Human–computer interfaces with regional lower and upper alpha frequencies as on-line indexes of mental activity

Cremades, J. Gualberto; Barreto, Armando; Sanchez, Danmary; Adjouadi, Malek

doi:10.1016/j.chb.2003.09.001

Cited by 9 publications

(3 citation statements)

References 24 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Ζρευνεσ για τα χαρακτθριςτικά του κ ρυκμοφ ςε ενιλικεσ ανκρϊπουσ ςυνεχίηουν να πραγματοποιοφνται (Niedermeyer & Lopes da Silva, 2005;Mitchell et al, 2008 (Cremades et al, 2004). Οι Jaušovec ςυςχετίηουν τον α -1 υπορυκμό με ςθμαςιολογικζσ λειτουργίεσ τθσ μνιμθσ, ενϊ τον α -2 κυρίωσ με τθν προςοχι (Jaušovec & Jaušovec, 2000).…”

Section: ο δϋλτα ρυθμόσunclassified

“…Ο υπορυκμόσ α -2 (11 -13 Hz)είναι υψθλότεροσ ςτο 3D ζναντι του 2D περιβάλλοντοσ ςτισ δεξιζσ κροταωικζσ περιοχζσ, όπωσ και ςτθν αριςτερι μετωπικι (F7). Θ διαωοροποίθςθ είναι εντονότερθ ςτθν ινιακι περιοχι, γεγονόσ που ςθματοδοτεί διαωορετικι εγκεωαλικι λειτουργία ςε οπτικοχωρικζσ δραςτθριότθτεσ (Cremades et al, 2004).…”

Section: άλφα ρυθμόσ (8 -13 Hz)unclassified

“…Θ μθ ςτατιςτικά ςθμαντικι υπεροχι του κ ρυκμοφ ςτθν αριςτερι κροταωικι περιοχι ερμθνεφεται ωσ απαίτθςθ τθσ ίδιασ προςοχισ και οπτικοφ προςανατολιςμοφ και από τα δφο περιβάλλοντα (Klimesch et al, 1992;Cremades et al, 2004) και κφρια (όταν εξαπλϊνονται ςε ολόκλθρο το ωλοιό όπωσ εδϊ) με τουσ διαωορετικοφσ τφπουσ απαιτιςεων προςοχισ (Klimesh 1999;Jaušovec & Jaušovec 2000;Donner et al, 2007;Siegel et al, 2007). Γίνεται ωανερό ότι και τα δφο περιβάλλοντα γενικά δεν απαίτθςαν ιδιαίτερθ ενεργοποίθςθ τθσ προςοχισ.…”

Section: διαδικαςύαunclassified

See 2 more Smart Citations

Η Επίδραση Της Στερεοσκοπίας Σε Εκπαιδευτικά Εικονικά Περιβάλλοντα

Ζαχαρής¹

View full text Add to dashboard Cite

Studies show that Information and Communication Technologies (ICT) positively affect learning process. Virtual reality is considered to be a powerful ICT tool that results in positive learning outcomes.Stereoscopy is one of the main characteristics of virtual reality. Stereoscopic viewing seems to be important for visually guided reaching tasks. The sense of stereoscopy has been shown to improve performance for tasks in three dimensional (3D) environments. As far as it concerns Educational Virtual Environments (EVEs), stereoscopy and 3D perception seem to contribute to conceptual learning and positive learning outcomes.The present PhD thesis studies topics that combine the fields of virtual reality, education, and brain function. It also introduces the new term "educational neuroscience", according to which learning is defined as "the process of generating neural interfaces in response to external stimuli". The research approach brings out brain activity such as cognitive processes during the interaction of participants in virtual (stereoscopic and non-stereoscopic) environments, aiming at the estimation of stereoscopy in these environments.The present thesis proposes the use of digital electroencephalography (EEG) as a high temporal resolution technique for the comparative study of the effects of stereoscopy in three different environments, namely a real, a two dimensional (2D) and a stereoscopic three dimensional (3D) with exactly the same content. The research axis of the present thesis is the comparative study of electric brain activity of young women, 19 to 22 years old, during their observation of certain objects in the above three environments. The EEG signals reflect a range of frequency bands that are associated with various functional brain states. EEG signals were studied for the following rhythms (delta 5 -3.5 Hz, theta 4 -7Hz, lower alpha-1 8 -10Hz, upper a-2 11 -12Hz, beta 13 -32Hz and gamma 33 -48Hz).The results of the thesis show that the topology of brain activity is the same for the three environments under study. This is rather expectable, since all three environments were of the same content. The results show that electric brain activity is similar in real and stereoscopic virtual environments and different than in non-stereoscopic 2D virtual environments. The real environment caused less mental effort than the other two virtual environments. Comparing the 3D stereoscopic to the 2D virtual environment, the stereoscopic environment caused less mental effort, possibly because of the existence of stereoscopy. Moreover, the 2D environment caused an increase of anxiety, probably because the participants were looking for the third dimension in it.The present thesis is a first step in the field of educational neuroscience, emphasizing the importance of stereoscopic virtual environments over non-stereoscopic ones for educational use. It also contributes to the study of cognitive processes that occur during user interaction with digital environments with educational content, aiming at the design of env...

show abstract

Section: ο δϋλτα ρυθμόσunclassified

Section: άλφα ρυθμόσ (8 -13 Hz)unclassified