Realistic Expectations with Brain Computer Interfaces

PurposeThis paper describes the research underpinning the development and evaluation of a brain computer interface (BCI) system designed to be suitable for domestic use by people with acquired brain injury in order to facilitate control of their home environment. The purpose of the research is to develop a robust and user‐friendly BCI system which was customisable in terms of user ability, preferences and functionality. Specifically the human interface was designed to provide consistent visual metaphors in usage, while applications change, for example, from environmental control to entertainment and communications.Design/methodology/approachThe research took a user centred design approach involving representative end‐users throughout the design and evaluation process. A qualitative study adopting user interviews alongside interactive workshops highlighted the issues that needed to be addressed in the development of a user interface for such a system. User validation then underpinned prototype development.FindingsThe findings of the research indicate that while there are still significant challenges in translating working BCI systems from the research laboratories to the homes of individuals with acquired brain injuries, participants are keen to be involved in the deign and development of such systems. In its current stage of development BCI is multi‐facetted and uses complex software, which poses a significant usability challenge. This work also found that the performance of the BCI paradigm chosen was considerably better for those users with no disability than for those with acquired brain injury. Further work is required to identify how and whether this performance gap can be addressed.Research limitations/implicationsThe research had significant challenges in terms of managing the complexity of the hardware and software set‐up and transferring the working systems to be tested by participants in their home. Furthermore, the authors believe that the development of assistive technologies for the disabled user requires a significant additional level of personalisation and intensive support to the level normally required for non‐disabled users. Coupled with the inherent complexity of BCI, this leads to technology that does not easily offer a solution to both disabled and non‐disabled users.Originality/valueThe research contributes additional findings relating to the usability of BCI systems. The value of the work is to highlight the practical issues involved in translating such systems to participants where the acquired brain injury can impact on the ability of the participant to use the BCI system.</jats:sec

Recent results in the decoding of Algebraic geometry codes

Objectives: The aim of this study was to examine the relationships between perceived teacher autonomy support versus control and students’ life skills development in PE, and whether students’ basic need satisfaction and frustration mediated these relationships. Design: Cross-sectional study. Method: English and Irish students (N = 407, Mage = 13.71, SD = 1.23) completed measures assessing perceived autonomy-supportive and controlling teaching, basic need satisfaction and frustration (autonomy, competence, and relatedness), and life skills development in PE (teamwork, goal setting, social skills, problem solving and decision making, emotional skills, leadership, time management, and interpersonal communication). Results: On the bright side of Self-Determination Theory (SDT), correlations revealed that perceived teacher autonomy support was positively associated with students’ basic need satisfaction and life skills development in PE. On the dark side of SDT, perceived controlling teaching was positively related to students’ basic need frustration, but not significantly related to their life skills development. Mediational analyses revealed that autonomy and relatedness satisfaction mediated the relationships between perceived teacher autonomy support and students’ development of all eight life skills. Competence satisfaction mediated the relationships between perceived teacher autonomy support and students’ development of teamwork, goal setting, and leadership skills. Conclusions: Our findings indicate that satisfaction of the needs for autonomy, competence, and relatedness are important mechanisms that in part explain the relationships between perceived teacher autonomy support and life skills development in PE. Therefore, teachers may look to promote students’ perceptions of an autonomy-supportive climate that satisfies their three basic needs and helps to develop their life skills