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

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Smart Education and e-Learning 2021 (KES-SEEL 2021)

Part of the book series: Smart Innovation, Systems and Technologies ((SIST,volume 240))

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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.

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Author information

Authors and Affiliations

  1. Department of Computer and Network Engineering, College of Information Technology, United Arab Emirates University, P.O. Box 15551, Al Ain, UAE

    Abdelkader Nasreddine Belkacem & Abderrahmane Lakas

Authors
  1. Abdelkader Nasreddine Belkacem
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  2. Abderrahmane Lakas
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Corresponding author

Correspondence to Abdelkader Nasreddine Belkacem .

Editor information

Editors and Affiliations

  1. Department of Computer Science and Information Systems, InterLabs Research Institute, Bradley University, Peoria, IL, USA

    Vladimir L. Uskov

  2. “Aurel Vlaicu” University of Arad, Arad, Romania

    Robert J. Howlett

  3. Faculty of Engineering and Information Technology, Centre for Artificial Intelligence, University of Technology Sydney, Sydney, NSW, Australia

    Lakhmi C. Jain

Appendix

Appendix

See Table 1.

Table 1 Questionnaire for undergraduate students
Full size table

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© 2021 The Author(s), under exclusive license to Springer Nature Singapore Pte Ltd.

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Belkacem, A.N., Lakas, A. (2021). A Case Study on Teaching a Brain–Computer Interface Interdisciplinary Course to Undergraduates. In: Uskov, V.L., Howlett, R.J., Jain, L.C. (eds) Smart Education and e-Learning 2021. KES-SEEL 2021. Smart Innovation, Systems and Technologies, vol 240. Springer, Singapore. https://doi.org/10.1007/978-981-16-2834-4_18

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