the average engagement of the class.

Shrouk Wally, Ahmed Elsayed, Islam Alkabbany et al.

Given that approximately half of science, technology, engineering, and mathematics (STEM) undergraduate students in U.S. colleges and universities leave by the end of the first year [15], it is crucial to improve the quality of classroom environments. This study focuses on monitoring students' emotions in the classroom as an indicator of their engagement and proposes an approach to address this issue. The impact of different facial parts on the performance of an emotional recognition model is evaluated through experimentation. To test the proposed model under partial occlusion, an artificially occluded dataset is introduced. The novelty of this work lies in the proposal of an occlusion-aware architecture for facial action units (AUs) extraction, which employs attention mechanism and adaptive feature learning. The AUs can be used later to classify facial expressions in classroom settings. This research paper's findings provide valuable insights into handling occlusion in analyzing facial images for emotional engagement analysis. The proposed experiments demonstrate the significance of considering occlusion and enhancing the reliability of facial analysis models in classroom environments. These findings can also be extended to other settings where occlusions are prevalent.

Ahmed Abdelkawy, Ahmed Elsayed, Asem Ali et al.

Understanding student behavior in the classroom is essential to improve both pedagogical quality and student engagement. Existing methods for predicting student engagement typically require substantial annotated data to model the diversity of student behaviors, yet privacy concerns often restrict researchers to their own proprietary datasets. Moreover, the classroom context, represented in peers' actions, is ignored. To address the aforementioned limitation, we propose a novel three-stage framework for video-based student engagement measurement. First, we explore the few-shot adaptation of the vision-language model for student action recognition, which is fine-tuned to distinguish among action categories with a few training samples. Second, to handle continuous and unpredictable student actions, we utilize the sliding temporal window technique to divide each student's 2-minute-long video into non-overlapping segments. Each segment is assigned an action category via the fine-tuned VLM model, generating a sequence of action predictions. Finally, we leverage the large language model to classify this entire sequence of actions, together with the classroom context, as belonging to an engaged or disengaged student. The experimental results demonstrate the effectiveness of the proposed approach in identifying student engagement. The source code and dataset will be available upon request