A Case Study on Teaching a Brain–Computer Interface Interdisciplinary Course to Undergraduates

Abdelkader Nasreddine Belkacem, Abderrahmane Lakas

Research output: Chapter in Book/Report/Conference proceedingConference contribution

2 Citations (Scopus)

Abstract

The construction of an environment appropriate for information technology education is still challenging, especially in countries such as North Africa and the Middle East. Interdisciplinary courses that keep undergraduate students updated about emergent technologies are thus crucial for information technology education in these regions. Brain–computer interface (BCI) is a promising method that combines contemporary science, emerging technologies, and neuroeducation to establish a scientific grounding for teaching and learning. However, teaching multidisciplinary courses to undergraduates demands a combined learning approach that is challenging. Students must engage in active learning, contribute skilled participation, and imbibe additional knowledge as well as skills from traditional-type lectures. Further, they must also comprehend brain functions and use new measurement methods, advanced signal processing algorithms, and classification/control methods. This paper presents a mixed approach to undergraduate instruction that is theoretically and practically tethered to BCI aspects and utilizes a suitable mix of a BCI expert and teaching resources, such as slides, videos, and the Unicorn Education Kit. Thirty female students were taught the theoretical aspects of BCI and were asked to apply their BCI knowledge via original projects taken from conception to implementation in a single semester. The principal outcomes of this interdisciplinary course encompassed the development, implementation, and assessment of electroencephalogram (EEG)-based BCI education projects. Undergraduate students applied the theories acquired in class to observe and evaluate electrical signals generated by brain activity and measured via the Unicorn Education Kit. The efficacy of this project-based learning (PjBL) experiment was evaluated through student responses to a questionnaire and the analysis of examination results. The participants acquired the requisite knowledge and evinced higher interest in the fields of study and were able to build their own BCI applications. They were thus motivated to engage in further BCI research.

Original languageEnglish
Title of host publicationSmart Education and e-Learning 2021
EditorsVladimir L. Uskov, Robert J. Howlett, Robert J. Howlett, Lakhmi C. Jain, Lakhmi C. Jain, Robert J. Howlett, Lakhmi C. Jain
PublisherSpringer Science and Business Media Deutschland GmbH
Pages215-228
Number of pages14
ISBN (Print)9789811628337
DOIs
Publication statusPublished - 2021
Event8th International KES Conference on Smart Education and e-Learning, KES-SEEL 2021 - Virtual, Online
Duration: Jun 14 2021Jun 16 2021

Publication series

NameSmart Innovation, Systems and Technologies
Volume240
ISSN (Print)2190-3018
ISSN (Electronic)2190-3026

Conference

Conference8th International KES Conference on Smart Education and e-Learning, KES-SEEL 2021
CityVirtual, Online
Period6/14/216/16/21

Keywords

  • Brain–computer interface (BCI)
  • Electroencephalogram (EEG)
  • Interdisciplinary education
  • Learning theories
  • Project-based learning (PjBL)
  • Unicorn Education Kit

ASJC Scopus subject areas

  • Decision Sciences(all)
  • Computer Science(all)

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