Abstract
Online Experimentation, which comprises remote and virtual experimentation, has played an important role, over the years, in the development of the students learning process. One of its examples is the use of web-based resources to study physiological events in topics of biomedical engineering. This article discusses the use of a virtual experimentation environment as a training tool for studying different methodologies that can be applied to detect drowsiness based on electroencephalogram (EEG) signals. As a result of this web-based platform, students can be more motivated to learn different methods that can be used in the processing and analysis of physiological data. As a final result, it can even be used to create a real-time detector for drowsiness, thus preventing the occurrence of road accidents.
Highlights
According to a study carried by Driver et al in 1994, the difficulties in understanding scientific concepts are present in all ages and levels [1]
Classifiers based on Support Vector Machines (SVM) with radial basis function (RBF) kernel were adopted
The problem of drowsiness detection based on EEG signals was studied, considering the database “The Sleep-EDF Database [Expanded]” from Physionet to compare and evaluate the application of different methodologies for classification purposes
Summary
According to a study carried by Driver et al in 1994, the difficulties in understanding scientific concepts are present in all ages and levels [1]. A research done by Rocard [2] concluded that new tools and methodologies are needed, so that the learning process in schools can become more efficient and motivating. Classroom activities and demonstrations can be done by the use of online laboratories [3, 4], considering essentially real or virtual experiments and digital tools, which provide students with new opportunities to explore and understand different scientific concepts. A study carried by Dikke et al [5] shows that many European schools are equipped with computer classes, tablets and high-speed internet connection for use of a huge variety of web-based learning applications and simulations. Another study, conducted by Zacharia [6], indicates that the simultaneous use of real and virtual experimentation improves students’ conceptual understanding, comparing with the use of real experimentation alone
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