Filipa Lino is currently a PhD student in the Doctoral Programme in Electrical and Computer Engineering (PDEEC) and a researcher at the Institute for Systems and Robotics (ISR). Her research, in the field of computer vision, focuses on the use of artificial intelligence for the development of 3D pose estimation systems, aimed at identifying the possible positions of the human body through video analysis.

3D pose estimation is basically (...) estimating the coordinates of each key point of the body, that is, legs, knees, etc., in the 3D world, [after analysing images of it]. This helps us interpret a person’s action.

Filipa Lino, PDEEC student and researcher at ISR

In this way, the system can be used, for example, in intelligent checkout systems, which automatically calculate the amount to be charged after recognising the items, and in smart stores, where the selected products are identified and payment is carried out, even if the customer does not physically pass through a checkout point. “This is basically a camera system that tracks the customer’s path through the store, identifies them, and sees what they are taking from the shelves […]”, says Filipa Lino. During her master’s degree, she was involved in a smart stores project at Técnico. Her thesis focused on handling occlusions: situations in which it is not possible to analyse the complete position of the human body due to a lack of data. “The camera may be capturing the person but cannot see the whole body, either because there is an overlap of objects — we might have a shelf covering part of the shoulder and we do not know what the arm is doing — or because the person is not fully within the image frame — the arms may not be visible,” she explains.

However, these are just two examples of applications for these systems, and there are many other possibilities. Currently, Filipa Lino is working on a model that analyses the anatomical positions of the human body and the type of movement performed over specific periods of time.

My goal is to develop a model capable of estimating these coordinates in the 3D world, regardless of the presence of occlusions.

Filipa Lino, PDEEC student and researcher at ISR

Her interest in the field led her to take part in the Erasmus programme at Technische Universität Wien. This choice, combined with the curiosity of living for a period in Vienna, also took into account the university’s position in rankings and the fact that there were several courses with a reduced number of credits, which made it easier to combine them. “I really enjoyed the experience,” she highlights, noting that it was in Vienna that she decided on the topic for her master’s thesis. During her time at the university, she took part in several projects, where she had contact with solving real-world problems. “There was a project in which we had to find a direct application of computer vision, and I chose a bread factory: the factory used cameras to see whether the bread had any deformation and, if it did, excluded [the defective product].”

In addition to developing solutions with real impact, the student points out that, during this programme, she had the opportunity to develop her communication skills, not only through presentations but also through oral exams: “it was not something I was comfortable with, but when I finished the exam, I enjoyed the experience.”

I think the theoretical exam is quite important because we have to know the details, write them down, and teachers can assess much more clearly what the student knows (...), but the best way for a student to realise what they know is to explain it to someone.

Filipa Lino, PDEEC student and researcher at ISR

As a student studying away from home, she faced challenges both at an academic level, adapting to different teaching and assessment methods, and at a personal level, including building relationships with other students and managing finances. On the other hand, she also came into contact with different perspectives on academic and professional life, since in Austria it is common for students to enrol in a master’s degree after gaining some experience in the world of work. “I think it helped me to look at my path with less urgency, and that is what led me to pursue a PhD,” she says.

After completing her PhD, she highlights that she would like to continue working in the field of computer vision and in the application of machine learning models in projects with direct impact, whether in industry, a startup, or research. “I do not really like planning too far ahead. I always started out like this, without knowing for sure that I wanted engineering, and I gradually built my path. I want to continue this way, depending on the opportunities and what brings me happiness.”

The choice of her undergraduate degree stemmed from an independent analysis of the list of engineering programmes: “at 17, in the 12th grade, I did not really know what engineering was; I never had that classic path of having a family member in the field. At home, my father works in healthcare, my mother in law, and my sister in the arts.” Her passion for electrical and computer engineering was built throughout her academic journey.

If someone is enjoying the course, what they are learning, if they are motivated and see themselves working in this field, I think they can do it with ease.

Filipa Lino, PDEEC student and researcher at ISR

Although the degree in electrical and computer engineering was not her first choice, she reinforces that, from an early stage, she knew she would enjoy the course due to its curricular units and overall scope. She maintained her motivation for studying, managing her time so as to also include leisure moments, namely through music: “I love disconnecting from work (...), I play the piano and do a lot of physical exercise. These activities make me stop, regardless of the state the work is in (...). It is when I stop that I can see everything clearly.”

In addition to time management, Filipa Lino also highlights the importance of asking questions throughout the academic journey: “[if I could go back], I would say not to be afraid of not knowing. I think I was always very afraid of having to admit that I did not know something or that I had doubts, and so I did not ask my professors. (...) Nowadays, I look back and realise that it was foolish.” In conclusion, she also reinforces that she has always felt in a “safe environment” with regard to gender equality: “Overall, I think no one ever doubted my abilities, no one ever doubted me for being a woman; it was not a limitation at all.”

In conclusion to the interview, the student reinforces her concern regarding the learning of younger students, increasingly influenced by contact with artificial intelligence tools such as ChatGPT, and highlights the importance of developing critical thinking and of asking questions throughout the course.

If I could go back, I would say to ask lots of questions and that this course is not difficult; there is no one less capable of completing it.

Filipa Lino, PDEEC student and researcher at ISR