FL-GAP: GRAPH-BASED ADAPTIVE PERSONALIZA- TION FOR FEDERATED DEEPFAKE DETECTION

20 Sept 2025 (modified: 11 Feb 2026)Submitted to ICLR 2026EveryoneRevisionsBibTeXCC BY 4.0
Keywords: federated learning, Personalization, Deepfake, Misinformation
TL;DR: a novel framework designed to address the dual challenges of personalization and communication efficiency in federated deepfake detection.
Abstract: Modern deepfake detection models degrade sharply when faced with unseen gen- erative techniques or cross-domain shifts, a challenge further exacerbated in Fed- erated Learning (FL) by heterogeneous client data. Standard FL methods (e.g., FedAvg) converge poorly under such conditions, while existing personalized FL approaches often assume uniform similarity or rely on overly simplistic strategies that fail to capture nuanced feature shifts. We introduce FL-GAP, a framework for Federated Learning with Graph-based Adaptive Personalization that system- atically adapts to both client heterogeneity and generator shift. FL-GAP combines three components: (1) Adaptive Layer Freezing, a validation-guided mechanism that selectively updates and uploads high-utility layers, reducing drift and commu- nication overhead; (2) Server-Side Probing, a privacy-preserving method that uses zero-input embeddings to construct dynamic round-wise similarity graphs; and (3) Neighbor-Union Layer Aggregation (NULA), a per-layer aggregation strategy that leverages updates from similar neighbors while preserving personalization. We evaluate FL-GAP on FDf-27, a federated benchmark derived from DF40 with 27 deepfake methods spanning face swapping, reenactment, synthesis, and editing. FDf-27 defines five increasingly challenging scenarios, including cross-domain and globally unseen methods. Experiments show that FL-GAP consistently out- performs centralized, general FL, and personalized FL baselines, with particularly strong gains in unseen-method and OOD settings, while cutting communication by up to 75%.
Primary Area: transfer learning, meta learning, and lifelong learning
Submission Number: 24224
Loading