Yankun Zhao

h-index3
2papers
66citations

2 Papers

10.6CVAug 7, 2021
A Categorized Reflection Removal Dataset with Diverse Real-world Scenes

Chenyang Lei, Xuhua Huang, Chenyang Qi et al.

Due to the lack of a large-scale reflection removal dataset with diverse real-world scenes, many existing reflection removal methods are trained on synthetic data plus a small amount of real-world data, which makes it difficult to evaluate the strengths or weaknesses of different reflection removal methods thoroughly. Furthermore, existing real-world benchmarks and datasets do not categorize image data based on the types and appearances of reflection (e.g., smoothness, intensity), making it hard to analyze reflection removal methods. Hence, we construct a new reflection removal dataset that is categorized, diverse, and real-world (CDR). A pipeline based on RAW data is used to capture perfectly aligned input images and transmission images. The dataset is constructed using diverse glass types under various environments to ensure diversity. By analyzing several reflection removal methods and conducting extensive experiments on our dataset, we show that state-of-the-art reflection removal methods generally perform well on blurry reflection but fail in obtaining satisfying performance on other types of real-world reflection. We believe our dataset can help develop novel methods to remove real-world reflection better. Our dataset is available at https://alexzhao-hugga.github.io/Real-World-Reflection-Removal/.

3.7HCApr 10, 2021
Student Barriers to Active Learning in Synchronous Online Classes: Characterization, Reflections, and Suggestions

Reza Hadi Mogavi, Yankun Zhao, Ehsan Ul Haq et al.

As more and more face-to-face classes move to online environments, it becomes increasingly important to explore any emerging barriers to students' learning. This work focuses on characterizing student barriers to active learning in synchronous online environments. The aim is to help novice educators develop a better understanding of those barriers and prepare more student-centered course plans for their active online classes. Towards this end, we adopt a qualitative research approach and study information from different sources: social media content, interviews, and surveys from students and expert educators. Through a thematic analysis, we craft a nuanced list of students' online active learning barriers within the themes of human-side, technological, and environmental barriers. Each barrier is explored from the three aspects of frequency, importance, and exclusiveness to active online classes. Finally, we conduct a summative study with 12 novice educators and explain the benefits of using our barrier list for course planning in active online classes.