Changing Minds: Exploring Brain-Computer Interface Experiences with High School Students

Hernández-Cuevas, Bryan Y.; Egbert, William; Denham, André R.; Mehul, Ajay; Crawford, Chris

doi:10.1145/3334480.3382981

Cited by 12 publications

(5 citation statements)

References 18 publications

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“…BCIs may be learning tools for students and educational instruments for instructors. A BCI may assess and monitor a learner's cognitive states, gather the relevant information, and then alter the training procedure to meet the specific learning demands of that student [35]. Moreover, students can improve their enthusiasm in the learning process [36].…”

Section: A the Use Of Neurotechnologies And Neurosciencementioning

confidence: 99%

Cognitive and Affective Brain–Computer Interfaces for Improving Learning Strategies and Enhancing Student Capabilities: A Systematic Literature Review

Jamil

Belkacem²,

Ouhbi

et al. 2021

IEEE Access

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Brain-computer interface (BCI) technology has the potential to positively contribute to the educational learning environment, which faces many challenges and shortcomings. Cognitive and affective BCIs can offer a deep understanding of brain mechanisms, which may improve learning strategies and increase brain-based skills. They can offer a better empirical foundation for teaching-learning methodologies, including adjusting learning content based on brain workload, measuring student interest of a topic, or even helping students focus on specific tasks. The latest findings from emerging BCI technology, neuroscience, cognitive sciences, and psychology could be used in learning and teaching strategies to improve student abilities in education. This study investigates and analyzes the research on BCI patterns and its implementation for enhancing cognitive capabilities of students. The results showed that there is insufficient literature on BCI that addresses students with disabilities in the learning process. Further, our analysis revealed a bias toward the significance of cognitive process factors compared with other influential factors, such as the learning environment and emotions that influence learning. Finally, we concluded that BCI technology could improve students' learning and cognitive skills-when consistently associated with the different pedagogical teaching-learning strategies-for better academic achievement.INDEX TERMS 21st century abilities, Applications in subject areas, Brain computer interface, Improving classroom teaching, Neurofeedback, Teaching/learning strategies.

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Section: A the Use Of Neurotechnologies And Neurosciencementioning

confidence: 99%

Cognitive and Affective Brain–Computer Interfaces for Improving Learning Strategies and Enhancing Student Capabilities: A Systematic Literature Review

Jamil

Belkacem²,

Ouhbi

et al. 2021

IEEE Access

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“…[15] The studies on the older adults' perception of smart home systems date to over a decade back, as seen on the example of Demris et al [4] and Sarkisian et al [16]. There are also studies on the topic of BCI interaction conducted with other age groups, for example, with high school students in a study by Hernandez-Cuevas et al [6]. However, there is a clear need to further explore the niche of older adults' attitude towards using brain-computer interaction in the context of controlling smart home and IoT devices.…”

Section: Related Workmentioning

confidence: 99%

Older Adults and Brain-Computer Interface: An Exploratory Study

Kopeć

Kowalski

Paluch

et al. 2021

Extended Abstracts of the 2021 CHI Conference on Human Factors in Computing Systems

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In this exploratory study, we examine the possibilities of noninvasive Brain-Computer Interface (BCI) in the context of Smart Home Technology (SHT) targeted at older adults. During two workshops, one stationary, and one online via Zoom, we researched the insights of the end users concerning the potential of the BCI in the SHT setting. We explored its advantages and drawbacks, and the features older adults see as vital as well as the ones that they would beneft from. Apart from evaluating the participants' perception of such devices during the two workshops we also analyzed some key considerations resulting from the insights gathered during the workshops, such as potential barriers, ways to mitigate them, strengths and opportunities connected to BCI. These may be useful for designing BCI interaction paradigms and pinpointing areas of interest to pursue in further studies. CCS CONCEPTS• Human-centered computing → Interaction paradigms; HCI design and evaluation methods; Ubiquitous and mobile devices; • Social and professional topics → Seniors.

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“…Block-based environments provide a block-based editor, but, we identified that some tools also support a hybrid editor (text and blocks), which means that it is possible to interact with the underlying language either through a blocks editor or text-based editor. Based on this, 69 of the studied tools support a block editor only, while 15 support both blocks and text editor [6,7,12,15,18,20,22,34,40,62,76,77,90,143,164]. The remaining ten tools do not mention it at all.…”

Section: Rq1mentioning

confidence: 99%

“…NeuroSquare [99] Blockly Support brain-computer interfaces using blocks and flow charts. Neuroflow [62] Blockly Block-flow environment for brain-computer interfaces. Touchstone2 [44] -Tool to design HCI experiments.…”

Section: Name Metatool Topicmentioning

confidence: 99%

DRAFT-What you always wanted to know but could not find about block-based environments

Merino,

Vinju,

Brand

2021

Preprint

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Block-based environments are visual programming environments, which are becoming more and more popular because of their ease of use. The ease of use comes thanks to their intuitive graphical representation and structural metaphors (jigsaw-like puzzles) to display valid combinations of language constructs to the users. Part of the current popularity of block-based environments is thanks to Scratch.As a result they are often associated with tools for children or young learners. However, it is unclear how these types of programming environments are developed and used in general. So we conducted a systematic literature review on block-based environments by studying 152 papers published between 2014 and 2020, and a non-systematic tool review of 32 block-based environments. In particular, we provide a helpful inventory of block-based editors for end-users on different topics and domains. Likewise, we focused on identifying the main components of block-based environments, how they are engineered, and how they are used. This survey should be equally helpful for language engineering researchers and language engineers alike. CCS Concepts: • General and reference → Surveys and overviews; • Software and its engineering → Graphical user interface languages; Visual languages; Integrated and visual development environments.

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Changing Minds: Exploring Brain-Computer Interface Experiences with High School Students

Cited by 12 publications

References 18 publications

Cognitive and Affective Brain–Computer Interfaces for Improving Learning Strategies and Enhancing Student Capabilities: A Systematic Literature Review

Cognitive and Affective Brain–Computer Interfaces for Improving Learning Strategies and Enhancing Student Capabilities: A Systematic Literature Review

Older Adults and Brain-Computer Interface: An Exploratory Study

DRAFT-What you always wanted to know but could not find about block-based environments

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