Using Brain-Computer Interfaces as a Tool to Improve Athletes’ … · 2017. 2. 8. · Using...

Using Brain-Computer Interfaces as a Tool to Improve Athletes’ Performance.

▼

Camille Jeunet

Workshop of the EPFL-Inria International Lab –-

2017-02-07

Post-Doc in Collaboration with ---

Anatole Lécuyer, Ferran Argelaguet - InriaBenoît Bideau, Richard Kulpa – Univ. Rennes II / ENSJose del R. Millán, Ricardo Chavarriage - EPFL

▼ Part 0 ▼

# Background

▼ Background

▼ Background

Studied Cognitive Sciences @Bordeaux & @Montreal

▼ Background

PhD in Cognitive Sciences@Bordeaux & @Bristol/Brighton

Co-Supervised by:F. Lotte, B. N’Kaoua, M. Hachet & S. Subramanian

▼ Background

Post-Doc EPFL/Inria International Lab@Rennes & @Genève

Hybrid3D Interaction with Virtual Environments using Body and Mind

Jose del R. MillánRicardo Chavarriaga

Anatole LécuyerFerran Argelaguet

Benoît BideauRichard Kulpa

▼ Part I ▼

# PhD Project

Understanding & Improving Mental-Imagery based Brain-Computer Interface User-Training: Towards a New Generation of Reliable,

Efficient and Accessible BCIs.

[Wolpaw & Wolpaw (2012)]

▼ Research Focus – EEG-based MI-BCIs

MI-BCI = Mental-Imagery based Brain-Computer Interface



[ ImmersiveTech @ EPFL “Brain Controlled Wheelchair” ] [ Promotion Video of OpenViBE – Application “Use the Force”]


[ ImmersiveTech @ EPFL “Brain Controlled Wheelchair” ] [ Promotion Video of OpenViBE – Application “Use the Force”]












▼ MI-BCIs are Not Reliable Enough

[Lotte et al. (2013) – Frontiers in Neuroscience]

Sensors & Signal Processing Algorithms are Imperfect

Users do not Manage to Acquire BCI skills



Signal Processing Algorithms are Imperfect

Users do not Manage to Acquire MI-BCI skills



▼ What are MI-BCI skills?

[Jeunet et al. (2016) – Wiley-Iste]



Generate clear MI








Stable & Distinct brain patterns




Generate clear MI


Generate clear MI

Process the feedback to improve MI


Current Training Protocols are theoretically Inappropriate.


▼ Objective

Understanding & Improving

MI-BCI User-Training.

▼ Objective

Understanding & Improving

MI-BCI User-Training.

[Kübler et al. (2014) – PLoS One ]

▼ Roadmap

▼ Roadmap

Generate clear MI

Cognitive Factors

Personality

▼ Roadmap

Feedback

Process the feedback to improve MI

Generate clear MI

Cognitive Factors

Personality

▼ Roadmap

How Do Cognitive Factors Impact MI-BCI Performance?

How Does PersonalityImpact MI-BCI Performance?

How Does Standard Feedback Impact MI-BCI

Performance?

▼ Roadmap




Performance?

▼ Roadmap




Performance?

- Part I -UnderstandingInfluential Factors

- Part III -Prospects -Ideas for Future Work

- Part II -ImprovingProposing a Solution

▼ Roadmap




Performance?




▼ Cognitive Factors

[Jeunet et al., 2015 – PLOS One]

- Part I – Influential Factors

STUDY #1 STUDY #2

Training tasks

Training Duration

# Participants

124 - 12

X 18

6sessions

5runs

45trials

X X

[Friedrich et al., 2013 – PLOS One]

X 20

1session

5runs

40trials

X X

▼ Cognitive Factors- Part I – Influential Factors

STUDY #1

Correlation MI-BCI Performance & Mental Rotation Scores

>> r = 0.696 – p < 0.005

[Mental Rotation test, Vandenberg, 1978]

STUDY #2

Correlation MI-BCI Performance & Mental Rotation Scores

>> r = 0.464 – p < 0.05


[ Jeunet et al. (2016) – J. Neural Engineering ]

▼ Roadmap




Performance?




▼ Roadmap


▼Spatial Abilities (SA)



Performance?




▼ Roadmap





Performance?




Suzy Teillet

[Jeunet et al., 2016 – BCI Meeting]

▼ Cognitive Factors- Part II – Proposing a solution

A spatial ability training improves users’ spatial abilities, whichin turn has a positive impact on users’ MI-BCI performance.H //

[Hoyek et al., 2009 – Learning & Teaching medicine]

[Moreau et al., 2012 – J. of Individual Differences]



Designing a Spatial Ability (SA) training protocols.

- Participants improved their mental rotation scores- No global effect on MI-BCI performance/progression- BUT effect of the intensity on the training on their MI-BCI progression:


[Teillet, Jeunet et al., 2016 – SMC2016]

Testing the SA training protocol: Results (N=24)



A spatial ability training improves users’ spatial abilities, whichin turn has a positive impact on users’ MI-BCI performance.H //

▼ Roadmap



▼SA Training:



Performance?




▼ Roadmap



▼SA Training:



Performance?




▼ Cognitive Factors- Part III – Prospects: Stroke Rehabilitation

StrokeMotor After-

Effects

Standard RehabilitationMotor Tasks

Motor-imagery BCIBrain-Activity Visu.Electro-stimulation

. Are you doing the task?

. Risk: increase Depression?

. Risk: increase Depression?

Spatial Ability Training + BCI

Idem.

▼ Roadmap



▼SA Training:

▼Application: Stroke Rehabilitation?



Performance?





▼ Roadmap



▼SA Training:



Performance?




▼ Personality- Part I – Influential Factors


STUDY

Training tasks

Training Duration

# Participants

124 - 12

X 18

6sessions

5runs

45trials

X X

▼ Personality- Part I – Influential Factors

P = α0 - α1 * Tension + α2 * Abstractness + α3 * Learning-Style + α4 * Self-Reliance

R R² R² adj. Standard Error

0.925 0.857 0.809 1.919



▼ Roadmap



▼SA Training:



Performance?





▼Tension, self-reliance, abstractedness, learning style.

▼ Roadmap



▼SA Training:



Performance?






▼ Roadmap



▼SA Training:



Performance?




Léa Pillette

Boris Mansencal

▼ Personality- Part II – Proposing a solution





Need for Social Presence & Emotional Support to learn …


/

[Meyer & Turner, 2002 – Educational Psychologist]

[Shute, 2008 – Review of Educational Research]


Providing a social presence & emotional support to MI-BCIusers, using a Learning Companion, during their training willimprove the training process in terms of MI-BCI performance& user experience.

H //

[N’Kambou et al., 2010 – Advances in Intelligent Tutoring Systems]


PEANUT – Personalised Emotional Agent for Neurotechnology User-Training


Appearance –

Design based on …

. The literature

. A questionnaire (N=97)

[Pillette, Jeunet et al. – Submitted]

[Hornecker (2011) - Interactions]

[Um et al. (2012à – J. Educ. Psy.]


Behaviour –



Behaviour –


What? How? When?


Behaviour –


What? How? When?

[based on the literature]

Support Effort

Empathy

Results Good

Change Strategy


Behaviour –


What? How? When?

[questionnaire – N=104]

! .Exclamatory

vs. Declarative

Personal vs.

Non personal

youit


Support Effort

Empathy

Results Good

Change Strategy

-


Behaviour –


What? How? When?

[rule tree]

[questionnaire – N=104]

! .Exclamatory

vs. Declarative

Personal vs.

Non personal

youit


Support Effort

Empathy

Results Good

Change Strategy


Providing a social presence & emotional support to MI-BCIusers during their training will improve the training process interms of MI-BCI performance & user experience.

H //

[Kübler et al. (2014) – PLoS One ]



▼ Roadmap



▼SA Training:



Performance?




Léa Pillette

Boris Mansencal



▼Learning Companion: PEANUT:

▼ Roadmap



▼SA Training:



Performance?




Léa Pillette

Boris Mansencal




▼ Roadmap



▼SA Training:



Performance?




▼ Personality- Part III – Prospects: Cognitive Support

PEANUT TEEGI

[ Frey, Gervais, et al. (2014) – UIST ]

&




▼ Roadmap



▼SA Training:



Performance?







▼Improvement: Cognitive Support

▼ Roadmap



▼SA Training:



Performance?





Performance?





▼ Roadmap



▼SA Training:





Emilie Jahanpour

Alison Cellard

▼ Feedback- Part I – Influential Factors

[ Jeunet et al. (2014) – Graz BCI Conference ]


[ Pfurtscheller & Neuper (2001) – Proc. IEEE ]


[ Jeunet et al. (2014) – Graz BCI Conference ]


Around 17% of the participants did not manage to learn.

[ Pfurtscheller & Neuper (2001) – Proc. IEEE ]


Performance obtained at the motor tasks per participant & per run.[ Jeunet et al. (2016) – J. Neural Engineering ]

N=53


Performance?





▼ Roadmap



▼SA Training:





Emilie Jahanpour

Alison Cellard


Performance?

▼Feedback requires manycognitive resources to beprocessed.





▼ Roadmap



▼SA Training:





Emilie Jahanpour

Alison Cellard


Performance?






▼ Roadmap



▼SA Training:





Chi Tanh Vi

Daniel Spelmezan

▼ Feedback- Part II – Proposing a solution

[ Jeunet et al. (2015) – Interact ]

Tactile feedback requires less cognitive resources than anequivalent visual feedback in a BCI context (i.e., where thevisual channel is overtaxed), thus resulting in a betteracquisition of MI-BCI skills & better performances at sidetasks.

H //

▼ Feedback- Part II – Proposing a solution

[ Jeunet et al. (2015) – Interact ]

Tactile feedback requires less cognitive resources than anequivalent visual feedback in a BCI context (i.e., where thevisual channel is overtaxed), thus resulting in a betteracquisition of MI-BCI skills & better performances at sidetasks.

H //


Performance?






▼ Roadmap



▼SA Training:





Chi Tanh Vi

Daniel Spelmezan


Performance?


▼Tactile Feedback:





▼ Roadmap



▼SA Training:





Chi Tanh Vi

Daniel Spelmezan


Performance?

▼Feedback requires muchcognitive resources to beprocessed.






▼ Roadmap



▼SA Training:





▼ Feedback- Part III – Prospects: Why is tactile feedback efficient?

[ Jeunet et al. (2016) – Progress in Brain Research ]

It requires fewercognitive resourcesto be processed.

H1 //Vibrations on thehands trigger themotor cortex.

H2 //Tactile feedback isassociated with a bettersense of agency.

H3 //

[ Gallagher (2000) – Trends in Cognitive Sciences]


Performance?

▼Feedback requires muchcognitive resources to beprocessed.






▼ Roadmap



▼SA Training:






Performance?



▼Neurophysiological correlatesof tactile feedback efficiency





▼ Roadmap



▼SA Training:






Performance?



▼Neurophysiological correlatesof tactile feedback efficiency





▼ Roadmap



▼SA Training:





▼ Discussion - Limits

- Need for…

- New measures of performance

- A multi-factorial approach of user-training - A Model of the skills to be acquired

PERFORMANCE: Classification Accuracy


Mental

Rotation

score

+

Spatial

Abilities


Mental

Rotation

score

+

Spatial

Abilities

Kinaesthetic

Imagination

Score

Mental

Rotation

score

Abstracted

ness

Visual-

MotorCoordination

Mu

Active

Learning

Visual-

Motor

Imagination

Score

+

/ Spatial Abilities


Mental

Rotation

score

+

Spatial

Abilities

Kinaesthetic

Imagination

Score

Mental

Rotation

score

Abstracted

ness

Visual-

MotorCoordination

Mu

Active

Learning

Visual-

Motor

Imagination

Score

Spatial Ability

Training

+

/ Spatial Abilities


Mental

Rotation

score

+

Spatial

Abilities

Kinaesthetic

Imagination

Score

Mental

Rotation

score

Abstracted

ness

Visual-

MotorCoordination

Mu

Active

Learning

Visual-

Motor

Imagination

Score

Spatial Ability

Training

+

/ Spatial Abilities

Video

Games

Cognitive

Support


Mental

Rotation

score

+

Spatial

Abilities

Kinaesthetic

Imagination

Score

Mental

Rotation

score

Abstracted

ness

Visual-

MotorCoordination

Mu

Active

Learning

Visual-

Motor

Imagination

Score

Spatial Ability

Training

Self

Reliance

Tension /

Anxiety

+

/ Spatial Abilities

Video

Games

Cognitive

Support


Mental

Rotation

score

+

Spatial

Abilities

Kinaesthetic

Imagination

Score

Mental

Rotation

score

Abstracted

ness

Visual-

MotorCoordination

Mu

Active

Learning

Visual-

Motor

Imagination

Score

Spatial Ability

Training

Self

Reliance

Tension /

Anxiety

+

Self-

Efficacy

Computer

Anxiety

Mastery

Confidence

Sense of

Agency

Perceived

difficulty

-

Worry

about perf.

Tension /

Anxiety

-

-

--

+

+

/ Spatial Abilities/ User-Technology Relationship

Video

Games

Cognitive

Support


Mental

Rotation

score

+

Spatial

Abilities

Kinaesthetic

Imagination

Score

Mental

Rotation

score

Abstracted

ness

Visual-

MotorCoordination

Mu

Active

Learning

Visual-

Motor

Imagination

Score

Spatial Ability

Training

Self

Reliance

Tension /

Anxiety

+

Self-

Efficacy

Computer

Anxiety

Mastery

Confidence

Sense of

Agency

Perceived

difficulty

-

Worry

about perf.

Tension /

Anxiety

-

-

--

+

+


Social

Presence &

Emotional

Support

Video

Games

Cognitive

Support


Mental

Rotation

score

+

Spatial

Abilities

Kinaesthetic

Imagination

Score

Mental

Rotation

score

Abstracted

ness

Visual-

MotorCoordination

Mu

Active

Learning

Visual-

Motor

Imagination

Score

Spatial Ability

Training

Self

Reliance

Tension /

Anxiety

+

Self-

Efficacy

Computer

Anxiety

Mastery

Confidence

Sense of

Agency

Perceived

difficulty

-

Worry

about perf.

Tension /

Anxiety

-

-

--

+

+


Social

Presence &

Emotional

Support

-

++

+

Priority,

Consistency

& Exclusivity

Principles

Transparent

Mapping

Positively

Biased

Feedback

Video

Games

Cognitive

Support

104

Self-

Efficacy

Computer

Anxiety

Mastery

Confidence

Sense of

Agency

Perceived

difficulty

Self

Reliance

-

Focused

Attention


Worry

about perf.

Tension /

Anxiety

Gamma

Mood

Motivation

Kinaesthetic

Imagination

Score

Mental

Rotation

score

Tiredness

Spatial

Abilities

Abstracted

ness

Visual-

MotorCoordination

Mu

-

-

--

-

-

-

-

-

+

+

+

+

+ +

+

+

Active

Learning

Visual-

Motor

Imagination

Score

Attentional

Abilities

+

Priority,

Consistency

& Exclusivity

Principles

Spatial Ability

Training

Transparent

Mapping

Social

Presence &

Emotional

Support

Positively

Biased

Feedback

-

++

+

+

Engage-

ment

towards the

task


Video

Games

Cognitive

Support

105

Self-

Efficacy

Computer

Anxiety

Mastery

Confidence

Sense of

Agency

Perceived

difficulty

Self

Reliance

-

Focused

Attention


Worry

about perf.

Tension /

Anxiety

Gamma

Mood

Motivation

Kinaesthetic

Imagination

Score

Mental

Rotation

score

Tiredness

Spatial

Abilities

Abstracted

ness

Visual-

MotorCoordination

Mu

-

-

--

-

-

-

-

-

+

+

+

+

+ +

+

+

Active

Learning

Visual-

Motor

Imagination

Score

Attentional

Abilities

+

Priority,

Consistency

& Exclusivity

Principles

Spatial Ability

Training

Transparent

Mapping

Social

Presence &

Emotional

Support

Positively

Biased

Feedback

-

++

+

+

Engage-

ment

towards the

task

/ Spatial Abilities/ User-Technology Relationship / Motivation & Attention

Video

Games

Cognitive

Support

106

Self-

Efficacy

Computer

Anxiety

Mastery

Confidence

Sense of

Agency

Perceived

difficulty

Self

Reliance

-

Focused

Attention


Worry

about perf.

Tension /

Anxiety

Gamma

Mood

Motivation

Kinaesthetic

Imagination

Score

Mental

Rotation

score

Tiredness

Spatial

Abilities

Abstracted

ness

Visual-

MotorCoordination

Mu

-

-

--

-

-

-

-

-

+

+

+

+

+ +

+

+

Active

Learning

Visual-

Motor

Imagination

Score

Attentional

Abilities

+

Priority,

Consistency

& Exclusivity

Principles

Video

Games

Attentional

Neuro-

feedback

MeditationSpatial Ability

Training

Transparent

Mapping

Social

Presence &

Emotional

Support

Cognitive

Support

Positively

Biased

Feedback

Adaptive

Difficulty

-

++

+

+

Engage-

ment

towards the

task

+

/ Spatial Abilities/ User-Technology Relationship / Motivation & Attention

107

COGNITIVE MODEL OF MI-BCI TASKS

Self-

Efficacy

Computer

Anxiety

Mastery

Confidence

Sense of

Agency

Perceived

difficulty

Self

Reliance

-

Focused

Attention


Worry

about perf.

Tension /

Anxiety

Gamma

Mood

Motivation

Kinaesthetic

Imagination

Score

Mental

Rotation

score

Tiredness

Spatial

Abilities

Abstracted

ness

Visual-

MotorCoordination

Mu

-

-

--

-

-

-

-

-

+

+

+

+

+ +

+

+

Active

Learning

Visual-

Motor

Imagination

Score

Attentional

Abilities

+

Priority,

Consistency

& Exclusivity

Principles

Video

Games

Attentional

Neuro-

feedback

MeditationSpatial Ability

Training

Transparent

Mapping

Social

Presence &

Emotional

Support

Cognitive

Support

Positively

Biased

Feedback

Adaptive

Difficulty

-

++

+

+

Engage-

ment

towards the

task

+

▼ Part II ▼

# Post-Doc Project


▼ Object of the Project EEG & Sport

Brain-Computer Interfaces for the Analysis and Training of Athletes’ Performance.



[Biomechanics]



[Biomechanics] [Physiology]




[Social]

[Cognitive]

[Neurophysiological]

[Psychological]




[Social]

[Cognitive]

[Neurophysiological]

[Psychological]

[Mental State]

▼ First Study

OBJECT -Evaluate the effect of competition onperformance & on neurophysiologicalactivity.

METHODS -Virtual Reality EnvironmentTraining vs. Competition

[ Pereira et al. - Submitted ]

▼ First Study

RESULTS -

[ Pfurtscheller & Lopes da Silva (1999) – Clinical Neurophysiology ]

▼ First Study

RESULTS -

[ Pereira et al. - Submitted ]

Difference between Training & Competition

▼ Objectives of the Post-Doc

Use EEG as a Tool to Improve Athletes’ Performance…

. To find markers of performance

. Study their relationship with the performance

. Train the athletes based on these markers

. Test the training on different sports & professionals



[Covert Attention Neurofeedback Training]



[Covert Attention Neurofeedback Training]

[Ecological Motor-Imagery Training]


▼

Camille Jeunet

Workshop of the EPFL-Inria International Lab –-

2017-02-07

Post-Doc in Collaboration with ---

Anatole Lécuyer, Ferran Argelaguet - InriaBenoît Bideau, Richard Kulpa – Univ. Rennes II / ENSJose del R. Millán, Ricardo Chavarriage - EPFL

THANK YOU!

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