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It is fairly comm.on in video sequences that a mostly fixed background (scene) is imaged with or without independently moving objects. The dominant background changes in the image plane mostly due to camera operations an.d motion (zoom, pan, tilt, track etc.). In. this paper we address the problem, of computation of the domin,ant image transformation over time and demonstrafe how fhis can be eflectively used for e@-cient video represen.tation through video m.osaicing and im.ag e regist rat ion.We formulate fhe problem of dominant component estimation as that of model-based robust estimation usin,g M-estimators with direct, multi-resolution methods. In addition i o 2 0 affine and plane projective models, that have been used in the past f o r describing image motion using direct methods, we also employ a true 3 0 model of motion and scene structure imaged with umalibrated cameras. This model parameterizes the image motion as that due to a planar component and a parallax component. For rigid 3 0 scenes imaged under camera motion only, least squares &S) methods with th.e plane and parallax parameterization are also presen.ted. Furthermore, in the context of robusf estimation, in contrast with previous approaches for similar problems, our algorithm employs an automatic computation of a scale parameter that is crucial in rejecting the non-dominant components as outliers.A common scenario in video sequences is that of a mostly fixed background being imaged with or without independently moving objects. The dominant background changes in t,he image plane mostly due to camera operations and motion (zoom, pan, tilt, track etc.). In this paper we address the problem of computation of t,he dominant image transformation over t,ime and demonstrate how this can be effectively used for efficient, video representation for indexing and annotation

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It is important for students in academic disciplines related to building design and construction to gain an understanding of the different sustainable design considerations that will affect a building's performance. Additionally, it is important for these students to be able to generate, visualize, and assess the performance of alternative design options to determine the best possible approach. The research presented in this paper tasked students with performing a building redesign activity in which they had to design, visualize, and assess exterior wall designs to retrofit an existing facility and improve its sustainable performance. It was of interest to understand how augmented reality and simulation game technologies would influence students' design processes during the activity. To measure student performance, 34 architectural engineering students, 47 architecture students, and 27 civil engineering students were given the same design activity using an augmented reality-based educational game called ecoCampus. The results of their work were compared with those of 65 students who completed a similar design activity using only blank sheets of paper and of another group of 23 students who used a paper-based approximation of the computerized ecoCampus. The findings indicate that students in all disciplines who used ecoCampus were able to break the tendency toward design fixation. These students were also able to use the application to assess their designs and generate additional concepts with better overall performance across all disciplines compared with the students who used paper-based formats. Although these observed behaviors were beneficial, the students who used ecoCampus also demonstrated a tendency to experiment with the application and occasionally create unrealistic, novelty designs to try to break the game. The findings from this work will help inform future efforts to leverage augmented reality and simulation game technologies for other use cases to allow users to assess what-if design scenarios in which they might otherwise be prone to design fixation. individual papers. This paper is part of the Journal of Architectural Engineering, © ASCE, ISSN 1076-0431. © ASCE 04015012-1 J. Archit. Eng. J. Archit. Eng., 2016, 22(1): 04015012 Downloaded from ascelibrary.org by 44.224.250.200 on 07/08/20. Copyright ASCE. For personal use only; all rights reserved. © ASCE 04015012-2 J. Archit. Eng. J. Archit. Eng., 2016, 22(1): 04015012 Downloaded from ascelibrary.org by 44.224.250.200 on 07/08/20.