教育领域中的脑-机接口应用:动向与挑战  

Brain-computer interface applications in education:Trends and challenges

作　　者：陈菁菁 王非[1,2] 高小榕 张羽[4] 李卓然[1,2] 张丹 CHEN Jingjing;WANG Fei;GAO Xiaorong;ZHANG Yu;LI Zhuoran;ZHANG Dan(Department of Psychology,School of Social Sciences,Tsinghua University,Beijing 100084,China;Tsinghua Laboratory of Brain and Intelligence,Tsinghua University,Beijing 100084,China;Department of Biomedical Engineering,School of Medicine,Tsinghua University,Beijing 100084,China;Institute of Education,Tsinghua University,Beijing 100084,China)

机构地区：[1]清华大学社会科学学院心理学系,北京100084 [2]清华大学脑与智能实验室,北京100084 [3]清华大学医学院生物医学工程系,北京100084 [4]清华大学教育研究院,北京100084

出　　处：《科技导报》2022年第12期90-101,共12页Science & Technology Review

基　　金：国家自然科学基金项目(61977041,6210020370)。

摘　　要：概述了脑-机接口技术与理念,总结了脑-机接口个体化、实时化和场景化3个重要技术特点;从学习状态识别、学习者个体特质测评和学习障碍干预3方面梳理了脑-机接口在教育领域的研究成果;探讨当前研究存在的问题,从理解、优化现有教育场景和开创新型教育场景等方面展望了脑-机接口未来的应用方向。This paper reviews the technology and the concept of the brain-computer interface,from the three important technical features:the individualization,the real-time nature and the scenario-based property,as well as the research progresses in education from the three aspects:the learning state recognition,the individual learner trait assessment and the learning disability intervention.The problems of existing researches are then analyzed.Finally,the future application directions of the brain-computer interface are discussed in terms of understanding and optimizing the existing educational scenarios and creating new educational scenarios.

关 键 词：脑-机接口 个性化教学 认知状态识别 个体测评 认知干预 

分 类 号：G434[文化科学—教育学] TN911.7[文化科学—教育技术学]