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Our video conferencing system setup

Our video conferencing system setup

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Lack of eye gaze in the video conferencing system severely hinders immersive and comfortable communication. In this paper, we propose an eye gaze correction system for immersive video conferencing. Our system consists of a full HD display and two cameras mounted on the top and bottom of the display. In order to correct the eye gaze, we warp two cap...

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Citations

... For instance, work done by Baek and Ho [2] requires a high definition setup of a display and a set of four cameras two mounted on top and two mounted at the bottom of the display. The camera interpolates between the viewpoints obtained by the cameras on top and bottom to generate a morphed face which renders a mutual gaze aligned view to the remote viewer. ...
... Work done by Ford D.A. and Silbermam [9] involves extracting user's facial features such as eyes and substituting a corrected version of the feature to render a gaze corrected perspective of an individual participant. Likewise, work done by Eu-Tteum Baek and Yo-Sung Ho [2] involves morphing facial features to render eye-contact between interacting participants during video conferencing. Work done by Ruigang Yang and Zhengyou Zhang [32] involves a graphics hardware that syntheses eye contact based on stereo analysis combined with rich domain knowledge to synthesize a video that maintains eye contact. ...
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Existing live tele-teaching systems enable eye-contact between interacting participants, however, they are often incomplete as they neglect finer levels of adherence to gaze such as gaze awareness and gaze following. A multilocation eLearning classroom setting often does not preserve relative neighborhood i.e., displays showing videos of remote participants at each location might not be congruent with their actual seating positions. This leads to incoherent gaze patterns during interactions. We present a media-rich distributed classroom architecture with multiple cameras and displays in each classroom. During interaction changes, cameras capturing appropriate perspectives of participants are streamed to displays in other classrooms. Hence for all interactions, the physical participants of a classroom are presented with appropriate perspectives of remote participants resembling gaze patterns during conventional-classroom interactions. We also present a framework to systematically analyze gaze patterns with its dependencies. The framework dictates optimal placement of media devices ensuring minimal deviation in capturing appropriate perspectives for a given set of resources. Evaluation results on a three classroom test-bed indicates a marked reduction in viewer cognitive load in discerning the entity-at-focus in an eLearning classroom environment.
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