A Brain-Computer Interface Project Applied in Computer Engineering

• Published in: IEEE transactions on education 2016-11, Vol.59 (4), p.319-326
• Main Authors: Katona, Jozsef, Kovari, Attila
• Format: Article
• Language: English
• Subjects: Active Learning; Attention; Biosensors; Brain; Brain Hemisphere Functions; Brain research; Brain–computer interface (BCI); Computer engineering; Computer Interfaces; Computer Science Education; Computer Software; Computers; Control systems; Diagnostic Tests; Education; electroencephalogram (EEG); Electroencephalography; Electronic Equipment; Engineering Education; Engineering Technology; Foreign Countries; Human-computer interface; Instructional Effectiveness; Likert Scales; Observation; project-based learning (PjBL); Questionnaires; Signal processing; Statistical Analysis; Student Attitudes; Student Projects; Student Surveys; Teaching Methods; Test Results; Undergraduate Students
• ISSN: 0018-9359; 1557-9638
• DOI: 10.1109/TE.2016.2558163

Keeping up with novel methods and keeping abreast of new applications are crucial issues in engineering education. In brain research, one of the most significant research areas in recent decades, many developments have application in both modern engineering technology and education. New measurement methods in the observation of brain activity open a new frontier in engineering applications. Electroencephalogram (EEG)-based brain activity observation processes are very promising and have been used in several engineering studies, primarily for the implementation of control tasks. This paper presents the development, implementation, and assessment of an EEG-based engineering education project, in which engineering students applied the theory they had learned and improved their knowledge and skills in the area of observation and evaluation of electrical signals generated by brain activity and measured by biosensors. The main project goal was to develop and test a brain-computer interface that is able to measure the average attention level. The effectiveness of this project-based learning was evaluated by student questionnaire responses and analysis of students' exam results; students who had participated in the project were shown to have higher levels of acquired knowledge.