Stimulus modality influences session-to-session transfer of training effects in auditory and tactile streaming-based P300 brain–computer interfaces

Abstract

Despite recent successes, patients suffering from locked-in syndrome (LIS) still struggle to communicate using vision-independent brain–computer interfaces (BCIs). In this study, we compared auditory and tactile BCIs, regarding training effects and cross-stimulus-modality transfer effects, when switching between stimulus modalities. We utilized a streaming-based P300 BCI, which was developed as a low workload approach to prevent potential BCI-inefficiency. We randomly assigned 20 healthy participants to two groups. The participants received three sessions of training either using an auditory BCI or using a tactile BCI. In an additional fourth session, BCI versions were switched to explore possible cross-stimulus-modality transfer effects. Both BCI versions could be operated successfully in the first session by the majority of the participants, with the tactile BCI being experienced as more intuitive. Significant training effects were found mostly in the auditory BCI group and strong evidence for a cross-stimulus-modality transfer occurred for the auditory training group that switched to the tactile version but not vice versa. All participants were able to control at least one BCI version, suggesting that the investigated paradigms are generally feasible and merit further research into their applicability with LIS end-users. Individual preferences regarding stimulus modality should be considered.

Workshops of the eighth international brain–computer interface meeting: BCIs: the next frontier

“…The UCD evaluation process is built around metrics to determine effectiveness (accuracy in percent of correct responses), efficiency (information transfer rate in bits/min and subjective workload) and satisfaction (via visual analog scale, questionnaire, or user interview) [137,138]. These metrics should also inform earlier stage BCI development before end-user evaluation [139,140]. Further factors should be considered when designing the BCI paradigm, for instance, the design of tasks, feedback, instructions, and signal processing [86,[141][142][143].…”

Identifying potential training factors in a vibrotactile P300-BCI

“…While a multi-session training is usually not necessary for visual P300 paradigms, similar training-induced improvements have previously been observed in BCIs based on auditory stimulation 19 , 25 . It has even been demonstrated that BCI competence acquired from training with an auditory paradigm can, to a degree, be transferred to the tactile modality 32 .…”

Examine the Moderating Role of Teacher’s Self-Efficacy in the Relationship Between the Job Satisfaction and Professional Learning Community in China

“…It was also meant by this method that there may be a need for several devices and a suitable place at the same time to study or work ( Cowden and Young, 2020 ; Filandri and Semi, 2020 ; Lucisano et al, 2020 ; Ranieri et al, 2020 ; Mohsin et al, 2021a ; Naseem et al, 2021 ). Several teachers considered it as a source of stress to overcome these challenges in managing the distant learning process ( Cowden and Young, 2020 ; Palareti et al, 2020 ; Ziebell et al, 2020 ).…”