VLN-Pilot: Large Vision-Language Model as an Autonomous Indoor Drone Operator

This paper introduces VLN-Pilot, a novel framework in which a large Vision-and-Language Model (VLLM) assumes the role of a human pilot for indoor drone navigation. By leveraging the multimodal reasoning abilities of VLLMs, VLN-Pilot interprets free-form natural language instructions and grounds them in visual observations to plan and execute drone trajectories in GPS-denied indoor environments. Unlike traditional rule-based or geometric path-planning approaches, our framework integrates language-driven semantic understanding with visual perception, enabling context-aware, high-level flight behaviors with minimal task-specific engineering. VLN-Pilot supports fully autonomous instruction-following for drones by reasoning about spatial relationships, obstacle avoidance, and dynamic reactivity to unforeseen events. We validate our framework on a custom photorealistic indoor simulation benchmark and demonstrate the ability of the VLLM-driven agent to achieve high success rates on complex instruction-following tasks, including long-horizon navigation with multiple semantic targets. Experimental results highlight the promise of replacing remote drone pilots with a language-guided autonomous agent, opening avenues for scalable, human-friendly control of indoor UAVs in tasks such as inspection, search-and-rescue, and facility monitoring. Our results suggest that VLLM-based pilots may dramatically reduce operator workload while improving safety and mission flexibility in constrained indoor environments.

CADDI: An in-Class Activity Detection Dataset using IMU data from low-cost sensors

The monitoring and prediction of in-class student activities is of paramount importance for the comprehension of engagement and the enhancement of pedagogical efficacy. The accurate detection of these activities enables educators to modify their lessons in real time, thereby reducing negative emotional states and enhancing the overall learning experience. To this end, the use of non-intrusive devices, such as inertial measurement units (IMUs) embedded in smartwatches, represents a viable solution. The development of reliable predictive systems has been limited by the lack of large, labeled datasets in education. To bridge this gap, we present a novel dataset for in-class activity detection using affordable IMU sensors. The dataset comprises 19 diverse activities, both instantaneous and continuous, performed by 12 participants in typical classroom scenarios. It includes accelerometer, gyroscope, rotation vector data, and synchronized stereo images, offering a comprehensive resource for developing multimodal algorithms using sensor and visual data. This dataset represents a key step toward scalable solutions for activity recognition in educational settings.

DIPSER: A Dataset for In-Person Student1 Engagement Recognition in the Wild

In this paper, a novel dataset is introduced, designed to assess student attention within in-person classroom settings. This dataset encompasses RGB camera data, featuring multiple cameras per student to capture both posture and facial expressions, in addition to smartwatch sensor data for each individual. This dataset allows machine learning algorithms to be trained to predict attention and correlate it with emotion. A comprehensive suite of attention and emotion labels for each student is provided, generated through self-reporting as well as evaluations by four different experts. Our dataset uniquely combines facial and environmental camera data, smartwatch metrics, and includes underrepresented ethnicities in similar datasets, all within in-the-wild, in-person settings, making it the most comprehensive dataset of its kind currently available. The dataset presented offers an extensive and diverse collection of data pertaining to student interactions across different educational contexts, augmented with additional metadata from other tools. This initiative addresses existing deficiencies by offering a valuable resource for the analysis of student attention and emotion in face-to-face lessons.