System and methods to create multi-faceted index instructional videos

Features are extracted from visual and audio modalities of a video to infer the location of figures/tables/equations/graphs/flow-charts determined as video anchor points which are highlighted on the video timeline to enable quick navigation and provide a quick summary of the video.A voice-based mechanism navigates to a point-of-interest in the video.In case of bandwidth-constrained settings, videos are often played at a very low resolution (quality), and often users need to increase video resolution manually to understand content presented in the figures. Using the automatic identification of these aforementioned anchored points, the resolution can be changed dynamically during streaming a video, which will provide a better viewing experience.

BACKGROUND

The present exemplary embodiment relates to indexing systems. It finds particular application in conjunction with video data analysis, and will be described with particular reference thereto. However, it is to be appreciated that the present exemplary embodiments are also amenable to other like applications.

The growth of Massive Open Online Courses (MOOCs) is considered one of the biggest revolutions in education in last 200 years. MOOCs offer free online courses delivered by qualified professors from world-known universities and attended by millions of students remotely. The bulk of the MOOC material is in the form of video content. The growth of MOOCs have been remarkable; Coursera (one of the largest MOOC provider) enrolls nearly 7K participants every day across globe. In India, the National Program of Technology Enhanced Learning (NPTEL) records engineering lectures from tier-1 colleges and make them freely available for tier-2/3/4 engineering college students, where recruiting quality teachers is often not possible due to lack of infrastructure. As the amount of online courses and the demand for them increases in the next few years, it is important to develop methods for efficient access and usage of these video lectures. Developing methods for summarization, navigation, metadata generation and table of content creation for instructional videos are already active areas of research.

Though, MOOCs were perceived as a new frontier in education they currently suffer from high dropout rates. Recent studies have shown that students enrolled on MOOC platforms are very likely to skip course content. This happens due to two main reasons: lack of interest/engagement or prior knowledge of subject matter. It has been observed that certificate earning students skip 22% of the course content. Also, these students were spending only about 4.4 minutes on a 12 to 15 minutes video. Traditionally, navigation in video content is non-linear compared to other instructional resources such as books, where a multi-faceted index or table of content (topics/figures/tables) aids in the navigation process. However educational videos typically do not have these kinds of indexing.

Although modal table of contents for educational videos are known, they do not usually capture any visual information such as figures/tables/equations/graphs/flow-charts (also referred as “anchor points” herein) while indexing. These anchor points are often present in the slides or when the teacher draws them on the board. That makes it extremely difficult for students to search for any of these anchor points in the educational video. For example, if a student is interested in learning about the design of a particular item, for example, a “master-slave flip-flop circuit,” she will have to move back and forth multiple times in an hour long video to find the instant where the particular corresponding figure of interest has been shown. This can be highly tedious when a student is under time-pressure. Thus it is important to create a multi-faceted index for videos that enables efficient and quick navigation. Automatic generation of such an index is non-trivial and requires intelligent processing of the video content.

Often anchor points are better displayed at a higher resolution rate for enhanced clarity to the student, but higher resolution requires higher bandwidth so that much of the video (e.g., non anchor points) can be acceptably displayed at a relatively lower resolution for cost and efficiency reasons. There is thus a need to correlate identified anchor points to a resolution rate so that the anchor points can be displayed at a desired higher resolution rate.

There is thus a need for improved systems, including multi-facet indexing of video content which will provide a greater ease to a user desiring to navigate through the video content more efficiently.

BRIEF DESCRIPTION

The subject embodiments relate to methods and systems for identification and localization of anchor points in a video. Features are extracted from the visual and audio modalities of the video content to infer the locations of figures/tables/equations/graphs/flowcharts. These anchor points are highlighted on a video timeline to enable quick navigation and provide a quick summary of the video content. A voice-based mechanism can be used to navigate to points of interest in the video corresponding to selected topic labels. In cases of bandwidth constrained settings, videos are often played at a very low resolution (quality) and often users need to increase video resolution manually to understand content presented in the figures. Using the identification of the aforementioned anchor points, the resolution can be changed dynamically during streaming of video, which will provide a better viewing experience.

DETAILED DESCRIPTION

The proposed embodiments comprise at least three different components i.e. spatial and temporal localization of anchor points (i.e. diagrams, figures, tables, flowcharts, an equation, chart/graphs, code snippets and the like), voice-based video navigation, and anchor point assisted video streaming. The pipeline/block diagram of the proposed system is shown inFIG. 1.

The anchor points are typically portions of the video having an increased interest or special content to the student viewing the video, and thus are preferably accessible to the student in a more convenient and expeditious manner. They can be identified in several ways.

InFIG. 1the identifier blocks may comprise a single or several processors, either hardware or software, for effecting the stated functions. More particularly, an anchor point identifying processor comprises several of the illustrated blocks below.

First, a conversion formatting tool such as “FFmpeg” is used to extract10all the frames from an educational video.

Next, a text localization algorithm is used12to segment out the text and non-text regions in each frame. Once this segmentation is performed each of these streams is processed separately14,16along with the speech-to-text transcript (if available) to determine the locations of these anchor points in the video. Deep/shallow features are extracted14from the non-text regions.

Optical character recognition (“OCR”) is performed16on the text regions to determine if there are any indications of presence of any anchor points in this frame or in the frames nearby. Verbal or printed cues are looked for such as “In this figure”, “In this table”, “look at the table” etc., as typical indicators. Co-reference resolution is also performed on the text to properly connect pronouns or other referring expressions to the right anchors. For example, when the teacher says “look at this” and points towards the figure shown at a slide, it can be automatically determined that he is referring to the figure in that slide, and the figure should be an anchor point.

Speech-to-text transcript processing is similarly performed on the speech-to-text transcript (if available) to determine the presence of similar cues in the text as printed text.

Feature extraction and classification includes determining22to which category (figure, equation, graph or table) a non-text region belongs. First, a large dataset of anchor images is collected along with their category labels. Different kinds of features are extracted from the training images and classifiers are built14,24on top of those to automatically figure out the category of an unlabeled image. Machine statistical comparison techniques that are well known are employed to determine the video content category.

In this scenario, SIFT (scale invariant feature transform) and SURF (speeded up robust features) are extracted from the training images to create a bag-of-words model on the features. For example, 256 clusters in the bag-of-words model can be used. Then a support vector machine (SVM) classifier is trained using the 256 dimensional bag-of-features from the training data. For each un-labelled image (non-text region) the SIFT/SURF features are extracted and represented using the bag-of-words model created using the training data. The image is then fed into the SVM classifier to find out the category of the video content.

convolutional neural networks (CNN) are used to classify non-text regions. CNNs have been extremely effective in automatically learning features from images. CNNs process an image through different operations such as convolution, max-pooling etc. to create representations that are analogous to human brains. CNNs have recently been very successful in many computer vision tasks, such as image classification, object detection, segmentation etc. Motivated by that, CNN for classification is used22to determine the anchor points. An existing convolution neural network called “Alexnet” is used to fine-tune the training images that are collected to create an end-to-end anchor point classification system. While fine-tuning the weights of the top layers of the CNN are modified while keeping the weights of the lower layers similar to the initial weights.

Decision Making Engine:

Once the classification is completed of the non-text regions into one of these classes and the presence of cues by the processing of the written text and the speech-to-text transcript, they are combined26using rule based systems to make the final prediction about the spatial and temporal presence of the anchor points. A multi-faceted index28(FIGS. 3, 4A and 4B) is determined and formatted for display from the final productions.

The resulting multi-faceted index is enriched with anchor points and helps in navigating to a point of interest in a video. The index is combined with voice-based interfaces is very helpful for differently abled people on mobile devices i.e. individuals with motor impairment (hand tremor), who have difficulty in navigating to a desired point of interest using traditional video timeline. Thus a student can use voice based retrieval or navigation32to locate a desired anchor point in the video. For example, user may specific a voice query, “go to flowchart where heap sort concept was discussed”, or a textual search query, “heap sort video with a flowchart”.

Apart from localization of a figure/table in a given video, the proposed embodiments help in tagging those images with concept-specific information (derived from visual and textual transcript information). For instance, if there is a table located in a video at a given time (say 13:15 minutes) in a given 20 minutes video. A set of labels are assigned to this table using the process described inFIG. 2.

FIG. 2shows a step by step process to determine and assign topics or topic labels to the discovered anchor points.

The video transcript40and any visual text from OCR42are processed in “stop words removal”44so that all the non-important words such as “A”, “An”, “The” are filtered. This step filters all the keywords which do not have relevance to core video content (i.e. concepts)

The thus filtered video content is processed in a “estimate time-specific relevance” step46to locate48the determined anchor points of the video. It finds out the time interval in a video where a particular anchor point has been discussed in the video.

Many to One Stemming:

The keywords identified in a specific time interval as described above are converted into their root form. (i.e. courses to course)50.

Majority Vote Inversion:

Sometime stemming may lead to unreadable keyword forms and therefore, instead of their root form the most occurring form in a video is selected52.

After all the above text processing steps, a set of representative keywords form the topic labels of every anchor point in a video is determined54.

For example, if there is a flowchart discovered in a video, the assigned labels from the above process can describe which associated algorithms (or topic) has been discussed using the flowchart. These labels give extra information to associated anchor points and make voice-based retrieval much easier. Proposed embodiments support exemplary queries such as the following:

“Navigate to the flowchart which discusses heap sort algorithm.”

“Open the instance of the video which talks about binary search algorithm.”

“Navigate to the table which compares probability to gender employment.”

The anchor point responsive to such queries is located and displayed for the student.

Anchor points assisted video rate streaming is included in the embodiments for enhanced clarity of display to the student.

Current adaptive video streaming algorithms remain agnostic to the content of the video and as a result, many times offer poor quality of experience especially in low-bandwidth conditions. These streaming algorithms consider the bandwidth and CPU constraints for the adaptation purposes (i.e. segment size, duration, etc). The proposed embodiments provide methods to automatically localize salient portions of the video (in terms of anchor points), which can be used as one of the constraints for the adaptation purposes. For example, one optimization which can be performed is for the segments that contain one or more anchor points are sent30(FIG. 1) with a higher resolution, thus improving quality of user experience.

With reference toFIG. 3, a selected video entitled “Layer-Based Names” is indexed by a plurality of topics as:

With reference toFIG. 4A, for a video relating to computer network: a 2D timeline that identifies different categories of anchor points60is graphically shown. For example, the video contains three diagrams and two tables that may be easily identified by relative position in the content with access to the 2D timeline62so that a user can quickly go to the diagrams and tables without having to search through the entire content. A list of relevant topic labels65is also shown.FIG. 4Bis similar toFIG. 4Ain which the video topic of “Internet Reference Models” is shown to include two anchor points64via the 2D timeline66comprising a single diagram and a single label table. In this example, the diagram is shown at time 7:12 and is displayed to a user. Other topics are available in the list of topics68.