FeelerSupporting awareness and reflection

about learning through EEG data

September 2015Aalto School of Arts, Design and Architecture

Eva Durall, Teemu Leinonen

1. Introduction

Research areas approached in Feeler prototype

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

2. Research question

What should be the role of biomarkers in learning?

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

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.

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

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.

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

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.

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.

Connection between modules.

3. Feeler Prototype / Digital app

Feeler data visualization

4. Methods

Research-based Design (Leinonen, 2008 & 2010)

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

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)

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.

Thanks!Further information:eva.durall@aalto.fi