A Practical Case of Learning Muscle Fatigue Based on a sEMG Signal Using Bitalino Kit (#1622)

Authors

Carbajal-Serrano, Ariana

Feria-Maquera, Gianfranco

Galindo-Concha, Natalia

Cuti-Riveros, Eduardo

De La Cruz, Lewis

Meza-Rodriguez, Moises

Abstract

The landscape of engineering education is evolving rapidly, with new technologies playing a pivotal role in enhancing learning opportunities. However, effective integration of these technologies requires educators to be not only proficient in their use but also skilled in educational didactics. The Flipped Classroom model, with its emphasis on autonomous student learning facilitated by pre-class materials like videos and infographics, has emerged as a powerful tool. Biomedical engineering, however, presents unique challenges in teaching signal processing due to the inherent complexity of biomedical signals. Recognizing this, a Peruvian university adapted its Introduction to Biomedical Signals course using the Flipped Classroom model. This adaptation, met with positive feedback from students, involved leveraging educational platforms and Python programs alongside hands-on activities with educational kits to equip students with the skills to acquire, filter, and process signals. One key element of the adapted ISB course involved practical activities utilizing the BITalino Kit for electromyography (EMG) signal acquisition. This technology proves invaluable in evaluating muscle force and monitoring fatigue in both sports and rehabilitation settings. The study presented here delves deeper into a specific case where students employed surface EMG (sEMG) to classify signals as indicative of fatigue or non-fatigue. This exercise not only provided valuable hands-on experience but also served as a concrete illustration of the practical application of signal processing concepts learned in the course. This project highlights the growing prominence of technology in engineering education, particularly the Flipped Classroom model, in fostering active learning and engagement. By equipping educators with both technological and pedagogical skills, we can continue to improve the learning experience for future generations of engineers, especially in challenging fields like biomedical engineering.