feeler: supporting awareness and reflection about learning through eeg data
TRANSCRIPT
![Page 1: Feeler: Supporting awareness and reflection about learning through EEG data](https://reader035.vdocument.in/reader035/viewer/2022062904/5881ce6e1a28ab331a8b4a03/html5/thumbnails/1.jpg)
FeelerSupporting awareness and reflection
about learning through EEG data
September 2015Aalto School of Arts, Design and Architecture
Eva Durall, Teemu Leinonen
![Page 2: Feeler: Supporting awareness and reflection about learning through EEG data](https://reader035.vdocument.in/reader035/viewer/2022062904/5881ce6e1a28ab331a8b4a03/html5/thumbnails/2.jpg)
1. Introduction
Research areas approached in Feeler prototype
![Page 3: Feeler: Supporting awareness and reflection about learning through EEG data](https://reader035.vdocument.in/reader035/viewer/2022062904/5881ce6e1a28ab331a8b4a03/html5/thumbnails/3.jpg)
1. Introduction
EEG Skin Conductance
Heart Rate Pupil Dilation / Blink Rate
Body Posture / Gaze
Expression Recognition
Cognitive Load
x x x x x
Attention x x xMeditation x xMental Fatigue
x x x x x
Alertness x x x x xEmotions x x x x x xStress x x x x
EEG as one of most popular biomarkers for monitoring components of learning
Most frequently used real-time biomarkers using non-invasive technology
![Page 4: Feeler: Supporting awareness and reflection about learning through EEG data](https://reader035.vdocument.in/reader035/viewer/2022062904/5881ce6e1a28ab331a8b4a03/html5/thumbnails/4.jpg)
2. Research question
What should be the role of biomarkers in learning?
![Page 5: Feeler: Supporting awareness and reflection about learning through EEG data](https://reader035.vdocument.in/reader035/viewer/2022062904/5881ce6e1a28ab331a8b4a03/html5/thumbnails/5.jpg)
3. Feeler Prototype
Feeler prototype developed in collaboration with Niklas Pöllönen (electronics and programming).
Feeler is composed by a digital app and a set of modules with which the user physically interacts during the study session. EEG data is collected through Mindwave device.
Mindwave device
![Page 6: Feeler: Supporting awareness and reflection about learning through EEG data](https://reader035.vdocument.in/reader035/viewer/2022062904/5881ce6e1a28ab331a8b4a03/html5/thumbnails/6.jpg)
3. Feeler Prototype / Tangible objects
Feeler tangible objects
In Feeler, a study session is structured in 3 moments: relaxation, study and self-assessment. Each module guides the user through visual and haptic feedback.
![Page 7: Feeler: Supporting awareness and reflection about learning through EEG data](https://reader035.vdocument.in/reader035/viewer/2022062904/5881ce6e1a28ab331a8b4a03/html5/thumbnails/7.jpg)
Relaxation module
Relaxation is achieved through calm breathing. Users are asked to adjust their breath to the rhythm set by a led light during 5 minutes.
3. Feeler Prototype / Tangible objects
![Page 8: Feeler: Supporting awareness and reflection about learning through EEG data](https://reader035.vdocument.in/reader035/viewer/2022062904/5881ce6e1a28ab331a8b4a03/html5/thumbnails/8.jpg)
3. Feeler Prototype / Tangible objects
Study module
Users can set the amount of time that takes the study module. Feedback about time progression is given through a grid of leds that illuminates as time passes.At the end of the session, a gentle vibration indicates that time is over.
![Page 9: Feeler: Supporting awareness and reflection about learning through EEG data](https://reader035.vdocument.in/reader035/viewer/2022062904/5881ce6e1a28ab331a8b4a03/html5/thumbnails/9.jpg)
Self-assessment module
In the last module, learners are expected to dedicate 3 minutes to reflect about the session. At the back of the boxes, users find the following questions:
- How did you feel during the session?
- What do you expect from EEG data?- What would you change for the next
session?
3. Feeler Prototype / Tangible objects
![Page 10: Feeler: Supporting awareness and reflection about learning through EEG data](https://reader035.vdocument.in/reader035/viewer/2022062904/5881ce6e1a28ab331a8b4a03/html5/thumbnails/10.jpg)
Connection between modules.
3. Feeler Prototype / Tangible objects
In order to change task, users need to connect the modules. A smooth vibration indicates successful connection.
![Page 11: Feeler: Supporting awareness and reflection about learning through EEG data](https://reader035.vdocument.in/reader035/viewer/2022062904/5881ce6e1a28ab331a8b4a03/html5/thumbnails/11.jpg)
3. Feeler Prototype / Digital app
Screen captures of Feeler digital app
A desktop app guides users through the different Feeler modules. At the end of the session, user’s brain wave data is visualized.
![Page 12: Feeler: Supporting awareness and reflection about learning through EEG data](https://reader035.vdocument.in/reader035/viewer/2022062904/5881ce6e1a28ab331a8b4a03/html5/thumbnails/12.jpg)
Connection between modules.
3. Feeler Prototype / Digital app
Feeler data visualization
![Page 13: Feeler: Supporting awareness and reflection about learning through EEG data](https://reader035.vdocument.in/reader035/viewer/2022062904/5881ce6e1a28ab331a8b4a03/html5/thumbnails/13.jpg)
4. Methods
Research-based Design (Leinonen, 2008 & 2010)
![Page 14: Feeler: Supporting awareness and reflection about learning through EEG data](https://reader035.vdocument.in/reader035/viewer/2022062904/5881ce6e1a28ab331a8b4a03/html5/thumbnails/14.jpg)
5. Designing for reflection
Reflection levels that interactive technologycan support (Fleck and Fitzpatrick, 2010)
1. Revisiting
2. Revisiting with explanation
3. Dialogic reflection
4. Transformative reflection
5. Critical reflection
![Page 15: Feeler: Supporting awareness and reflection about learning through EEG data](https://reader035.vdocument.in/reader035/viewer/2022062904/5881ce6e1a28ab331a8b4a03/html5/thumbnails/15.jpg)
5. Designing for reflection
- Slow technology- Design for interruption (Hallnäas & Redström, 2001)
- Inquisitive Design- Design for conflict and inquiry (Dalsgaard, 2008)
- Technology as Experience- Design for openness and incompleteness (McCarthy &
Wright, 2004)
![Page 16: Feeler: Supporting awareness and reflection about learning through EEG data](https://reader035.vdocument.in/reader035/viewer/2022062904/5881ce6e1a28ab331a8b4a03/html5/thumbnails/16.jpg)
6. Conclusion
- The focus of learning technology based on monitoring physiological data should be on empowering students through reflection and awareness.
- Design strategies for supporting reflection:- Creation of time.- Asking reflective questions.- Leave some aspects incomplete.
![Page 17: Feeler: Supporting awareness and reflection about learning through EEG data](https://reader035.vdocument.in/reader035/viewer/2022062904/5881ce6e1a28ab331a8b4a03/html5/thumbnails/17.jpg)
Thanks!Further information:[email protected]