Human emotions are complex psychological and physiological responses to external stimuli. Correctly identifying and providing feedback on emotions is an important goal in human–computer interaction research. Compared to facial expressions, speech, or other physiological signals, using electroencephalogram (EEG) signals for the task of emotion recognition has advantages in terms of authenticity, objectivity, and high reliability; thus, it is attracting increasing attention from researchers. However, the current methods have significant room for improvement in terms of the combination of information exchange between different brain regions and time–frequency feature extraction. Therefore, this paper proposes an EEG emotion recognition network, namely, self-organized graph pesudo-3D convolution (SOGPCN), based on attention and spatiotemporal convolution. Unlike previous methods that directly construct graph structures for brain channels, the proposed SOGPCN method considers that the spatial relationships between electrodes in each frequency band differ. First, a self-organizing map is constructed for each channel in each frequency band to obtain the 10 most relevant channels to the current channel, and graph convolution is employed to capture the spatial relationships between all channels in the self-organizing map constructed for each channel in each frequency band. Then, pseudo-three-dimensional convolution combined with partial dot product attention is implemented to extract the temporal features of the EEG sequence. Finally, LSTM is employed to learn the contextual information between adjacent time-series data. Subject-dependent and subject-independent experiments are conducted on the SEED dataset to evaluate the performance of the proposed SOGPCN method, which achieves recognition accuracies of 95.26% and 94.22%, respectively, indicating that the proposed method outperforms several baseline methods.

Teaching gesture recognition is a technique used to recognize the hand movements of teachers in classroom teaching scenarios. This technology is widely used in education, including for classroom teaching evaluation, enhancing online teaching, and assisting special education. However, current research on gesture recognition in teaching mainly focuses on detecting the static gestures of individual students and analyzing their classroom behavior. To analyze the teacher’s gestures and mitigate the difficulty of single-target dynamic gesture recognition in multi-person teaching scenarios, this paper proposes skeleton-based teaching gesture recognition (ST-TGR), which learns through spatio-temporal representation. This method mainly uses the human pose estimation technique RTMPose to extract the coordinates of the keypoints of the teacher’s skeleton and then inputs the recognized sequence of the teacher’s skeleton into the MoGRU action recognition network for classifying gesture actions. The MoGRU action recognition module mainly learns the spatio-temporal representation of target actions by stacking a multi-scale bidirectional gated recurrent unit (BiGRU) and using improved attention mechanism modules. To validate the generalization of the action recognition network model, we conducted comparative experiments on datasets including NTU RGB+D 60, UT-Kinect Action3D, SBU Kinect Interaction, and Florence 3D. The results indicate that, compared with most existing baseline models, the model proposed in this article exhibits better performance in recognition accuracy and speed.