Local discriminant embedding (LDE) has been recently proposed to overcome some limitations of the global linear discriminant analysis method. In the case of a small training data set, however, LDE cannot directly be applied to high-dimensional data. This case is the so-called small-sample-size (SSS) problem. The classical solution to this problem was applying dimensionality reduction on the raw data (e.g., using principal component analysis). In this paper, we introduce a novel discriminant technique called "exponential LDE" (ELDE). The proposed ELDE can be seen as an extension of LDE framework in two directions. First, the proposed framework overcomes the SSS problem without discarding the discriminant information that was contained in the null space of the locality preserving scatter matrices associated with LDE. Second, the proposed ELDE is equivalent to transforming original data into a new space by distance diffusion mapping (similar to kernel-based nonlinear mapping), and then, LDE is applied in such a new space. As a result of diffusion mapping, the margin between samples belonging to different classes is enlarged, which is helpful in improving classification accuracy. The experiments are conducted on five public face databases: Yale, Extended Yale, PF01, Pose, Illumination, and Expression (PIE), and Facial Recognition Technology (FERET). The results show that the performances of the proposed ELDE are better than those of LDE and many state-of-the-art discriminant analysis techniques.
The use of multimedia learning is increasing in modern education. On the other hand, it is crucial to design multimedia contents that impose an optimal amount of cognitive load, which leads to efficient learning. Objective assessment of instantaneous cognitive load plays a critical role in educational design quality evaluation. Electroencephalography (EEG) has been considered a potential candidate for cognitive load assessment among neurophysiological methods. In this study, we experiment to collect EEG signals during a multimedia learning task and then build a model for instantaneous cognitive load measurement. In the experiment, we designed four educational multimedia in two categories to impose different levels of cognitive load by intentionally applying/violating Mayer’s multimedia design principles. Thirty university students with homogenous English language proficiency participated in our experiment. We divided them randomly into two groups, and each watched a version of the multimedia followed by a recall test task and filling out a NASA-TLX questionnaire. EEG signals are collected during these tasks. To construct the load assessment model, at first, power spectral density (PSD) based features are extracted from EEG signals. Using the minimum redundancy - maximum relevance (MRMR) feature selection approach, the best features are selected. In this way, the selected features consist of only about 12% of the total number of features. In the next step, we propose a scoring model using a support vector machine (SVM) for instantaneous cognitive load assessment in 3s segments of multimedia. Our experiments indicate that the selected feature set can classify the instantaneous cognitive load with an accuracy of 84.5 ± 2.1%. The findings of this study indicate that EEG signals can be used as an appropriate tool for measuring the cognitive load introduced by educational videos. This can be help instructional designers to develop more effective content.
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