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M. Altillawi; S. Li; S.M. Prakhya; Z. Liu; Joan Serrat |
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Title |
Implicit Learning of Scene Geometry From Poses for Global Localization |
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Journal Article |
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2024 |
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IEEE Robotics and Automation Letters |
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ROBOTAUTOMLET |
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9 |
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2 |
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955-962 |
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Localization; Localization and mapping; Deep learning for visual perception; Visual learning |
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Global visual localization estimates the absolute pose of a camera using a single image, in a previously mapped area. Obtaining the pose from a single image enables many robotics and augmented/virtual reality applications. Inspired by latest advances in deep learning, many existing approaches directly learn and regress 6 DoF pose from an input image. However, these methods do not fully utilize the underlying scene geometry for pose regression. The challenge in monocular relocalization is the minimal availability of supervised training data, which is just the corresponding 6 DoF poses of the images. In this letter, we propose to utilize these minimal available labels (i.e., poses) to learn the underlying 3D geometry of the scene and use the geometry to estimate the 6 DoF camera pose. We present a learning method that uses these pose labels and rigid alignment to learn two 3D geometric representations ( X, Y, Z coordinates ) of the scene, one in camera coordinate frame and the other in global coordinate frame. Given a single image, it estimates these two 3D scene representations, which are then aligned to estimate a pose that matches the pose label. This formulation allows for the active inclusion of additional learning constraints to minimize 3D alignment errors between the two 3D scene representations, and 2D re-projection errors between the 3D global scene representation and 2D image pixels, resulting in improved localization accuracy. During inference, our model estimates the 3D scene geometry in camera and global frames and aligns them rigidly to obtain pose in real-time. We evaluate our work on three common visual localization datasets, conduct ablation studies, and show that our method exceeds state-of-the-art regression methods' pose accuracy on all datasets. |
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ADAS |
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Admin @ si @ |
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3857 |
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Enric Marti; Carme Julia; Debora Gil |
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A PBL Experience in the Teaching of Computer Graphics |
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2006 |
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Computer Graphics Forum |
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CGF |
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25 |
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1 |
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95-103 |
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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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Computer Graphics Forum |
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Computer Vision CenterComputer Science Department Escola Tcnica Superior d’Enginyeria (UAB), Edifi |
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IAM;ADAS; |
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IAM @ iam @ MJG2006a |
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1607 |
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