BI3BCI2: Brain-Computer Interfaces and Assistive Technology

Module code: BI3BCI2

Module provider: School of Biological Sciences

Credits: 20

Level: Level 3 (Honours)

When you'll be taught: Semester 2

Module convenor: Professor Faustina Hwang, email: f.hwang@reading.ac.uk

Module co-convenor: Dr Yoshikatsu Hayashi, email: y.hayashi@reading.ac.uk

Pre-requisite module(s): BEFORE TAKING THIS MODULE YOU MUST TAKE BI1PR3 AND TAKE BI1PE2 AND TAKE BI2SF1 OR ( TAKE BI1PR17 AND TAKE BI1PH17 ) (Compulsory)

Co-requisite module(s):

Pre-requisite or Co-requisite module(s):

Module(s) excluded:

Placement information: NA

Academic year: 2024/5

Available to visiting students: Yes

Talis reading list: No

Last updated: 21 May 2024

Overview

Module aims and purpose

The term assistive technology (AT) refers to products or systems that support people’s functioning, independence, and participation in daily activities. In this module, you will study how ageing and impairment affects people’s interactions with technology, and be introduced to a range of technologies designed to assist older adults and people with disabilities. You will also learn about methods for designing assistive technologies using a human-centred approach. 

A brain-computer interface (BCI) is one example of an assistive technology that enables people to communicate directly with external devices using brain signals. In this module, BCI will be taught in terms of AT design principles. The module will enable you to understand how the brain signals are correlated with cognitive functions, and how to use the signals to control external devices. You will gain practical hands-on experience of developing a BCI, which will involve a demonstration of modern BCI equipment and coding the signal processing. 

Module learning outcomes

By the end of the module, it is expected that students will be able to:

1. Apply a human-centred design approach to the design of technologies for older people and people with disabilities
2. Explain the principles of brain-computer interfaces

Module content

In this module, students will study how human capabilities change with ageing and impairment, and how this affects interactions with technology. Specific topics include best practice for inclusive language, definitions and models of disability and impairment, conditions associated with ageing and impairment (e.g. stroke), assistive technologies, and user-centred design methods and techniques. 

Students are taught about Brain-computer interfaces (BCI) as one example of an assistive technology. Topics include the principles of neuroscience underlying a range of BCI technologies, BCI applications in neurorehabilitation, and practical experience in working with BCI technology including the signal acquisition and signal processing steps needed to implement a closed-loop BCI system. 

Structure

Teaching and learning methods

1-2 lectures each week, and 1 practical in some weeks, along with two pieces of coursework. 

Study hours

At least 40 hours of scheduled teaching and learning activities will be delivered in person, with the remaining hours for scheduled and self-scheduled teaching and learning activities delivered either in person or online. You will receive further details about how these hours will be delivered before the start of the module.

Please note the independent study hours above are notional numbers of hours; each student will approach studying in different ways. We would advise you to reflect on your learning and the number of hours you are allocating to these tasks.

Semester 1 The hours in this column may include hours during the Christmas holiday period.

Semester 2 The hours in this column may include hours during the Easter holiday period.

Summer The hours in this column will take place during the summer holidays and may be at the start and/or end of the module.

Assessment

Requirements for a pass

Students need to achieve an overall module mark of 40% to pass this module.

Summative assessment

Penalties for late submission of summative assessment

The Support Centres will apply the following penalties for work submitted late:

Assessments with numerical marks

• where the piece of work is submitted after the original deadline (or any formally agreed extension to the deadline): 10% of the total marks available for that piece of work will be deducted from the mark for each working day (or part thereof) following the deadline up to a total of three working days;
• the mark awarded due to the imposition of the penalty shall not fall below the threshold pass mark, namely 40% in the case of modules at Levels 4-6 (i.e. undergraduate modules for Parts 1-3) and 50% in the case of Level 7 modules offered as part of an Integrated Masters or taught postgraduate degree programme;
• where the piece of work is awarded a mark below the threshold pass mark prior to any penalty being imposed, and is submitted up to three working days after the original deadline (or any formally agreed extension to the deadline), no penalty shall be imposed;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension to the deadline): a mark of zero will be recorded.

Assessments marked Pass/Fail

• where the piece of work is submitted within three working days of the deadline (or any formally agreed extension of the deadline): no penalty will be applied;
• where the piece of work is submitted more than three working days after the original deadline (or any formally agreed extension of the deadline): a grade of Fail will be awarded.

The University policy statement on penalties for late submission can be found at: https://www.reading.ac.uk/cqsd/-/media/project/functions/cqsd/documents/qap/penaltiesforlatesubmission.pdf

You are strongly advised to ensure that coursework is submitted by the relevant deadline. You should note that it is advisable to submit work in an unfinished state rather than to fail to submit any work.

Formative assessment

Formative assessment is any task or activity which creates feedback (or feedforward) for you about your learning, but which does not contribute towards your overall module mark.

Formative feedback/feedforward is provided during lab practicals, in-class activities, and a dedicated drop-in session. 

Reassessment

Additional costs