This paper summarizes the presentations and discussions at a workshop held during the Fourth International BCI Meeting charged with reviewing and evaluating the current state, limitations and future development of P300-based brain-computer interface (P300-BCI) systems. We reviewed such issues as potential users, recording methods, stimulus presentation paradigms, feature extraction and classification algorithms, and applications. A summary of the discussions and the panel's recommendations for each of these aspects are presented.

We show how brain sensing can lend insight to the evaluation of visual interfaces and establish a role for fNIRS in visualization. Research suggests that the evaluation of visual design benefits by going beyond performance measures or questionnaires to measurements of the user's cognitive state. Unfortunately, objectively and unobtrusively monitoring the brain is difficult. While functional near-infrared spectroscopy (fNIRS) has emerged as a practical brain sensing technology in HCI, visual tasks often rely on the brain's quick, massively parallel visual system, which may be inaccessible to this measurement. It is unknown whether fNIRS can distinguish differences in cognitive state that derive from visual design alone. In this paper, we use the classic comparison of bar graphs and pie charts to test the viability of fNIRS for measuring the impact of a visual design on the brain. Our results demonstrate that we can indeed measure this impact, and furthermore measurements indicate that there are not universal differences in bar graphs and pie charts.

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We present Brain Automated Chorales (BACh), an adaptive brain-computer system that dynamically increases the levels of difficulty in a musical learning task based on pianists' cognitive workload measured by functional near-infrared spectroscopy. As users' cognitive workload fell below a certain threshold, suggesting that they had mastered the material and could handle more cognitive information, BACh automatically increased the difficulty of the learning task. We found that learners played with significantly increased accuracy and speed in the brain-based adaptive task compared to our control condition. Participant feedback indicated that they felt they learned better with BACh and they liked the timings of the level changes. The underlying premise of BACh can be applied to learning situations where a task can be broken down into increasing levels of difficulty.

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