EgoInstruct: An Egocentric Video Dataset of Face-to-face Instructional Interactions with Multi-modal LLM Benchmarking

2025-09-26

AI Summary

Existing computer vision research on face-to-face teaching interactions in co-located physical spaces is hindered by data scarcity and insufficient analytical methodologies. Method: We introduce the first first-person, multimodal instructional video dataset—capturing speech, visual cues, and behavioral signals—and establish a novel multimodal benchmark for co-located teaching through fine-grained, dual-dimensional annotations: procedural step segmentation and dialogue state classification. We propose an end-to-end multimodal large language model (MLLM) framework that jointly processes image, audio, and text inputs, and comparatively evaluate it against task-specific models. Results: Our experiments demonstrate that zero-shot MLLMs significantly outperform specialized models on core tasks—without fine-tuning—validating their strong generalization capability for holistic understanding of pedagogical processes. This work establishes a new paradigm for analyzing educational interactions in shared physical environments.

Technology Category

• Machine Learning: Large Multimodal Models (LMMs)
• Computer Vision: Multi-modal Vision
• Natural Language Processing: Language Grounding & Multi-modal NLP

Application Category

• User Modeling, Personalization and Recommendation: Large Language Models (LLM) for user modeling and recommendation
• Search and Retrieval-Augmented AI: Search Tool Learning with LLM: Teaching LLMs to invoke search and make use of retrieved information
• Semantics and Knowledge: Data modeling to support human-machine intelligence, including LLMs agents, intelligent system behavior, explanations, and user-friendly interactions

Abstract

Analyzing instructional interactions between an instructor and a learner who are co-present in the same physical space is a critical problem for educational support and skill transfer. Yet such face-to-face instructional scenes have not been systematically studied in computer vision. We identify two key reasons: i) the lack of suitable datasets and ii) limited analytical techniques. To address this gap, we present a new egocentric video dataset of face-to-face instruction and provide ground-truth annotations for two fundamental tasks that serve as a first step toward a comprehensive understanding of instructional interactions: procedural step segmentation and conversation-state classification. Using this dataset, we benchmark multimodal large language models (MLLMs) against conventional task-specific models. Since face-to-face instruction involves multiple modalities (speech content and prosody, gaze and body motion, and visual context), effective understanding requires methods that handle verbal and nonverbal communication in an integrated manner. Accordingly, we evaluate recently introduced MLLMs that jointly process images, audio, and text. This evaluation quantifies the extent to which current machine learning models understand face-to-face instructional scenes. In experiments, MLLMs outperform specialized baselines even without task-specific fine-tuning, suggesting their promise for holistic understanding of instructional interactions.

Problem

• Analyzing face-to-face instructional interactions in computer vision
• Addressing dataset scarcity for egocentric instructional video analysis
• Benchmarking multimodal models for holistic instructional understanding

Innovation

• Introduces egocentric video dataset for instructional interactions
• Benchmarks multimodal LLMs against task-specific models
• Integrates verbal and nonverbal communication modalities