Slide
Centre Interdisciplinaire
de Recherche et d’Innovation
en Cybersécurité et Société
de Recherche et d’Innovation
en Cybersécurité et Société
1.
Santana, S. T. O. D.; Silva, J. C. Da; Hatano, Y.; Guerrero-Mendez, C. D.; Souza, M. L. De; Igasaki, T.; Bastos-Filho, T.; Dantas, A. F. O. De Azevedo; Falk, T. H.; Delisle-Rodriguez, D.
Cognitive Training Using a Brain-Computer Interface for θ/β Ratio Self-Regulation - Preliminary Results with Long Covid-19 Survivors Proceedings Article
In: IEEE Int. Conf. Hum.-Mach. Syst., ICHMS, pp. 646–650, Institute of Electrical and Electronics Engineers Inc., 2026, ISBN: 979-833154511-6 (ISBN), (Journal Abbreviation: IEEE Int. Conf. Hum.-Mach. Syst., ICHMS).
Abstract | Links | BibTeX | Tags: 'current, Behavioral research, Brain, brain computer interface, Brain mapping, cognitive impairment, Cognitive skill, Cognitive systems, Cognitive training, Computer games, COVID-19, Electroencephalography, Electrophysiology, Executive Function, Interfaces (computer), Memory functions, Neurotechnology, Personnel training, Self regulation, Sustained attention, working memory
@inproceedings{santanaCognitiveTrainingUsing2026,
title = {Cognitive Training Using a Brain-Computer Interface for θ/β Ratio Self-Regulation - Preliminary Results with Long Covid-19 Survivors},
author = {S. T. O. D. Santana and J. C. Da Silva and Y. Hatano and C. D. Guerrero-Mendez and M. L. De Souza and T. Igasaki and T. Bastos-Filho and A. F. O. De Azevedo Dantas and T. H. Falk and D. Delisle-Rodriguez},
url = {https://www.scopus.com/pages/publications/105045602964?origin=resultslist},
doi = {10.1109/ICHMS69701.2026.11602366},
isbn = {979-833154511-6 (ISBN)},
year = {2026},
date = {2026-01-01},
booktitle = {IEEE Int. Conf. Hum.-Mach. Syst., ICHMS},
pages = {646–650},
publisher = {Institute of Electrical and Electronics Engineers Inc.},
abstract = {Long COVID-19 can generate cognitive impairments, affecting a person's attention, working memory, and executive functions. Previous studies have suggested that therapies based on neurotechnologies can be used to recover cognitive skills. This current research presents an electroencephalography brain-computer interface based serious game for sustained attention training. The system classifies attention levels while the user controls the speed of a virtual car by self-regulating the θ/β power band ratio across multiple brain locations. Pilot experiments were conducted with two COVID-19 adult survivors who experienced cognitive decline due to long COVID19 symptoms. Participants underwent 10 sessions across consecutive working days (2 sessions × week). Both participants enhanced brain wave oscillations in both frontal and central regions, reducing theta activity and simultaneously increasing beta oscillations) after the training, achieving therefore healthy brain behavior during a cognitive attention task. Furthermore, both individuals improved cognitive skills, such as attention, working memory, and executive functions. These preliminary findings are promising and motivate the further development of multichannel neurofeedback systems for cognitive training for long COVID-19 survivors. © 2026 IEEE.},
note = {Journal Abbreviation: IEEE Int. Conf. Hum.-Mach. Syst., ICHMS},
keywords = {'current, Behavioral research, Brain, brain computer interface, Brain mapping, cognitive impairment, Cognitive skill, Cognitive systems, Cognitive training, Computer games, COVID-19, Electroencephalography, Electrophysiology, Executive Function, Interfaces (computer), Memory functions, Neurotechnology, Personnel training, Self regulation, Sustained attention, working memory},
pubstate = {published},
tppubtype = {inproceedings}
}
Long COVID-19 can generate cognitive impairments, affecting a person's attention, working memory, and executive functions. Previous studies have suggested that therapies based on neurotechnologies can be used to recover cognitive skills. This current research presents an electroencephalography brain-computer interface based serious game for sustained attention training. The system classifies attention levels while the user controls the speed of a virtual car by self-regulating the θ/β power band ratio across multiple brain locations. Pilot experiments were conducted with two COVID-19 adult survivors who experienced cognitive decline due to long COVID19 symptoms. Participants underwent 10 sessions across consecutive working days (2 sessions × week). Both participants enhanced brain wave oscillations in both frontal and central regions, reducing theta activity and simultaneously increasing beta oscillations) after the training, achieving therefore healthy brain behavior during a cognitive attention task. Furthermore, both individuals improved cognitive skills, such as attention, working memory, and executive functions. These preliminary findings are promising and motivate the further development of multichannel neurofeedback systems for cognitive training for long COVID-19 survivors. © 2026 IEEE.
2.
Remacle, A.; Bouchard, S.; Morsomme, D.
In: Computers and Education, vol. 200, 2023, ISSN: 03601315 (ISSN), (Publisher: Elsevier Ltd).
Abstract | Links | BibTeX | Tags: Background noise, Computer aided instruction, Control groups, E-learning, Experimental groups, Oral communication, Oral communication skills, Personnel training, randomized controlled trial, Self Efficacy, Speech communication, Teacher training, Teachers', Virtual Classroom, virtual reality, Voice
@article{remacle_can_2023,
title = {Can teaching simulations in a virtual classroom help trainee teachers to develop oral communication skills and self-efficacy? A randomized controlled trial.},
author = {A. Remacle and S. Bouchard and D. Morsomme},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85152896047&doi=10.1016%2fj.compedu.2023.104808&partnerID=40&md5=990f5fff277e3edf28e78b1fab80022c},
doi = {10.1016/j.compedu.2023.104808},
issn = {03601315 (ISSN)},
year = {2023},
date = {2023-01-01},
journal = {Computers and Education},
volume = {200},
publisher = {Elsevier Ltd},
abstract = {Effective oral communication skills are essential to ensure optimal teaching while preserving the teacher's vocal health. Training these skills in representative settings is expected to promote their generalization. Since the implementation of such training in actual school situations is challenging, virtual reality (VR) may represent a solution.This study evaluated the effects of VR simulations on trainee teachers’ oral communication skills. Based on our Theoretical Framework for Teachers’ Vocal Behavior, we developed and empirically assessed a voice-related prevention program including noisy communicative situations in a virtual classroom. In a randomized controlled trial, the participants were assigned to one of two conditions: (1) individual voice training including simulations in the virtual classroom and a group information session (experimental group},
note = {Publisher: Elsevier Ltd},
keywords = {Background noise, Computer aided instruction, Control groups, E-learning, Experimental groups, Oral communication, Oral communication skills, Personnel training, randomized controlled trial, Self Efficacy, Speech communication, Teacher training, Teachers', Virtual Classroom, virtual reality, Voice},
pubstate = {published},
tppubtype = {article}
}
Effective oral communication skills are essential to ensure optimal teaching while preserving the teacher's vocal health. Training these skills in representative settings is expected to promote their generalization. Since the implementation of such training in actual school situations is challenging, virtual reality (VR) may represent a solution.This study evaluated the effects of VR simulations on trainee teachers’ oral communication skills. Based on our Theoretical Framework for Teachers’ Vocal Behavior, we developed and empirically assessed a voice-related prevention program including noisy communicative situations in a virtual classroom. In a randomized controlled trial, the participants were assigned to one of two conditions: (1) individual voice training including simulations in the virtual classroom and a group information session (experimental group
3.
Remacle, A.; Bouchard, S.; Morsomme, D.
In: Computers and Education, vol. 200, 2023, ISSN: 03601315 (ISSN).
Abstract | Links | BibTeX | Tags: Background noise, Computer aided instruction, Control groups, E-learning, Experimental groups, Oral communication, Oral communication skills, Personnel training, randomized controlled trial, Self Efficacy, Speech communication, Teacher training, Teachers', Virtual Classroom, virtual reality, Voice
@article{remacleCanTeachingSimulations2023,
title = {Can teaching simulations in a virtual classroom help trainee teachers to develop oral communication skills and self-efficacy? A randomized controlled trial.},
author = {A. Remacle and S. Bouchard and D. Morsomme},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85152896047&doi=10.1016%2fj.compedu.2023.104808&partnerID=40&md5=990f5fff277e3edf28e78b1fab80022c},
doi = {10.1016/j.compedu.2023.104808},
issn = {03601315 (ISSN)},
year = {2023},
date = {2023-01-01},
journal = {Computers and Education},
volume = {200},
publisher = {Elsevier Ltd},
abstract = {Effective oral communication skills are essential to ensure optimal teaching while preserving the teacher's vocal health. Training these skills in representative settings is expected to promote their generalization. Since the implementation of such training in actual school situations is challenging, virtual reality (VR) may represent a solution.This study evaluated the effects of VR simulations on trainee teachers’ oral communication skills. Based on our Theoretical Framework for Teachers’ Vocal Behavior, we developed and empirically assessed a voice-related prevention program including noisy communicative situations in a virtual classroom. In a randomized controlled trial, the participants were assigned to one of two conditions: (1) individual voice training including simulations in the virtual classroom and a group information session (experimental group},
keywords = {Background noise, Computer aided instruction, Control groups, E-learning, Experimental groups, Oral communication, Oral communication skills, Personnel training, randomized controlled trial, Self Efficacy, Speech communication, Teacher training, Teachers', Virtual Classroom, virtual reality, Voice},
pubstate = {published},
tppubtype = {article}
}
Effective oral communication skills are essential to ensure optimal teaching while preserving the teacher's vocal health. Training these skills in representative settings is expected to promote their generalization. Since the implementation of such training in actual school situations is challenging, virtual reality (VR) may represent a solution.This study evaluated the effects of VR simulations on trainee teachers’ oral communication skills. Based on our Theoretical Framework for Teachers’ Vocal Behavior, we developed and empirically assessed a voice-related prevention program including noisy communicative situations in a virtual classroom. In a randomized controlled trial, the participants were assigned to one of two conditions: (1) individual voice training including simulations in the virtual classroom and a group information session (experimental group
4.
Remacle, A.; Bouchard, S.; Etienne, A. -M.; Rivard, M. -C.; Morsomme, D.
In: Virtual Reality, vol. 25, no. 4, pp. 935–944, 2021, ISSN: 13594338 (ISSN), (Publisher: Springer Science and Business Media Deutschland GmbH).
Abstract | Links | BibTeX | Tags: Acoustic analysis, Acoustic measurement, Acoustic measurements, Acoustic noise, Computer aided instruction, Educational effectiveness, Elementary schools, Environmental constraints, Feeling of presences, Lombard speech, Personnel training, Repeated measures, Speech and language therapy, Speech intelligibility, Speech production, Teacher training, virtual reality, Vocal behavior
@article{remacle_virtual_2021,
title = {A virtual classroom can elicit teachers’ speech characteristics: evidence from acoustic measurements during in vivo and in virtuo lessons, compared to a free speech control situation},
author = {A. Remacle and S. Bouchard and A. -M. Etienne and M. -C. Rivard and D. Morsomme},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85099237102&doi=10.1007%2fs10055-020-00491-1&partnerID=40&md5=448b0a53f39ff0f49b5f0e2b870d2ab4},
doi = {10.1007/s10055-020-00491-1},
issn = {13594338 (ISSN)},
year = {2021},
date = {2021-01-01},
journal = {Virtual Reality},
volume = {25},
number = {4},
pages = {935–944},
publisher = {Springer Science and Business Media Deutschland GmbH},
abstract = {To achieve pedagogic goals and deal with environmental constraints such as noise when lecturing, teachers adapt their speech production in terms of frequency, intensity, and temporal aspects. The mastery of appropriate vocal skills is key to teachers’ speech intelligibility, health, and educational effectiveness. This project tests the relevance of virtual reality (VR) for training teachers’ vocal skills by simulating a lesson in a realistic VR environment characterized by adjustable constraints such as background noise and fidgety children. The VR environment depicts an elementary school classroom with 16 pupils aged 9 to 12 years old animated with typical childlike actions. To validate this virtual classroom in terms of speech characteristics, we conducted acoustic analyses on the speech productions of 30 female teachers in three conditions: (1) giving a free speech while facing the experimenter (control), (2) teaching in their usual classroom (in vivo), and (3) teaching the same lesson in a virtual classroom (in virtuo). The background noise in the VR setting was adjusted for each talker so it was similar to the level measured in vivo. Repeated measures ANOVAs showed that teachers significantly increased their voice frequency, intensity, and intonation and made longer pauses while speaking in vivo and in virtuo, compared to the control condition (p <.001). These voice and speech adaptations (partly related to background noise), the strong feeling of presence, and the lack of side effects suggest that the virtual classroom may facilitate voice training and rehabilitation for teachers. © 2021, The Author(s), under exclusive licence to Springer-Verlag London Ltd. part of Springer Nature.},
note = {Publisher: Springer Science and Business Media Deutschland GmbH},
keywords = {Acoustic analysis, Acoustic measurement, Acoustic measurements, Acoustic noise, Computer aided instruction, Educational effectiveness, Elementary schools, Environmental constraints, Feeling of presences, Lombard speech, Personnel training, Repeated measures, Speech and language therapy, Speech intelligibility, Speech production, Teacher training, virtual reality, Vocal behavior},
pubstate = {published},
tppubtype = {article}
}
To achieve pedagogic goals and deal with environmental constraints such as noise when lecturing, teachers adapt their speech production in terms of frequency, intensity, and temporal aspects. The mastery of appropriate vocal skills is key to teachers’ speech intelligibility, health, and educational effectiveness. This project tests the relevance of virtual reality (VR) for training teachers’ vocal skills by simulating a lesson in a realistic VR environment characterized by adjustable constraints such as background noise and fidgety children. The VR environment depicts an elementary school classroom with 16 pupils aged 9 to 12 years old animated with typical childlike actions. To validate this virtual classroom in terms of speech characteristics, we conducted acoustic analyses on the speech productions of 30 female teachers in three conditions: (1) giving a free speech while facing the experimenter (control), (2) teaching in their usual classroom (in vivo), and (3) teaching the same lesson in a virtual classroom (in virtuo). The background noise in the VR setting was adjusted for each talker so it was similar to the level measured in vivo. Repeated measures ANOVAs showed that teachers significantly increased their voice frequency, intensity, and intonation and made longer pauses while speaking in vivo and in virtuo, compared to the control condition (p <.001). These voice and speech adaptations (partly related to background noise), the strong feeling of presence, and the lack of side effects suggest that the virtual classroom may facilitate voice training and rehabilitation for teachers. © 2021, The Author(s), under exclusive licence to Springer-Verlag London Ltd. part of Springer Nature.
5.
Remacle, A.; Bouchard, S.; Etienne, A. -M.; Rivard, M. -C.; Morsomme, D.
In: Virtual Reality, vol. 25, no. 4, pp. 935–944, 2021, ISSN: 13594338 (ISSN).
Abstract | Links | BibTeX | Tags: Acoustic analysis, Acoustic measurement, Acoustic measurements, Acoustic noise, Computer aided instruction, Educational effectiveness, Elementary schools, Environmental constraints, Feeling of presences, Lombard speech, Personnel training, Repeated measures, Speech and language therapy, Speech intelligibility, Speech production, Teacher training, virtual reality, Vocal behavior
@article{remacleVirtualClassroomCan2021,
title = {A virtual classroom can elicit teachers’ speech characteristics: evidence from acoustic measurements during in vivo and in virtuo lessons, compared to a free speech control situation},
author = {A. Remacle and S. Bouchard and A. -M. Etienne and M. -C. Rivard and D. Morsomme},
url = {https://www.scopus.com/inward/record.uri?eid=2-s2.0-85099237102&doi=10.1007%2fs10055-020-00491-1&partnerID=40&md5=448b0a53f39ff0f49b5f0e2b870d2ab4},
doi = {10.1007/s10055-020-00491-1},
issn = {13594338 (ISSN)},
year = {2021},
date = {2021-01-01},
journal = {Virtual Reality},
volume = {25},
number = {4},
pages = {935–944},
publisher = {Springer Science and Business Media Deutschland GmbH},
abstract = {To achieve pedagogic goals and deal with environmental constraints such as noise when lecturing, teachers adapt their speech production in terms of frequency, intensity, and temporal aspects. The mastery of appropriate vocal skills is key to teachers’ speech intelligibility, health, and educational effectiveness. This project tests the relevance of virtual reality (VR) for training teachers’ vocal skills by simulating a lesson in a realistic VR environment characterized by adjustable constraints such as background noise and fidgety children. The VR environment depicts an elementary school classroom with 16 pupils aged 9 to 12 years old animated with typical childlike actions. To validate this virtual classroom in terms of speech characteristics, we conducted acoustic analyses on the speech productions of 30 female teachers in three conditions: (1) giving a free speech while facing the experimenter (control), (2) teaching in their usual classroom (in vivo), and (3) teaching the same lesson in a virtual classroom (in virtuo). The background noise in the VR setting was adjusted for each talker so it was similar to the level measured in vivo. Repeated measures ANOVAs showed that teachers significantly increased their voice frequency, intensity, and intonation and made longer pauses while speaking in vivo and in virtuo, compared to the control condition (p <.001). These voice and speech adaptations (partly related to background noise), the strong feeling of presence, and the lack of side effects suggest that the virtual classroom may facilitate voice training and rehabilitation for teachers. © 2021, The Author(s), under exclusive licence to Springer-Verlag London Ltd. part of Springer Nature.},
keywords = {Acoustic analysis, Acoustic measurement, Acoustic measurements, Acoustic noise, Computer aided instruction, Educational effectiveness, Elementary schools, Environmental constraints, Feeling of presences, Lombard speech, Personnel training, Repeated measures, Speech and language therapy, Speech intelligibility, Speech production, Teacher training, virtual reality, Vocal behavior},
pubstate = {published},
tppubtype = {article}
}
To achieve pedagogic goals and deal with environmental constraints such as noise when lecturing, teachers adapt their speech production in terms of frequency, intensity, and temporal aspects. The mastery of appropriate vocal skills is key to teachers’ speech intelligibility, health, and educational effectiveness. This project tests the relevance of virtual reality (VR) for training teachers’ vocal skills by simulating a lesson in a realistic VR environment characterized by adjustable constraints such as background noise and fidgety children. The VR environment depicts an elementary school classroom with 16 pupils aged 9 to 12 years old animated with typical childlike actions. To validate this virtual classroom in terms of speech characteristics, we conducted acoustic analyses on the speech productions of 30 female teachers in three conditions: (1) giving a free speech while facing the experimenter (control), (2) teaching in their usual classroom (in vivo), and (3) teaching the same lesson in a virtual classroom (in virtuo). The background noise in the VR setting was adjusted for each talker so it was similar to the level measured in vivo. Repeated measures ANOVAs showed that teachers significantly increased their voice frequency, intensity, and intonation and made longer pauses while speaking in vivo and in virtuo, compared to the control condition (p <.001). These voice and speech adaptations (partly related to background noise), the strong feeling of presence, and the lack of side effects suggest that the virtual classroom may facilitate voice training and rehabilitation for teachers. © 2021, The Author(s), under exclusive licence to Springer-Verlag London Ltd. part of Springer Nature.