The global rise in wildfire frequency and intensity over the past decade underscores the need for improved fire monitoring techniques. To advance deep learning research on wildfire detection and its associated human health impacts, we introduce SmokeViz, a large-scale machine learning dataset of smoke plumes in satellite imagery. The dataset is derived from expert annotations created by smoke analysts at the National Oceanic and Atmospheric Administration, which provide coarse temporal and spatial approximations of smoke presence. To enhance annotation precision, we propose pseudo-label dimension reduction (PLDR), a generalizable method that applies pseudo-labeling to refine datasets with mismatching temporal and/or spatial resolutions. Unlike typical pseudo-labeling applications that aim to increase the number of labeled samples, PLDR maintains the original labels but increases the dataset quality by solving for intermediary pseudo-labels (IPLs) that align each annotation to the most representative input data. For SmokeViz, a parent model produces IPLs to identify the single satellite image within each annotations time window that best corresponds with the smoke plume. This refinement process produces a succinct and relevant deep learning dataset consisting of over 160,000 manual annotations. The SmokeViz dataset is expected to be a valuable resource to develop further wildfire-related machine learning models and is publicly available at \url{https://noaa-gsl-experimental-pds.s3.amazonaws.com/index.html#SmokeViz/}.

Interactive segmentation entails a human marking an image to guide how a model either creates or edits a segmentation. Our work addresses limitations of existing methods: they either only support one gesture type for marking an image (e.g., either clicks or scribbles) or require knowledge of the gesture type being employed, and require specifying whether marked regions should be included versus excluded in the final segmentation. We instead propose a simplified interactive segmentation task where a user only must mark an image, where the input can be of any gesture type without specifying the gesture type. We support this new task by introducing the first interactive segmentation dataset with multiple gesture types as well as a new evaluation metric capable of holistically evaluating interactive segmentation algorithms. We then analyze numerous interactive segmentation algorithms, including ones adapted for our novel task. While we observe promising performance overall, we also highlight areas for future improvement. To facilitate further extensions of this work, we publicly share our new dataset at https://github.com/joshmyersdean/dig.

Key aspects of international policy, such as those pertaining to migration and trade, manifest in the physical world at international political borders; for this reason, borders are of interest to political science studying the impacts and implications of these policies. While some prior efforts have worked to characterize features of borders using trained human coders and crowdsourcing, these are limited in scale by the need for manual annotations. In this paper, we present a new task, dataset, and baseline approaches for estimating the legibility of international political borders automatically and on a global scale. Our contributions are to (1) define the border legibility estimation task; (2) collect a dataset of overhead (aerial) imagery for the entire world’s international borders, (3) propose several classical and deep-learning-based approaches to establish a baseline for the task, and (4) evaluate our algorithms against a validation dataset of crowdsourced legibility comparisons. Our results on this challenging task confirm that while low-level features can often explain border legibility, mid- and high-level features are also important. Finally, we show preliminary results of a global analysis of legibility, confirming some of the political and geographic influences of legibility.

Interactive textbooks have great potential to increase student engagement with the course content which is critical to effective learning in computing education. Prior research on digital textbooks and interactive visualizations contributes to our understanding of student interactions with visualizations and modeling textbook knowledge concepts. However, research investigating student usage of interactive computing textbooks is still lacking. This study seeks to fill this gap by modeling student engagement with a Jupyter-notebook-based interactive textbook. Our findings suggest that students' active interactions with the presented interactive textbook, including changing, adding, and executing code in addition to manipulating visualizations, are significantly stronger in predicting student performance than conventional reading metrics. Our findings contribute to a deeper understanding of student interactions with interactive textbooks and provide guidance on the effective usage of said textbooks in computing education.