O'Shea Kelly, Oisín (2025) Learning Companions in Neurofeedback: Do Participants Want Them? Master thesis, Psychology.
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Abstract
Learning companions (LCs) are becoming increasingly popular for maximising the effectiveness of an individual's engagement with a brain-computer interface like neurofeedback training (NFT). The dynamic and supportive learning context which LCs are said to foster particularly important for (sub-)clinical individuals who may struggle with motivation and focus during NFT. However, before LCs become commonplace in clinical settings, it is imperative to understand the attitudes that individuals hold towards them. This study aims to assess how (sub-)clinical individuals perceive LCs over the course of three NF sessions regarding acceptance and mood. Thirteen participants (3 male, 9 female, 1 agender; M = 24.77, SD = 10.47) completed three NF sessions including an acceptance questionnaire before Session 1 and after Session 3, and the PANAS following each session. The paired samples t-test result suggests that acceptance of the LC (composite score of behavioural intention, perceived ease-of-use and perceived usefulness) significantly increased but the correlation analysis revealed that the LC did not significantly induce positive mood which led to higher acceptance scores. These findings represent an important step in the feasibility process, informing future researchers and clinicians that (sub-)clinical samples are accepting of LCs. Avenues remain however to improve their effectiveness for NFT and to further understand the association between mood and acceptance.
| Item Type: | Thesis (Master) |
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| Supervisor name: | Enriquez Geppert, S. and Grevet, E. |
| Degree programme: | Psychology |
| Differentiation route: | Clinical Neuropsychology (CN) [Master Psychology] |
| Date Deposited: | 17 Nov 2025 15:12 |
| Last Modified: | 17 Nov 2025 15:12 |
| URI: | http://gmwpublic.studenttheses.ub.rug.nl/id/eprint/5987 |
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