Combined with conventional rehabilitation of the upper limbs, kinesthetic motor imagery (KMI) is a promising direction in post-stroke neurorehabilitation. Unfortunately, KMI is a complex mental task for people, as it provides no feedback, making it impossible to self-assess, correct, and improve their performance and, consequently, their rehabilitation. To overcome this difficulty, we have designed Sense-IT, a deformable interface coupled with a gamified BCI that provides tangible multisensory feedback (visual and kinesthetic) to allow for a supportive and differentiable rehabilitation program according to patients’ needs and preferences. This original double-blind and mixed study (N=36) compares the effects of three feedback modalities (visual, kinesthetic via Sense-IT, bimodal) on the user experience and motor area stimulation. Although neurophysiological results did not reveal significant differences in contralateral motor cortex activation across the three feedback modalities, subjective measures highlighted the added value of tangible and multimodal feedback. Participants reported that the kinesthetic feedback provided by Sense-IT enhanced their engagement and task comprehension. Overall, these findings support the relevance of combining visual and kinesthetic neurofeedback to improve user experience and emphasize the importance of delivering reliable and meaningful feedback in BCI-based motor rehabilitation.

A large number of studies highlight the importance of regulation in collaborative learning (CL). Nevertheless, only some studies describe how to get or support pupils to learn to regulate group work in school. In this context, we aim to understand if a specifically designed tangible environment can promote a regulated collaboration process during a face-to-face activity in school. Therefore, we conducted a 2-year design-based research (DBR) study. This article describes the DBR cycles in detail, and the steps we have executed to develop, test, implement, and evaluate a set of tangible artifacts called Collective attention led by a Mediated environment (CalMe). First, we identified three specific dimensions that interfere with CL in the classroom: team building and collective decision-making, task regulation awareness, and over-solicitation limitation. Second, we proposed design choices leading to the first iteration of a CalMe device that meets these needs. We then assessed usability and acceptability before the pedagogical validation steps. Third, through a pilot study, we evaluated the pedagogical potential of the second iteration of the CalMe device in a real context of use in an elementary school class. We collected and analyzed data from surveys, focus groups, log data, and video recordings through all the steps. Moreover, to allow for duplication of the study, we propose and detail our methodological approach. This study shows an empirical example of a DBR process that allows responding as closely as possible to the needs of both pupils and teachers. This work also provides input to teachers regarding a better understanding of collaborative problem-solving activities. Although there is still room for improvement on specific dimensions related to task regulation, such as better management of ambient noise or work tempo, the results indicate that the CalMe device allows for a regulated collaboration process in schools. It shows an human–computer interaction design process that can be an example of how to influence classroom activities through technology to promote positive CL experiences.

User fulfillment is gaining more attention from designers as they create or evaluate new technologies. Eudaimonic experience is a concept that highlights well-being as a component for fulfilling development. To date, it has received little attention in empirical research, especially regarding children. Although questionnaires exist to measure eudaimonic well-being in the academic context, they have primarily been used with university students. This article discusses and presents the preliminary development of a Questionnaire for measuring Eudaimonic Experiences in School (QEES). The QEES is designed to assess pupils’ eudaimonic perceptions of school activities. A sample of 360 school pupils participated in this study. The results justify the design of the QEES, as the eudaimonic well-being items developed for adults do not cover the needs of children. The QEES aims to provide new perspectives for educators and policymakers who wish to reflect on, evaluate, and promote pupils’ experiences of eudaimonia, including with technology.

Kinesthetic motor imagery (KMI) based brain-computer interfaces hold great potential for post-stroke motor rehabilitation. However, KMI is a complex task to perform, mainly due to the absence of sensory and kinesthetic feedback. To address this issue, sensory neurofeedback solutions have been proposed. One of them is tactile vibration, which has been used in BCI paradigms, but the optimal design choices of the vibration remain unclear. In this study, we present a novel bimodal stimulus that combines a vibrotactile device for the upper limb with a visual animation of a hand grasping a bottle. We aimed to investigate the effects of four different vibration patterns and four stimulation intensities to study the effects of the stimuli on the electroencephalography (EEG) signals of 17 healthy subjects without performing KMI. Our findings revealed EEG activity in the alpha, beta, and delta frequency bands within the somatosensory cortex during the sensory stimulation. While we did not observe significant differences in brain activity among the vibration patterns, we did observe statistically significant variations based on the vibration intensity. We observed central activity in both brain hemispheres, with stronger activity occurring in the contralateral hemisphere. Additionally, EEG activity seemed to involve the contralateral occipital areas. Based on these results, it is worth considering the delivery of feedback after participants have completed KMI tasks to differentiate and comprehensively study the brain activity resulting from the mental and sensory stimulation tasks.

Kinesthetic Motor Imagery (KMI) is a mental task which, if performed properly, can be very relevant in sports training or rehabilitation with a Brain-Computer Interface (BCI). Unfortunately, this mental task is generally complex to perform and can lead to a high degree of variability in its execution, reducing its potential benefits. The reason why the task of KMI is so difficult to perform is because there is no standardized way of instructing the subject in this mental task. This study presents an innovative BCI called Grasp-IT thought to support the learning of the KMI task, and the evaluation of two different learning methods: (i) a first one guided by an experimenter and based on the notion of progressiveness and (ii) a second one where the learners are alone and practice by trial and error. Our findings based on EEG analyses and subjective questionnaires validate the design of the Grasp-IT BCI and opens up perspectives on KMI learning modalities.

Traditional computer systems based on the WIMP paradigm (Window, Icon, Menu, Pointer) have shown potential benefits at school (e.g. for web browsing). On the other hand, they are not well suited as soon as hands-on and collaborative activities are targeted. We present CARDS, a Mixed-Reality system that combines together physical and digital objects in a seamless workspace to foster active and collaborative learning. We describe the design process based on a participatory approach with researchers, teachers, and pupils. We then present and discuss the results of a user study that tends to show that CARDS has a good educational potential for the targeted activities.

Cerebral activity is an intangible physiological process that is difficult to apprehend, especially for children. To overcome this difficulty, Teegi was designed as a new type of educational support. This tangible interface enables children to discover the relationship between brain activity and the functions of the human body. We developed a multimethods research approach to estimate the pedagogical potential of Teegi used in a real-life educational context. Using this interdisciplinary methodology, we conducted a user study (N=29) that highlighted the strengths of this interface, both in terms of its usability and its impact on learning. Moreover, results revealed possible improvements to further increase pedagogical effectiveness. This type of interface, as well as the evaluation method that we propose, contribute to extending our knowledge concerning the pedagogical use of new interactive tools at school.

Practical work in optics allows supporting the construction of knowledge, in particular when the concept to be learned remains diffuse. To overcome the limitations of the current experimental setups, we have designed a hybrid system that combines physical interaction and numerical simulation. This system relies on 3D-printed replicas of optical elements, which are augmented with pedagogical information. In this paper, we focus on the well-known Michelson interferometer experiment, widely studied in undergraduate programs of Science. A 3-months user study with 101 students and 6 teachers showed that, beyond the practical aspects offered by this system, such an approach enhances the technical and scientific learning compared to a standard Michelson interferometer experiment.

This paper presents the instructional-design of an augmented learning environment named AIBLE-HELIOS® that is targeted at teaching astronomy to children. This environment takes benefit of Augmented Reality (AR) and tangible interaction to stimulate an active and learner-centered approach to scientific problem solving. This approach follows the pedagogical principles of the Inquiry-Based Sciences Education (IBSE). Technical specifications and the design of the application have been based on didactical principles. It is intended to children of 8 to 11 years old in formal education. HELIOS was tested in-situ, i.e., in real teaching conditions with pupils (grades 4-5) from two primary schools. This user study confirms the design assumptions that influence children's interaction with contents during sciences courses. The analyses of the children's interactions with the system as well as learning indicate that HELIOS supports children in their investigations. Moreover, it provides some new information on children's interactions possibilities that will be taken into account in future versions. All these parameters contribute to the understanding of the ways through which AR can be used in formal teaching curricula in K-12 schools.

We introduce Teegi, a Tangible ElectroEncephaloGraphy (EEG) Interface that enables novice users to get to know more about something as complex as brain signals, in an easy, engaging and informative way. To this end, we have designed a new system based on a unique combination of spatial augmented reality, tangible interaction and real-time neurotechnologies. With Teegi, a user can visualize and analyze his or her own brain activity in real-time, on a tangible character that can be easily manipulated, and with which it is possible to interact. An exploration study has shown that interacting with Teegi seems to be easy, motivating, reliable and informative. Overall, this suggests that Teegi is a promising and relevant training and mediation tool for the general public.