Deep learning has achieved notable success in 3D object detection with the advent of large-scale point cloud datasets. However, severe performance degradation in the past trained classes, i.e., catastrophic forgetting, still remains a critical issue for real-world deployment when the number of classes is unknown or may vary. Moreover, existing 3D class-incremental detection methods are developed for the single-domain scenario, which fail when encountering domain shift caused by different datasets, varying environments, etc. In this paper, we identify the unexplored yet valuable scenario, i.e., class-incremental learning under domain shift, and propose a novel 3D domain adaptive class-incremental object detection framework, DA-CIL, in which we design a novel dual-domain copy-paste augmentation method to construct multiple augmented domains for diversifying training distributions, thereby facilitating gradual domain adaptation. Then, multi-level consistency is explored to facilitate dual-teacher knowledge distillation from different domains for domain adaptive class-incremental learning. Extensive experiments on various datasets demonstrate the effectiveness of the proposed method over baselines in the domain adaptive class-incremental learning scenario.

The ability of a model to learn continually can be empirically assessed in different continual learning scenarios. Each scenario defines the constraints and the opportunities of the learning environment. Here, we challenge the current trend in the continual learning literature to experiment mainly on class-incremental scenarios, where classes present in one experience are never revisited. We posit that an excessive focus on this setting may be limiting for future research on continual learning, since class-incremental scenarios artificially exacerbate catastrophic forgetting, at the expense of other important objectives like forward transfer and computational efficiency. In many real-world environments, in fact, repetition of previously encountered concepts occurs naturally and contributes to softening the disruption of previous knowledge. We advocate for a more in-depth study of alternative continual learning scenarios, in which repetition is integrated by design in the stream of incoming information. Starting from already existing proposals, we describe the advantages such class-incremental with repetition scenarios could offer for a more comprehensive assessment of continual learning models.