Mingming Liu

Mengting Hu, Hang Gao, Yinhao Bai et al.

Nowadays, transformer-based models gradually become the default choice for artificial intelligence pioneers. The models also show superiority even in the few-shot scenarios. In this paper, we revisit the classical methods and propose a new few-shot alternative. Specifically, we investigate the few-shot one-class problem, which actually takes a known sample as a reference to detect whether an unknown instance belongs to the same class. This problem can be studied from the perspective of sequence match. It is shown that with meta-learning, the classical sequence match method, i.e. Compare-Aggregate, significantly outperforms transformer ones. The classical approach requires much less training cost. Furthermore, we perform an empirical comparison between two kinds of sequence match approaches under simple fine-tuning and meta-learning. Meta-learning causes the transformer models' features to have high-correlation dimensions. The reason is closely related to the number of layers and heads of transformer models. Experimental codes and data are available at https://github.com/hmt2014/FewOne

Hyowon Lee, Mingming Liu, Hamza Riaz et al.

This paper describes a system developed to help University students get more from their online lectures, tutorials, laboratory and other live sessions. We do this by logging their attention levels on their laptops during live Zoom sessions and providing them with personalised video summaries of those live sessions. Using facial attention analysis software we create personalised video summaries composed of just the parts where a student's attention was below some threshold. We can also factor in other criteria into video summary generation such as parts where the student was not paying attention while others in the class were, and parts of the video that other students have replayed extensively which a given student has not. Attention and usage based video summaries of live classes are a form of personalised content, they are educational video segments recommended to highlight important parts of live sessions, useful in both topic understanding and in exam preparation. The system also allows a Professor to review the aggregated attention levels of those in a class who attended a live session and logged their attention levels. This allows her to see which parts of the live activity students were paying most, and least, attention to. The Help-Me-Watch system is deployed and in use at our University in a way that protects student's personal data, operating in a GDPR-compliant way.