Zhoutong Ye, Chengwen Zhang, Zixuan Wang, Xufeng Jian, Zhe He, Qingyang Wan, Xutong Wang, Jiaqi Liu 等 12 位作者
We present IMUDINO, the first foundation model (FM) for inertial sensing to achieve competitive performance across diverse sensing tasks including human activity recognition (HAR), health, motion capture, and odometry. Prior inertial FMs often focus on one subfield of inertial sensing and sometimes underperform state-of-the-art supervised methods (e.g., in HAR), making their scope considerably narrower than FMs for vision and natural language. Moreover, they often require fixed input length and sampling rate, and generalize poorly to unseen sensor locations. To build a general-purpose foundation model for inertial sensing, we adapt the DINO self-supervised learning (SSL) paradigm to inertial data through a set of semantics-preserving motion transformations that simulate variations in motion pattern and sensor setup. For model architecture, we use a plain transformer encoder with frequency-aware positional encoding that natively supports varying input length and sampling rate. This simple setup proved remarkably effective for learning global and dense features generalizable across users, sensor setups, tasks, and, in the case of robot odometry, embodiments. We hope IMUDINO can serve as a backbone for inertial sensing and kickstart the development of general-purpose inertial FMs.
Zhi Zheng, Binglin Liu, Weihao Chen, Lan Luo, Yu Mei, Jie Cai, Chun Yu, Yuanchun Shi
In early mathematics, children learn abstract concepts through concrete representations, such as manipulating objects, drawing, and speaking. Learning with peers can enrich this process by exposing children to diverse strategies and enabling them to exchange ideas through interaction. We realized this potential with virtual peers in Peers4U, a multimodal learning system to enhance children's mathematical conceptual understanding. Virtual peers driven by LLMs are personalized to the learner's cognitive level and assigned multimodal solutions with inspectable processes. During learning, peers engage in mixed-initiative interactions by responding, initiating topics, and advancing discussions along a pedagogical progression. A user study with 22 children and two experts showed our learner-centered topic orchestration significantly outperformed a persona-centered baseline, and children spontaneously authored new artifacts to demonstrate inspired ideas or share their own strategies, producing significantly more solutions when grouped with more Leading Peers. We contribute design insights for multimodal, learner-centered virtual peer systems.