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Gemma Rotger, Francesc Moreno-Noguer, Felipe Lumbreras, & Antonio Agudo. (2019). Detailed 3D face reconstruction from a single RGB image. JWSCG - Journal of WSCG, 103–112.
Abstract: This paper introduces a method to obtain a detailed 3D reconstruction of facial skin from a single RGB image.
To this end, we propose the exclusive use of an input image without requiring any information about the observed material nor training data to model the wrinkle properties. They are detected and characterized directly from the image via a simple and effective parametric model, determining several features such as location, orientation, width, and height. With these ingredients, we propose to minimize a photometric error to retrieve the final detailed 3D map, which is initialized by current techniques based on deep learning. In contrast with other approaches, we only require estimating a depth parameter, making our approach fast and intuitive. Extensive experimental evaluation is presented in a wide variety of synthetic and real images, including different skin properties and facial
expressions. In all cases, our method outperforms the current approaches regarding 3D reconstruction accuracy, providing striking results for both large and fine wrinkles.
Keywords: 3D Wrinkle Reconstruction; Face Analysis, Optimization.
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Antonio Lopez, Gabriel Villalonga, Laura Sellart, German Ros, David Vazquez, Jiaolong Xu, et al. (2017). Training my car to see using virtual worlds. IMAVIS - Image and Vision Computing, 38, 102–118.
Abstract: Computer vision technologies are at the core of different advanced driver assistance systems (ADAS) and will play a key role in oncoming autonomous vehicles too. One of the main challenges for such technologies is to perceive the driving environment, i.e. to detect and track relevant driving information in a reliable manner (e.g. pedestrians in the vehicle route, free space to drive through). Nowadays it is clear that machine learning techniques are essential for developing such a visual perception for driving. In particular, the standard working pipeline consists of collecting data (i.e. on-board images), manually annotating the data (e.g. drawing bounding boxes around pedestrians), learning a discriminative data representation taking advantage of such annotations (e.g. a deformable part-based model, a deep convolutional neural network), and then assessing the reliability of such representation with the acquired data. In the last two decades most of the research efforts focused on representation learning (first, designing descriptors and learning classifiers; later doing it end-to-end). Hence, collecting data and, especially, annotating it, is essential for learning good representations. While this has been the case from the very beginning, only after the disruptive appearance of deep convolutional neural networks that it became a serious issue due to their data hungry nature. In this context, the problem is that manual data annotation is a tiresome work prone to errors. Accordingly, in the late 00’s we initiated a research line consisting of training visual models using photo-realistic computer graphics, especially focusing on assisted and autonomous driving. In this paper, we summarize such a work and show how it has become a new tendency with increasing acceptance.
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Akhil Gurram, Onay Urfalioglu, Ibrahim Halfaoui, Fahd Bouzaraa, & Antonio Lopez. (2020). Semantic Monocular Depth Estimation Based on Artificial Intelligence. ITSM - IEEE Intelligent Transportation Systems Magazine, 13(4), 99–103.
Abstract: Depth estimation provides essential information to perform autonomous driving and driver assistance. A promising line of work consists of introducing additional semantic information about the traffic scene when training CNNs for depth estimation. In practice, this means that the depth data used for CNN training is complemented with images having pixel-wise semantic labels where the same raw training data is associated with both types of ground truth, i.e., depth and semantic labels. The main contribution of this paper is to show that this hard constraint can be circumvented, i.e., that we can train CNNs for depth estimation by leveraging the depth and semantic information coming from heterogeneous datasets. In order to illustrate the benefits of our approach, we combine KITTI depth and Cityscapes semantic segmentation datasets, outperforming state-of-the-art results on monocular depth estimation.
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Katerine Diaz, Aura Hernandez-Sabate, & Antonio Lopez. (2016). A reduced feature set for driver head pose estimation. ASOC - Applied Soft Computing, 45, 98–107.
Abstract: Evaluation of driving performance is of utmost importance in order to reduce road accident rate. Since driving ability includes visual-spatial and operational attention, among others, head pose estimation of the driver is a crucial indicator of driving performance. This paper proposes a new automatic method for coarse and fine head's yaw angle estimation of the driver. We rely on a set of geometric features computed from just three representative facial keypoints, namely the center of the eyes and the nose tip. With these geometric features, our method combines two manifold embedding methods and a linear regression one. In addition, the method has a confidence mechanism to decide if the classification of a sample is not reliable. The approach has been tested using the CMU-PIE dataset and our own driver dataset. Despite the very few facial keypoints required, the results are comparable to the state-of-the-art techniques. The low computational cost of the method and its robustness makes feasible to integrate it in massive consume devices as a real time application.
Keywords: Head pose estimation; driving performance evaluation; subspace based methods; linear regression
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Enric Marti, Carme Julia, & Debora Gil. (2006). A PBL Experience in the Teaching of Computer Graphics. CGF - Computer Graphics Forum, 25(1), 95–103.
Abstract: Project-Based Learning (PBL) is an educational strategy to improve student’s learning capability that, in recent years, has had a progressive acceptance in undergraduate studies. This methodology is based on solving a problem or project in a student working group. In this way, PBL focuses on learning the necessary tools to correctly find a solution to given problems. Since the learning initiative is transferred to the student, the PBL method promotes students own abilities. This allows a better assessment of the true workload that carries out the student in the subject. It follows that the methodology conforms to the guidelines of the Bologna document, which quantifies the student workload in a subject by means of the European credit transfer system (ECTS). PBL is currently applied in undergraduate studies needing strong practical training such as medicine, nursing or law sciences. Although this is also the case in engineering studies, amazingly, few experiences have been reported. In this paper we propose to use PBL in the educational organization of the Computer Graphics subjects in the Computer Science degree. Our PBL project focuses in the development of a C++ graphical environment based on the OpenGL libraries for visualization and handling of different graphical objects. The starting point is a basic skeleton that already includes lighting functions, perspective projection with mouse interaction to change the point of view and three predefined objects. Students have to complete this skeleton by adding their own functions to solve the project. A total number of 10 projects have been proposed and successfully solved. The exercises range from human face rendering to articulated objects, such as robot arms or puppets. In the present paper we extensively report the statement and educational objectives for two of the projects: solar system visualization and a chess game. We report our earlier educational experience based on the standard classroom theoretical, problem and practice sessions and the reasons that motivated searching for other learning methods. We have mainly chosen PBL because it improves the student learning initiative. We have applied the PBL educational model since the beginning of the second semester. The student’s feedback increases in his interest for the subject. We present a comparative study of the teachers’ and students’ workload between PBL and the classic teaching approach, which suggests that the workload increase in PBL is not as high as it seems.
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