Humans interact with computers through various devices. Such interactions may not require any physical movement, thus aiding people with severe motor disabilities in communicating with external devices. The brain–computer interface (BCI) has turned into a field involving new elements for assistive and rehabilitative technologies. This systematic literature review (SLR) aims to help BCI investigator and investors to decide which devices to select or which studies to support based on the current market examination. This examination of noninvasive EEG devices is based on published BCI studies in different research areas. In this SLR, the research area of noninvasive BCIs using electroencephalography (EEG) was analyzed by examining the types of equipment used for assistive, adaptive, and rehabilitative BCIs. For this SLR, candidate studies were selected from the IEEE digital library, PubMed, Scopus, and ScienceDirect. The inclusion criteria (IC) were limited to studies focusing on applications and devices of the BCI technology. The data used herein were selected using IC and exclusion criteria to ensure quality assessment. The selected articles were divided into four main research areas: education, engineering, entertainment, and medicine. Overall, 238 papers were selected based on IC. Moreover, 28 companies were identified that developed wired and wireless equipment as means of BCI assistive technology. The findings of this review indicate that the implications of using BCIs for assistive, adaptive, and rehabilitative technologies are encouraging for people with severe motor disabilities and healthy people. With an increasing number of healthy people using BCIs, other research areas, such as the motivation of players when participating in games or the security of soldiers when observing certain areas, can be studied and collaborated using the BCI technology. However, such BCI systems must be simple (wearable), convenient (sensor fabrics and self-adjusting abilities), and inexpensive.

Background: e-Mental health is an established field of exploiting information and communication technologies for mental health care. It offers different solutions and has shown effectiveness in managing many psychological issues. Introduction: The coronavirus disease 2019 (COVID-19) pandemic has critically influenced health care systems and health care workers (HCWs). HCWs are working under hard conditions, and are suffering from different psychological issues, including anxiety, stress, and depression. Consequently, there is an undeniable need of mental care interventions for HCWs. Under the circumstances caused by COVID-19, e-health interventions can be used as tools to assist HCWs with their mental health. These solutions can provide mental health care support remotely, respecting the recommended safety measures. Materials and Methods: This study aims to identify e-mental health interventions, reported in the literature, that are developed for HCWs during the COVID-19 pandemic. A systematic literature review was conducted following the PRISMA protocol by searching the following digital libraries: IEEE, ACM, ScienceDirect, Scopus, and PubMed. Results and Discussion: Eleven publications were selected. The identified e-mental health interventions consisted of social media platforms, e-learning content, online resources and mobile applications. Only 27% of the studies included empirical evaluation of the reported interventions, 55% listed challenges and limitations related to the adoption of the reported interventions. And 45% presented interventions developed specifically for HCWs in China. The overall feedback on the identified interventions was positive, yet a lack of empirical evaluation was identified, especially regarding qualitative evidence. Conclusions: The COVID-19 pandemic has highlighted the importance and need for e-mental health solutions for HCWs.

The software engineering community celebrated, in 2018, the 50th anniversary of what is considered to be the official start of the profession of software engineering. Software engineering is a young and promising discipline which is still under development and improvement. This is reflected when teaching software engineering in higher education. The aim of this study is to investigate the challenges and perspectives of software engineering education. To do so, a questionnaire study was conducted. 21 software engineering faculty and experts in teaching software engineering related courses participated in this study. The questionnaire contained demographic questions, questions related to students’ engagement and to different methodologies adopted by respondents in the classroom. Results showed that the majority of respondents found engaging students in software engineering courses to be the biggest challenge they faced in the classroom. Almost half of the participants found difficulties designing practical activities for students. Results also revealed that the problem-based learning approach is the most used in software engineering lectures, followed by gamification techniques and role-playing which are new trends used to engage students. Moreover, the majority of the participants considered that the adoption of new teaching methodologies in the classroom produced high impact in the students’ learning experience. Based on the outcomes of this questionnaire study, a conceptual model to engage students in software engineering courses is proposed. For future work, complementary studies should be implemented to evaluate the proposed model in a real-world scenarios including its effect on the achievement of learning outcomes.

Background: Connected mental health, which refers to the use of technology for mental health care and technology-based therapeutic solutions, has become an established field of research. Biofeedback is one of the approaches used in connected mental health solutions, which is mainly based on the analysis of physiological indicators for the assessment and management of the psychological state. Biofeedback is recommended by many therapists and has been used for conditions including depression, insomnia, and anxiety. Anxiety is associated with several physiological symptoms, including muscle tension and breathing issues, which makes the inclusion of biofeedback useful for anxiety detection and management. Objective: The aim of this study was to identify interventions using biofeedback as a part of their process for anxiety management and investigate their perceived effectiveness. Methods: A systematic literature review of publications presenting empirically evaluated biofeedback-based interventions for anxiety was conducted. The systematic literature review was based on publications retrieved from IEEE Digital Library, PubMed, ScienceDirect, and Scopus. A preliminary selection of papers was identified, examined, and filtered to include only relevant publications. Studies in the final selection were classified and analyzed to extract the modalities of use of biofeedback in the identified interventions, the types of physiological data that were collected and analyzed and the sensors used to collect them. Processes and outcomes of the empirical evaluations were also extracted. Results: After final selection, 13 publications presenting different interventions were investigated. The interventions addressed either primarily anxiety disorders or anxiety associated with health issues such as migraine, Parkinson disease, and rheumatology. Solutions combined biofeedback with other techniques including virtual reality, music therapy, games, and relaxation practices and used different sensors including cardiovascular belts, wrist sensors, or stretch sensors to collect physiological data such as heart rate, respiration indicators, and movement information. The interventions targeted different cohorts including children, students, and patients. Overall, outcomes from the empirical evaluations yielded positive results and emphasized the effectiveness of connected mental health solutions using biofeedback for anxiety; however, certain unfavorable outcomes, such as interventions not having an effect on anxiety and patients’ preferring traditional therapy, were reported in studies addressing patients with specific physical health issues. Conclusions: The use of biofeedback in connected mental health interventions for the treatment and management of anxiety allows better screening and understanding of both psychological and physiological patient information, as well as of the association between the two. The inclusion of biofeedback could improve the outcome of interventions and boost their effectiveness; however, when used with patients suffering from certain physical health issues, suitability investigations are needed.