Abstract: Face anti-spoofing (FAS) is an essential mechanism for safeguarding the integrity of automated face recognition systems. Despite substantial advancements, the generalization of existing approaches to real-world applications remains challenging. This limitation can be attributed to the scarcity and lack of diversity in publicly available FAS datasets, which often leads to overfitting during training or saturation during testing. In terms of quantity, the number of spoof subjects is a critical determinant. Most datasets comprise fewer than 2,000 subjects. With regard to diversity, the majority of datasets consist of spoof samples collected in controlled environments using repetitive, mechanical processes. This data collection methodology results in homogenized samples and a dearth of scenario diversity. To address these shortcomings, we introduce the Wild Face Anti-Spoofing (WFAS) dataset, a large-scale, diverse FAS dataset collected in unconstrained settings. Our dataset encompasses 853,729 images of 321,751 spoof subjects and 529,571 images of 148,169 live subjects, representing a substantial increase in quantity. Moreover, our dataset incorporates spoof data obtained from the internet, spanning a wide array of scenarios and various commercial sensors, including 17 presentation attacks (PAs) that encompass both 2D and 3D forms. This novel data collection strategy markedly enhances FAS data diversity. Leveraging the WFAS dataset and Protocol 1 (Known-Type), we host the Wild Face Anti-Spoofing Challenge at the CVPR2023 workshop. Additionally, we meticulously evaluate representative methods using Protocol 1 and Protocol 2 (Unknown-Type). Through an in-depth examination of the challenge outcomes and benchmark baselines, we provide insightful analyses and propose potential avenues for future research. The dataset is released under Insightface 1 .

Abstract: Cinemagraphs are short looping videos created by adding subtle motions to a static image. This kind of media is popular and engaging. However, automatic generation of cinemagraphs is an underexplored area and current solutions require tedious low-level manual authoring by artists. In this paper, we present an automatic method that allows generating human cinemagraphs from single RGB images. We investigate the problem in the context of dressed humans under the wind. At the core of our method is a novel cyclic neural network that produces looping cinemagraphs for the target loop duration. To circumvent the problem of collecting real data, we demonstrate that it is possible, by working in the image normal space, to learn garment motion dynamics on synthetic data and generalize to real data. We evaluate our method on both synthetic and real data and demonstrate that it is possible to create compelling and plausible cinemagraphs from single RGB images.

Abstract: This paper presents a novel Siamese network architecture, as a variant of Resnet-50, to estimate the relative camera pose on multi-view environments. In order to improve the performance of the proposed model a transfer learning strategy, based on synthetic images obtained from a virtual-world, is considered. The transfer learning consists of first training the network using pairs of images from the virtual-world scenario
considering different conditions (i.e., weather, illumination, objects, buildings, etc.); then, the learned weight
of the network are transferred to the real case, where images from real-world scenarios are considered. Experimental results and comparisons with the state of the art show both, improvements on the relative pose estimation accuracy using the proposed model, as well as further improvements when the transfer learning strategy (synthetic-world data transfer learning real-world data) is considered to tackle the limitation on the
training due to the reduced number of pairs of real-images on most of the public data sets.

Abstract: The effective implementation of the Higher European Education Area has meant a change regarding the focus of the learning process, being now the student at its very center. This shift of focus requires a strong involvement and fluent communication between teachers and students to succeed. Considering the difficulties associated to motivate students to take a more active role in the learning process, we explore how the use of a software tool can help both actors to improve the learning experience. We present a tool that can help students to obtain instantaneous feedback with respect to their progress in the subject as well as providing teachers with useful information about the evolution of knowledge acquisition with respect to each of the subject areas. We compare the performance achieved by students in two academic years: results show an improvement in overall performance which, after observing graphs provided by our tool, can be associated to an increase in students interest in the subject.