Scopus İndeksli Yayınlar Koleksiyonu
Permanent URI for this collectionhttps://hdl.handle.net/20.500.12573/395
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Article Citation - WoS: 5Citation - Scopus: 7Transfer Learning for P300 Brain-Computer Interfaces by Joint Alignment of Feature Vectors(IEEE-Inst Electrical Electronics Engineers Inc, 2023-10) Altindis, Fatih; Banerjee, Antara; Phlypo, Ronald; Yilmaz, Bulent; Congedo, MarcoThis article presents a new transfer learning method named group learning, that jointly aligns multiple domains (many-to-many) and an extension named fast alignment that aligns any further domain to previously aligned group of domains (many-to-one). The proposed group alignment algorithm (GALIA) is evaluated on brain-computer interface (BCI) data and optimal hyper-parameter values of the algorithm are studied for classification performance and computational cost. Six publicly available P300 databases comprising 333 sessions from 177 subjects are used. As compared to the conventional subject-specific train/test pipeline, both group learning and fast alignment significantly improve the classification accuracy except for the database with clinical subjects (average improvement: 2.12 +/- 1.88%). GALIA utilizes cyclic approximate joint diagonalization (AJD) to find a set of linear transformations, one for each domain, jointly aligning the feature vectors of all domains. Group learning achieves a many-to-many transfer learning without compromising the classification performance on non-clinical BCI data. Fast alignment further extends the group learning for any unseen domains, allowing a many-to-one transfer learning with the same properties. The former method creates a single machine learning model using data from previous subjects and/or sessions, whereas the latter exploits the trained model for an unseen domain requiring no further training of the classifier.Article Citation - WoS: 9Citation - Scopus: 12Split-Attention Effects in Multimedia Learning Environments: Eye-Tracking and EEG Analysis(Springer, 2022-02-02) Mutlu-Bayraktar, Duygu; Ozel, Pinar; Altindis, Fatih; Yilmaz, BulentThis study aimed to evaluate the split-attention effect in multimedia learning environments via objective measurements as EEG and eye-tracking. Two different multimedia learning environments in a focused (integrated) and split-attention (separated) format were designed. The experimental design method was used. The participants consisted of 44 students divided into two groups for focused attention and split-attention. There were significant differences between the fixation, brain wave, and retention performance of the two groups. Fixations of the split-attention group were higher than the focused attention group. A significant difference was found in the focused attention group in the alpha brain wave in the frontal region for intra-group comparisons and in the split-attention group in the beta brain wave in the frontal area for the inter-group comparison. The retention performance of the focused attention group was higher than the split-attention group. Accordingly, more cognitive activity emerged in environments where the text was not integrated into the picture. Additionally, the narration of text instead of printed text is effective for focusing attention. To prevent the emergence of a split-attention effect, the text should be integrated into the picture in designs. Due to the split-attention effect, the eye-tracking and EEG data were different between the groups.Article Citation - WoS: 14Citation - Scopus: 15Relationship Between Objective and Subjective Cognitive Load Measurements in Multimedia Learning(Routledge Journals, Taylor & Francis Ltd, 2020-11-15) Mutlu-Bayraktar, Duygu; Ozel, Pinar; Altindis, Fatih; Yilmaz, BulentThe aim of this study is to compare subjective and objective cognitive load measurements in a multimedia learning environment. For this purpose, 20 university students studied in multimedia environments designed by researchers during which eye movements and multichannel electroencephalography (EEG) signals were recorded. Self-report ratings were obtained at the end of the experiment, and retention performances of the students were measured. After the data were collected, Pearson Correlation analysis was applied. According to the results, significant relationship between the number of fixations and EEG frequency band powers was found. In addition, there was a negative relationship between retention performance and number of fixations. Moreover, a negative relationship was found between retention performance and self-reported measurements.