Kuo-ming Chao

Wei Jing, Feng Tian, Jizhong Zhang et al.

Facial Expressions Recognition(FER) on low-resolution images is necessary for applications like group expression recognition in crowd scenarios(station, classroom etc.). Classifying a small size facial image into the right expression category is still a challenging task. The main cause of this problem is the loss of discriminative feature due to reduced resolution. Super-resolution method is often used to enhance low-resolution images, but the performance on FER task is limited when on images of very low resolution. In this work, inspired by feature super-resolution methods for object detection, we proposed a novel generative adversary network-based feature level super-resolution method for robust facial expression recognition(FSR-FER). In particular, a pre-trained FER model was employed as feature extractor, and a generator network G and a discriminator network D are trained with features extracted from images of low resolution and original high resolution. Generator network G tries to transform features of low-resolution images to more discriminative ones by making them closer to the ones of corresponding high-resolution images. For better classification performance, we also proposed an effective classification-aware loss re-weighting strategy based on the classification probability calculated by a fixed FER model to make our model focus more on samples that are easily misclassified. Experiment results on Real-World Affective Faces (RAF) Database demonstrate that our method achieves satisfying results on various down-sample factors with a single model and has better performance on low-resolution images compared with methods using image super-resolution and expression recognition separately.

Feng Tian, Jia Yue, Kuo-ming Chao et al.

Cognitive and metacognitive strategy had demonstrated a significant role in self-regulated learning (SRL), and an appropriate use of strategies is beneficial to effective learning or question-solving tasks during a human-computer interaction process. This paper proposes a novel method combining Knowledge Map (KM) based data mining technique with Thinking Map (TM) to detect learner's cognitive and metacognitive strategy in the question-solving scenario. In particular, a graph-based mining algorithm is designed to facilitate our proposed method, which can automatically map cognitive strategy to metacognitive strategy with raising abstraction level, and make the cognitive and metacognitive process viewable, which acts like a reverse engineering engine to explain how a learner thinks when solving a question. Additionally, we develop an online learning environment system for participants to learn and record their behaviors. To corroborate the effectiveness of our approach and algorithm, we conduct experiments recruiting 173 postgraduate and undergraduate students, and they were asked to complete a question-solving task, such as "What are similarities and differences between array and pointer?" from "The C Programming Language" course and "What are similarities and differences between packet switching and circuit switching?" from "Computer Network Principle" course. The mined strategies patterns results are encouraging and supported well our proposed method.