Cyber-physical systems (CPSs) for special education rely on effective mental and brain processing during the lesson, performed with the assistance of humanoid robots. The improved diagnostic ability of the CPS is a prerogative of the system for efficient technological support of the pedagogical process. The article focuses on the available knowledge of possible EEG markers of abstraction, attentiveness, and memorisation (in some cases combined with eye tracking) related to predicting effective mental and brain processing during the lesson. The role of processing abstraction is emphasised as the learning mechanism, which is given priority over the other mechanisms by the cognitive system. The main markers in focus are P1, N170, Novelty P3, RewP, N400, and P600. The description of the effects is accompanied by the analysis of some implications for the design of novel educational scenarios in inclusive classes.


M. Dimitrova, H. Wagatsuma, A. Krastev, E. Vrochidou, J. D. Nunez-Gonzalez, “A Review of Possible EEG Markers of Abstraction, Attentiveness and Memorisation in Cyber-Physical Systems for Special Education”, Frontiers in Robotics and AI, 31 August 2021. https://www.frontiersin.org/articles/10.3389/frobt.2021.715962/full (Section Biomedical Robotics – Research Topic Emerging Technologies for Assistive Robotics: Current Challenges and Perspectives. Guest Editors: Lyuba Alboul, Jacques Penders, Peter Mitrouchev, Maya Dimitrova, Anna Lekova, Vassilis Kaburlasos)

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