Hongliang Li

Yilei Qian, Kanglei Geng, Kailong Chen et al.

The application of activity recognition in the "AI + Education" field is gaining increasing attention. However, current work mainly focuses on the recognition of activities in manually captured videos and a limited number of activity types, with little attention given to recognizing activities in surveillance images from real classrooms. In real classroom settings, normal teaching activities such as reading, account for a large proportion of samples, while rare non-teaching activities such as eating, continue to appear. This requires a model that can learn non-teaching activities from few samples without forgetting the normal teaching activities, which necessitates fewshot continual learning (FSCL) capability. To address this gap, we constructed a continual learning dataset focused on classroom surveillance image activity recognition called ARIC (Activity Recognition in Classroom). The dataset has advantages such as multiple perspectives, a wide variety of activities, and real-world scenarios, but it also presents challenges like similar activities and imbalanced sample distribution. To overcome these challenges, we designed a few-shot continual learning method that combines supervised contrastive learning (SCL) and an adaptive covariance classifier (ACC). During the base phase, we proposed a SCL approach based on feature augmentation to enhance the model's generalization ability. In the incremental phase, we employed an ACC to more accurately describe the distribution of new classes. Experimental results demonstrate that our method outperforms other existing methods on the ARIC dataset.

Shuai Chen, Fanman Meng, Liming Lei et al.

Few-shot segmentation (FSS) aims to segment new classes using few annotated images. While recent FSS methods have shown considerable improvements by leveraging Segment Anything Model (SAM), they face two critical limitations: insufficient utilization of structural correlations in query images, and significant information loss when converting continuous position priors to discrete point prompts. To address these challenges, we propose CMaP-SAM, a novel framework that introduces contraction mapping theory to optimize position priors for SAM-driven few-shot segmentation. CMaP-SAM consists of three key components: (1) a contraction mapping module that formulates position prior optimization as a Banach contraction mapping with convergence guarantees. This module iteratively refines position priors through pixel-wise structural similarity, generating a converged prior that preserves both semantic guidance from reference images and structural correlations in query images; (2) an adaptive distribution alignment module bridging continuous priors with SAM's binary mask prompt encoder; and (3) a foreground-background decoupled refinement architecture producing accurate final segmentation masks. Extensive experiments demonstrate CMaP-SAM's effectiveness, achieving state-of-the-art performance with 71.1 mIoU on PASCAL-$5^i$ and 56.1 on COCO-$20^i$ datasets. Code is available at https://github.com/Chenfan0206/CMaP-SAM.

Linfeng Xu, Fanman Meng, Qingbo Wu et al.

The application of activity recognition in the ``AI + Education" field is gaining increasing attention. However, current work mainly focuses on the recognition of activities in manually captured videos and a limited number of activity types, with little attention given to recognizing activities in surveillance images from real classrooms. Activity recognition in classroom surveillance images faces multiple challenges, such as class imbalance and high activity similarity. To address this gap, we constructed a novel multimodal dataset focused on classroom surveillance image activity recognition called ARIC (Activity Recognition In Classroom). The ARIC dataset has advantages of multiple perspectives, 32 activity categories, three modalities, and real-world classroom scenarios. In addition to the general activity recognition tasks, we also provide settings for continual learning and few-shot continual learning. We hope that the ARIC dataset can act as a facilitator for future analysis and research for open teaching scenarios. You can download preliminary data from https://ivipclab.github.io/publication_ARIC/ARIC.