A neurofeedback system to promote learner engagement

This report describes a series of experiments that track novice programmer's engagement during two attention based tasks. The tasks required participants to watch a tutorial video on introductory programming and to attend to a simple maze game whilst wearing an electroencephalogram (EEG)device called the Emotiv EPOC. The EPOC's proprietary software includes a system which tracks emotional state (specifically: engagement, excitement, meditation, frustration, valence and long-term excitement). Using this data, a software application written in the Processing language was developed to track user's engagement levels and implement a neurofeedback based intervention when engagement fell below an acceptable level. The aim of the intervention was to prompt learners who disengaged with the task to re-engage. The intervention used during the video tutorial was to pause the video if a participant disengaged significantly. However other interventions such as slowing the video down, playing a noise or darkening/brightening the screen could also be used. For the maze game, the caterpillar moving through the maze slowed in line with disengagement and moved more quickly once the learner re-engaged. The approach worked very well and successfully re-engaged participants, although a number of improvements could be made. A number of interesting findings on the comparative engagement levels of different groups e.g. by gender and by age etc. were identified and provide useful pointers for future research studies

Brain data:Scanning, scraping and sculpting the plastic learning brain through neurotechnology

Neurotechnology is an advancing field of research and development with significant implications for education. As 'postdigital' hybrids of biological and informational codes, novel neurotechnologies combine neuroscience insights into the human brain with advanced technical development in brain imaging, brain-computer interfaces, neurofeedback platforms, brain stimulation and other neuroenhancement applications. Merging neurobiological knowledge about human life with computational technologies, neurotechnology exemplifies how postdigital science will play a significant role in societies and education in decades to come. As neurotechnology developments are being extended to education, they present potential for businesses and governments to enact new techniques of 'neurogovernance' by 'scanning' the brain, 'scraping' it for data and then 'sculpting' the brain toward particular capacities. The aim of this article is to critically review neurotechnology developments and implications for education. It examines the purposes to which neurotechnology development is being put in education, interrogating the commercial and governmental objectives associated with it and the neuroscientific concepts and expertise that underpin it. Finally, the article raises significant ethical and governance issues related to neurotechnology development and postdigital science that require concerted attention from education researchers

A multivariate randomized controlled experiment about the effects of mindfulness priming on EEG neurofeedback self-regulation serious games

Neurofeedback training (NFT) is a technique often proposed to train brain activity SR with promising results. However, some criticism has been raised due to the lack of evaluation, reliability, and validation of its learning effects. The current work evaluates the hypothesis that SR learning may be improved by priming the subject before NFT with guided mindfulness meditation (MM). The proposed framework was tested in a two-way parallel-group randomized controlled intervention with a single session alpha NFT, in a simplistic serious game design. Sixty-two healthy naïve subjects, aged between 18 and 43 years, were divided into MM priming and no-priming groups. Although both the EG and CG successfully attained the up-regulation of alpha rhythms (F(1,59) = 20.67, p ηp2 = 0.26), the EG showed a significantly enhanced ability (t(29) = 4.38, p t(29) = 1.18, p > 0.1). Furthermore, EG superior performance on NFT seems to be explained by the subject’s lack of awareness at pre-intervention, less vigour at post-intervention, increased task engagement, and a relaxed non-judgemental attitude towards the NFT tasks. This study is a preliminary validation of the proposed assisted priming framework, advancing some implicit and explicit metrics about its efficacy on NFT performance, and a promising tool for improving naïve “users” self-regulation ability.This work is co-financed by the ERDF—European Regional Development Fund through the Operational Program for Competitiveness and Internationalisation—COMPETE 2020 (ref.: POCI01-0145-FEDER-007043; ref: POCI-01-0145-FEDER-007038), the North Portugal Regional Operational Program—NORTE 2020 (ref.: NORTE-01-0145-FEDER-000045) and by the Portuguese Foundation for Science and Technology – FCT under MIT Portugal (author Ph.D. grant ref.: PD/BD/114033/2015) and within the R&D Units Project Scope (ref.: UIDB/00319/2020)

Experiences and Perceptions of Mental Health Professionals Considered Effective in the Diagnosis and Treatment of Adults with Attention Deficit Hyperactivity Disorder

Attention Deficit Hyperactivity Disorder (ADHD) is a disorder that has been documented in medical and mental health literature for over 100 years (Still, 1902). ADHD is a neurobiological based disorder characterized by three major symptoms identified at clinical levels and validated by diagnostic criteria established for the diagnosis of children before the age of seven (Diagnostic and Statistical Manual of Mental Disorders, 4 th edition-Text Revision; DSM-IV; American Psychiatric Association, 2000). The three diagnostic criteria are inattention, impulsivity, and hyperactivity that have been observed at clinical levels. Because many signs of the disorder were believed to discontinue with maturity, it was originally believed that ADHD did not apply to adults (Nadeau, 1995). Barkley, Murphy, and Fischer (2008) argued that nearly 5% of adults or 11 million adults in the United States have been identified as ADHD adults. Research suggests that ADHD remains hidden in adults and the prevalence of other comorbid conditions further complicates diagnosis and treatment (Wasserstein, 2005). Due to a growing realization that adults can have ADHD, there is a pressing need for diagnosis and psychological treatment. Diagnosis and treatment options for this population are largely under researched. No qualitative studies have been located that have asked mental health professionals who have experience treating adults with ADHD about their practices. This study will explore the experiences and perceptions of mental health professionals who provide diagnosis and treatment to adults with ADHD. The DSM-IV (APA, 2000) was the diagnostic standard used and discussed by research participants during the majority of the study. The DSM-5 (APA, 2013) was introduced in May, 2013; the implications of these diagnostic changes are yet unrealized. It is anticipated the results of this study will contribute to the field to provide information on best practices in treating ADHD adults

3D visualization of movements can amplify motor cortex activation during subsequent motor imagery

A repetitive movement practice by motor imagery (MI) can influence motor cortical excitability in the electroencephalogram (EEG). This study investigated if a realistic visualization in 3D of upper and lower limb movements can amplify motor related potentials during subsequent MI. We hypothesized that a richer sensory visualization might be more effective during instrumental conditioning, resulting in a more pronounced event related desynchronization (ERD) of the upper alpha band (10–12 Hz) over the sensorimotor cortices thereby potentially improving MI based brain-computer interface (BCI) protocols for motor rehabilitation. The results show a strong increase of the characteristic patterns of ERD of the upper alpha band components for left and right limb MI present over the sensorimotor areas in both visualization conditions. Overall, significant differences were observed as a function of visualization modality (VM; 2D vs. 3D). The largest upper alpha band power decrease was obtained during MI after a 3-dimensional visualization. In total in 12 out of 20 tasks the end-user of the 3D visualization group showed an enhanced upper alpha ERD relative to 2D VM group, with statistical significance in nine tasks.With a realistic visualization of the limb movements, we tried to increase motor cortex activation during subsequent MI. The feedback and the feedback environment should be inherently motivating and relevant for the learner and should have an appeal of novelty, real-world relevance or aesthetic value (Ryan and Deci, 2000; Merrill, 2007). Realistic visual feedback, consistent with the participant’s MI, might be helpful for accomplishing successful MI and the use of such feedback may assist in making BCI a more natural interface for MI based BCI rehabilitation

Impact of gamification on brain activity and learner performance: an in class concurrent measurement

The optimal application of gamified methods in the teaching of Physiology requires research, as evidence on its impact is rudimentary. The purpose of this study was to determine the effects of gamification on learner attitudes, student performance scores, and brainwave activity in a Physiology learning environment. A cohort of 14 students from the first year Bachelor of Clinical Medical Practice program were randomly assigned to the gamified (G) and non-gamified (N-G) groups. The G group participated in a gamified activity, while the N-G group participated in a didactic teaching setting. The students were assessed on the same content. Electroencephalogram (EEG) recordings were measured using a MyndBand device during student participation in the assigned activities. Software algorithms computed attention and meditation brainwave signals that had been recorded during the testing sessions. The results of the study revealed higher performance scores in the G group when compared to the N-G group. Results also showed a higher median brainwave activity for attention signals in the G than in the N-G group. There was a positive correlation between median attention signals and performance scores. These preliminary findings on the use of gamification in a Physiology classroom setting indicate an improved cognitive outcome that is substantiated by the EEG brainwave attention signals

THE IMPLEMENTATION OF THE IVA-2 AND NEUROFEEDBACK AS SUPPLEMENTARY SUPPORT FOR ELEMENTARY STUDENTS

Many general education students within the public-school setting are struggling to meet the rigorous academic demands of current school systems. The lack of specificity in school-based assessments and interventions impedes an accurate determination of how students with auditory and visual processing difficulties are learning. As a result, students are being misidentified or are receiving supports that do not meet their needs. Public schools across California implement systems of supports Response to Intervention (RTI), Multi-Tier Systems of Supports (MTSS), and Positive Behavior Intervention (PBIS) for all students to make adequate academic progress and experience behavioral and social-emotional needs. Based on student need, implementing an approach that identifies visual and auditory processing needs may facilitate improved monitoring and implementation of individualized interventions in the general education setting. Within these support systems, we can address academic concerns through a more cost-effective manner to reduce referrals to special education. The purpose of this study was to determine whether the implementation of the Integrated Visual and Auditory Continuous Performance Test (IVA-2) assessment and the neurofeedback intervention is an effective method to reduce unnecessary referrals to special education in an elementary setting. Elementary students were administered pre- and post-test assessments measuring their visual and auditory processing strengths and weakness, and self-rating scales of a social-emotional well-being. A team of educators through the Student Support System (SST) participated in identifying students at risk for academic intervention. Stakeholders included school administrators, classroom teachers, and parents of the identified students. Collaboration was central to the effective implementation of this research study

Evaluating weaknesses of "perceptual-cognitive training" and "brain training" methods in sport: An ecological dynamics critique

The recent upsurge in "brain training and perceptual-cognitive training," proposing to improve isolated processes, such as brain function, visual perception, and decision-making, has created significant interest in elite sports practitioners, seeking to create an "edge" for athletes. The claims of these related "performance-enhancing industries" can be considered together as part of a process training approach proposing enhanced cognitive and perceptual skills and brain capacity to support performance in everyday life activities, including sport. For example, the "process training industry" promotes the idea that playing games not only makes you a better player but also makes you smarter, more alert, and a faster learner. In this position paper, we critically evaluate the effectiveness of both types of process training programmes in generalizing transfer to sport performance. These issues are addressed in three stages. First, we evaluate empirical evidence in support of perceptual-cognitive process training and its application to enhancing sport performance. Second, we critically review putative modularized mechanisms underpinning this kind of training, addressing limitations and subsequent problems. Specifically, we consider merits of this highly specific form of training, which focuses on training of isolated processes such as cognitive processes (attention, memory, thinking) and visual perception processes, separately from performance behaviors and actions. We conclude that these approaches may, at best, provide some "general transfer" of underlying processes to specific sport environments, but lack "specificity of transfer" to contextualize actual performance behaviors. A major weakness of process training methods is their focus on enhancing the performance in body "modules" (e.g., eye, brain, memory, anticipatory sub-systems). What is lacking is evidence on how these isolated components are modified and subsequently interact with other process "modules," which are considered to underlie sport performance. Finally, we propose how an ecological dynamics approach, aligned with an embodied framework of cognition undermines the rationale that modularized processes can enhance performance in competitive sport. An ecological dynamics perspective proposes that the body is a complex adaptive system, interacting with performance environments in a functionally integrated manner, emphasizing that the inter-relation between motor processes, cognitive and perceptual functions, and the constraints of a sport task is best understood at the performer-environment scale of analysis

Serious Games and Mixed Reality Applications for Healthcare

Virtual reality (VR) and augmented reality (AR) have long histories in the healthcare sector, offering the opportunity to develop a wide range of tools and applications aimed at improving the quality of care and efficiency of services for professionals and patients alike. The best-known examples of VR–AR applications in the healthcare domain include surgical planning and medical training by means of simulation technologies. Techniques used in surgical simulation have also been applied to cognitive and motor rehabilitation, pain management, and patient and professional education. Serious games are ones in which the main goal is not entertainment, but a crucial purpose, ranging from the acquisition of knowledge to interactive training.These games are attracting growing attention in healthcare because of their several benefits: motivation, interactivity, adaptation to user competence level, flexibility in time, repeatability, and continuous feedback. Recently, healthcare has also become one of the biggest adopters of mixed reality (MR), which merges real and virtual content to generate novel environments, where physical and digital objects not only coexist, but are also capable of interacting with each other in real time, encompassing both VR and AR applications.This Special Issue aims to gather and publish original scientific contributions exploring opportunities and addressing challenges in both the theoretical and applied aspects of VR–AR and MR applications in healthcare