A Review of Possible EEG Markers of Abstraction, Attentiveness, and Memorisation in Cyber-Physical Systems for Special Education
| Autor: | Eleni Vrochidou, Maya Dimitrova, Aleksandar Krastev, J. David Nuñez-Gonzalez, Hiroaki Wagatsuma |
|---|---|
| Přispěvatelé: | European Commission |
| Jazyk: | angličtina |
| Rok vydání: | 2021 |
| Předmět: |
curiosity
Cyber-physical systems special education EEG markers Computer science Process (engineering) Review abstraction surprise Special education cyber-physical systems for special education 050105 experimental psychology novelty memory 03 medical and health sciences 0302 clinical medicine Artificial Intelligence Human–computer interaction TJ1-1570 0501 psychology and cognitive sciences Mechanical engineering and machinery EEG marker Abstraction (linguistics) Robotics and AI 4. Education 05 social sciences Cyber-physical system Novelty Correction QA75.5-76.95 N400 Computer Science Applications involuntary attention Electronic computers. Computer science Eye tracking 030217 neurology & neurosurgery Humanoid robot |
| Zdroj: | Frontiers in Robotics and AI Addi. Archivo Digital para la Docencia y la Investigación instname Frontiers in Robotics and AI, Vol 8 (2021) |
| ISSN: | 2296-9144 |
| Popis: | [EN]Cyber-physical systems (CPSs) for special education rely on effective mental and brain processing during the lesson, performed with the assistance of humanoid robots. The improved diagnostic ability of the CPS is a prerogative of the system for efficient technological support of the pedagogical process. The article focuses on the available knowledge of possible EEG markers of abstraction, attentiveness, and memorisation (in some cases combined with eye tracking) related to predicting effective mental and brain processing during the lesson. The role of processing abstraction is emphasised as the learning mechanism, which is given priority over the other mechanisms by the cognitive system. The main markers in focus are P1, N170, Novelty P3, RewP, N400, and P600. The description of the effects is accompanied by the analysis of some implications for the design of novel educational scenarios in inclusive classes. The presented research received funding from the EC for project CybSPEED,. 777720, H2020-MSCA-RISE-2017; the Bulgarian Research Fund project,. KP-06-H42/4 (2020-2023); and the project Competence Center "Intelligent mechatronic, eco-and energy saving systems and technologies". BG05M2OP0011.002-0023, OP Science and Education for Smart Growth (2014-2020). |
| Databáze: | OpenAIRE |
| Externí odkaz: |
|