Activity recognition aims to recognize the actions and goals of one or more agents from a series of observations on the agents' actions and the environmental conditions. Since the 1980s, this research field has captured the attention of several computer science communities due to its strength in providing personalized support for many different applications and its connection to many different fields of study such as medicine, human-computer interaction, or sociology.
To understand activity recognition better, consider the following scenario. An elderly man wakes up at dawn in his small studio apartment, where he stays alone. He lights the stove to make a pot of tea, switches on the toaster oven, and takes some bread and jelly from the cupboard. After taking his morning medication, a computer-generated voice gently reminds him to turn off the toaster. Later that day, his daughter accesses a secure website where she scans a check-list, which was created by a sensor network in her father's apartment. She finds that her father is eating normally, taking his medicine on schedule, and continuing to manage his daily life on his own. That information puts her mind at ease.
Many different applications have been studied by researchers in activity recognition; examples include assisting the sick and disabled. For example, Pollack et al. show that by automatically monitoring human activities, home-based rehabilitation can be provided for people suffering from traumatic brain injuries. One can find applications ranging from security-related applications and logistics support to location-based services. Due to its many-faceted nature, different fields may refer to activity recognition as plan recognition, goal recognition, intent recognition, behavior recognition, location estimation and location-based services.
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Famous quotes containing the words activity and/or recognition:
“With two sons born eighteen months apart, I operated mainly on automatic pilot through the ceaseless activity of their early childhood. I remember opening the refrigerator late one night and finding a roll of aluminum foil next to a pair of small red tennies. Certain that I was responsible for the refrigerated shoes, I quickly closed the door and ran upstairs to make sure I had put the babies in their cribs instead of the linen closet.”
—Mary Kay Blakely (20th century)
“Productive collaborations between family and school, therefore, will demand that parents and teachers recognize the critical importance of each other’s participation in the life of the child. This mutuality of knowledge, understanding, and empathy comes not only with a recognition of the child as the central purpose for the collaboration but also with a recognition of the need to maintain roles and relationships with children that are comprehensive, dynamic, and differentiated.”
—Sara Lawrence Lightfoot (20th century)