Compositional Prompting Video-language Models to Understand Procedure in Instructional Videos

Instructional videos are very useful for completing complex daily tasks,which naturally contain abundant clip-narration pairs.Existing works for procedure understanding are keen on pretraining various video-language models with these pairs and then finetuning downstream classifiers and localizers in predetermined category space.These video-language models are proficient at representing short-term actions,basic objects,and their combinations,but they are still far from understanding long-term procedures.In addition,the predetermined procedure category faces the problem of combination disaster and is inherently inapt to unseen procedures.Therefore,we propose a novel compositional prompt learning(CPL)framework to understand long-term procedures by prompting short-term video-language models and reformulating several classical procedure understanding tasks into general video-text matching problems.Specifically,the proposed CPL consists of one visual prompt and three compositional textual prompts(including the action prompt,object prompt,and procedure prompt),which could compositionally distill knowledge from short-term video-language models to facilitate long-term procedure understanding.Besides,the task reformulation enables our CPL to perform well in all zero-shot,few-shot,and fully-supervised settings.Extensive experiments on two widely-used datasets for procedure understanding demonstrate the effectiveness of the proposed approach.

Using the Chinese-Spanish Dictionary by Video： Methodological Guidelines for the Design

The purpose of this paper is to present and analyze the methodological guidelines that directed the design, production, and use of the video program 衹要功夫深,铁棒磨成针 or How to Use the Chinese Dictionary： Beginners＇ Level, as well as expose the development phases of the program and its use by teachers in the classrooms of Chinese as a foreign language. This program is part of a series of videos about the use of dictionaries in different languages, which have been designed, produced, used, and assessed in the framework of the project ＂Diseno y produccion de material didctico en video para la ensefianza de lenguas en la UNAM＂ （Design and Production of Didactic Materials on Video for the Teaching of Languages at UNAM）, just as presented at the II Congreso Internacional de Lexicografia Hispanica （II International Congress of Hispanic Lexicography） （2006）. The topic Of this paper is the use of Chinese-Spanish bilingual dictionary. The method used was descriptive and systematic analysis methodological guidelines for creation derived from the design model proposed.

Effects of In-video Questions and Feedback on Learning Performance

The eye-tracking technology was used in this study to investigate the effects of embedded questions and feedback in instructional videos on learning performance and attention allocation and whether an expertise reversal effect existed.The experiment involved 49 learners with high-level prior knowledge and 45 ones with low-level prior knowledge from a university.Meanwhile,they learned instructional videos with no embedded feedback,embedded questions without feedback and embedded questions with feedback.Findings from the experiment showed that the instructional videos with embedded questions but without feedback not only improved the participants’attention but also enhanced their learning performance.Furthermore,there was an expertise reversal effect on the learning performance whereby instructional videos with embedded questions but without feedback improved the learning performance of learners with low-level prior knowledge,but not those with high-level prior knowledge.