arXiv subjects

Lu Ming

Publications and source records attributed to Lu Ming.

4 recordsLinked to original sources

arXiv2026

Are Caption Metrics Broken? Latency, Deaf and Hard of Hearing User Ratings, and Bias across Technologies

Live captions on TV often contain errors and timing issues, making it hard for deaf and hard-of-hearing (DHH) viewers to follow dialog. It is essential that caption quality metrics reflect the lived DHH TV viewing experience. To this end, we describe a U.S.-based large-scale online survey with 216 validated participants, who provided 302 responses containing a cumulative 4,832 data points. Participants viewed videos drawn from a pool of 70 clips recorded from live TV, and were asked to rate the caption quality and subjective understanding of the content across four conditions: TV captions as originally recorded with up to 7-12 seconds delay, TV captions synchronized with audio, Automatic Speech Recognition (ASR)-generated captions synchronized with audio, and ASR captions with an average two-second delay. All captions were evaluated against the Word Error Rate (WER), Automated Caption Evaluation (ACE2) and Number, Edition and Recognition (NER) metrics. Results show that TV and ASR captions were rated similarly. For TV captions, all three metrics were moderately-to-highly correlated with viewer ratings, but far less so for ASR captions, making them far from technology-neutral. Additionally, caption latencies significantly impact the viewer experience, especially typical 7-12-second TV delays. We discuss the implications for the adoption of caption quality metrics.

cs.HC↗

arXiv2024

Motion Design Principles for Accessible Video-based Learning: Addressing Cognitive Challenges for Deaf and Hard of Hearing Learners

Deaf and Hard-of-Hearing (DHH) learners face unique challenges in video-based learning due to the complex interplay between visual and auditory information in videos. Traditional approaches to making video content accessible primarily focus on captioning, but these solutions often neglect the cognitive demands of processing both visual and textual information simultaneously. This paper introduces a set of \textit{Motion} design guidelines, aimed at mitigating these cognitive challenges and improving video learning experiences for DHH learners. Through a two-phase research, we identified five key challenges, including misaligned content and visual overload. We proposed five design principles accordingly. User study with 16 DHH participants showed that improving visual-audio relevance and guiding visual attention significantly enhances the learning experience by reducing physical demand, alleviating temporal pressure, and improving learning satisfaction. Our findings highlight the potential of Motion design to transform educational content for DHH learners, and we discuss implications for inclusive video learning tools.

cs.HC↗

arXiv2024

Inclusive Emotion Technologies: Addressing the Needs of d/Deaf and Hard of Hearing Learners in Video-Based Learning

Accessibility efforts for d/Deaf and hard of hearing (DHH) learners in video-based learning have mainly focused on captions and interpreters, with limited attention to learners' emotional awareness--an important yet challenging skill for effective learning. Current emotion technologies are designed to support learners' emotional awareness and social needs; however, little is known about whether and how DHH learners could benefit from these technologies. Our study explores how DHH learners perceive and use emotion data from two collection approaches, self-reported and automatic emotion recognition (AER), in video-based learning. By comparing the use of these technologies between DHH (N=20) and hearing learners (N=20), we identified key differences in their usage and perceptions: 1) DHH learners enhanced their emotional awareness by rewatching the video to self-report their emotions and called for alternative methods for self-reporting emotion, such as using sign language or expressive emoji designs; and 2) while the AER technology could be useful for detecting emotional patterns in learning experiences, DHH learners expressed more concerns about the accuracy and intrusiveness of the AER data. Our findings provide novel design implications for improving the inclusiveness of emotion technologies to support DHH learners, such as leveraging DHH peer learners' emotions to elicit reflections.

cs.HC↗

arXiv2021

Few-Shot Learning with a Strong Teacher

Few-shot learning (FSL) aims to generate a classifier using limited labeled examples. Many existing works take the meta-learning approach, constructing a few-shot learner that can learn from few-shot examples to generate a classifier. Typically, the few-shot learner is constructed or meta-trained by sampling multiple few-shot tasks in turn and optimizing the few-shot learner's performance in generating classifiers for those tasks. The performance is measured by how well the resulting classifiers classify the test (i.e., query) examples of those tasks. In this paper, we point out two potential weaknesses of this approach. First, the sampled query examples may not provide sufficient supervision for meta-training the few-shot learner. Second, the effectiveness of meta-learning diminishes sharply with the increasing number of shots. To resolve these issues, we propose a novel meta-training objective for the few-shot learner, which is to encourage the few-shot learner to generate classifiers that perform like strong classifiers. Concretely, we associate each sampled few-shot task with a strong classifier, which is trained with ample labeled examples. The strong classifiers can be seen as the target classifiers that we hope the few-shot learner to generate given few-shot examples, and we use the strong classifiers to supervise the few-shot learner. We present an efficient way to construct the strong classifier, making our proposed objective an easily plug-and-play term to existing meta-learning based FSL methods. We validate our approach, LastShot, in combinations with many representative meta-learning methods. On several benchmark datasets, our approach leads to a notable improvement across a variety of tasks. More importantly, with our approach, meta-learning based FSL methods can outperform non-meta-learning based methods at different numbers of shots.

cs.CV↗