scholarly journals Toward machine mediated training of motor skills. Skill transfer from human to human via virtual environment

2002 ◽  
Author(s):  
Y. Yokokohji ◽  
R.L. Hollis ◽  
T. Kanade ◽  
K. Henmi ◽  
T. Yoshikawa
Keyword(s):  
Virtual Environment ◽  
Motor Skills ◽  
Skill Transfer

scholarly journals Perceptual uncertainty and action consequences independently affect hand movements in a virtual environment

2020 ◽  
Vol 10 (1) ◽  
Author(s):  
Martin Giesel ◽  
Anna Nowakowska ◽  
Julie M. Harris ◽  
Constanze Hesse
Keyword(s):  
Virtual Environments ◽  
Virtual Environment ◽  
Motor Skills ◽  
Hand Movements ◽  
Perceptual Information ◽  
Avoidance Task ◽  
Natural Environments ◽  
Motor Behaviour ◽  
Virtual And Augmented Reality

AbstractWhen we use virtual and augmented reality (VR/AR) environments to investigate behaviour or train motor skills, we expect that the insights or skills acquired in VR/AR transfer to real-world settings. Motor behaviour is strongly influenced by perceptual uncertainty and the expected consequences of actions. VR/AR differ in both of these aspects from natural environments. Perceptual information in VR/AR is less reliable than in natural environments, and the knowledge of acting in a virtual environment might modulate our expectations of action consequences. Using mirror reflections to create a virtual environment free of perceptual artefacts, we show that hand movements in an obstacle avoidance task systematically differed between real and virtual obstacles and that these behavioural differences occurred independent of the quality of the available perceptual information. This suggests that even when perceptual correspondence between natural and virtual environments is achieved, action correspondence does not necessarily follow due to the disparity in the expected consequences of actions in the two environments.

VR Mediated Skill Transfer

2008 ◽  
Author(s):  
Keiichi Watanuki
Keyword(s):  
Knowledge Transfer ◽  
Tacit Knowledge ◽  
Human Resource Development ◽  
Virtual Environment ◽  
Skill Transfer ◽  
Transfer System ◽  
Immersive Virtual Environment ◽  
Time Operation ◽  
Tacit Knowledge Transfer ◽  
Real Time Operation

This paper proposes a new virtual reality mediated skill transfer and human resource development system for manufacturing technology and skill, which are composed of the explicit and tacit knowledge transfer systems using synchronized multimedia and the knowledge internalization system using portable virtual environment. In our proposed system, the education content is displayed in the immersive virtual environment, whereby a trainee may experience work in the virtual site operation. Provided that the trainee has gained explicit and tacit knowledge of casting through the multimedia-based knowledge transfer system, the immersive virtual environment catalyzes the internalization of knowledge and also enables the trainee to gain tacit knowledge before undergoing on-the-job training at a real-time operation site.

scholarly journals Sequential motor learning transfers from real to virtual environment

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Yuhi Takeo ◽  
Masayuki Hara ◽  
Yuna Shirakawa ◽  
Takashi Ikeda ◽  
Hisato Sugata
Keyword(s):  
Motor Learning ◽  
Virtual Environments ◽  
Virtual Environment ◽  
Motor Skills ◽  
Skill Acquisition ◽  
Learning Task ◽  
Button Press ◽  
Reaching Task ◽  
Learning Tasks ◽  
Task Order

Abstract Background Skill acquisition of motor learning between virtual environments (VEs) and real environments (REs) may be related. Although studies have previously examined the transfer of motor learning in VEs and REs through the same tasks, only a small number of studies have focused on studying the transfer of motor learning in VEs and REs by using different tasks. Thus, detailed effects of the transfer of motor skills between VEs and REs remain controversial. Here, we investigated the transfer of sequential motor learning between VEs and REs conditions. Methods Twenty-seven healthy volunteers performed two types of sequential motor learning tasks; a visually cued button-press task in RE (RE task) and a virtual reaching task in VE (VE task). Participants were randomly assigned to two groups in the task order; the first group was RE task followed by VE task and the second group was VE task followed by RE task. Subsequently, the response time in RE task and VE task was compared between the two groups respectively. Results The results showed that the sequential reaching task in VEs was facilitated after the sequential finger task in REs. Conclusions These findings suggested that the sequential reaching task in VEs can be facilitated by a motor learning task comprising the same sequential finger task in REs, even when a different task is applied.

scholarly journals Sequential Motor Learning Transfers from Real to Virtual Environment

2020 ◽  
Author(s):  
Yuhi Takeo ◽  
Masayuki Hara ◽  
Yuna Shirakawa ◽  
Takashi Ikeda ◽  
Hisato Sugata
Keyword(s):  
Motor Learning ◽  
Virtual Environments ◽  
Virtual Environment ◽  
Motor Skills ◽  
Skill Acquisition ◽  
Learning Task ◽  
Button Press ◽  
Reaching Task ◽  
Learning Tasks ◽  
Task Order

Abstract Background:Skill acquisition of motor learning between virtual environments (VEs) and real environments (REs) may be related. Although studies have previously examined the transfer of motor learning in VEs and REs through the same tasks, only a small number of studies have focused on studying the transfer of motor learning in VEs and REs by using different tasks. Thus, detailed effects of the transfer of motor skills between VEs and REs remain controversial. Here, we investigated the transfer of sequential motor learning between VEs and REs conditions.Methods:Twenty-seven healthy volunteers performed two types of sequential motor learning tasks; a visually cued button press task in RE (RE task) and a virtual reaching task in VE (VE task). Participants were randomly assigned to two groups in the task order; the first group was RE task followed by VE task and the second group was VE task followed by RE task. Subsequently, the response time in RE task and VE task was compared between the two groups respectively.Results:The results revealed that sequential motor learning was transferred when motor learning in VEs was performed after motor learning in REs, but not when motor learning in REs was performed after motor learning in VEs.Conclusions:These findings suggested that sequential motor learning in VEs can be facilitated by motor learning task consisting of the same sequence in REs even when different task is applied. These results may derive from the fact that motor learning in REs is more implicit than that in VEs.

scholarly journals Mutual Skill Learning and Adaptability to Others via Haptic Interaction

2021 ◽  
Vol 15 ◽  
Author(s):  
Ozge Ozlem Saracbasi ◽  
William Harwin ◽  
Toshiyuki Kondo ◽  
Yoshikatsu Hayashi
Keyword(s):  
Motor Learning ◽  
Motor Skills ◽  
Motor Coordination ◽  
Target Location ◽  
Peer Interactions ◽  
Motor Task ◽  
Peer To Peer ◽  
Skill Learning ◽  
Skill Transfer ◽  
Common Goal

When learning a new skill through an unknown environment, should we practice alone, or together with another beginner, or learn from the expert? It is normally helpful to have an expert guiding through unknown environmental dynamics. The guidance from the expert is fundamentally based on mutual interactions. From the perspective of the beginner, one needs to face dual unknown dynamics of the environment and motor coordination of the expert. In a cooperative visuo-haptic motor task, we asked novice participants to bring a virtual mass onto the specified target location under an unknown external force field. The task was completed by an individual or with an expert or another novice. In addition to evaluation of the motor performance, we evaluated the adaptability of the novice participants to a new partner while attempting to achieve a common goal together. The experiment was set in five phases; baseline for skill transfer and adaptability, learning and evaluation for adaptability and skill transfer respectively. The performance of the participants was characterized by using the time to target, effort index, and length of the trajectory. Experimental results suggested that (1) peer-to-peer interactions among paired beginners enhanced the motor learning most, (2) individuals practicing on their own (learning as a single) showed better motor learning than practicing under the expert's guidance, and (3) regarding the adaptability, peer-to-peer interactions induced higher adaptability to a new partner than the novice-to-expert interactions while attempting to achieve a common goal together. Thus, we conclude that the peer-to-peer interactions under a collaborative task can realize the best motor learning of the motor skills through the new environmental dynamics, and adaptability to others in order to achieve a goal together. We suggest that the peer-to-peer learning can induce both adaptability to others and learning of motor skills through the unknown environmental dynamics under mutual interactions. On the other hand, during the peer-to-peer interactions, the novice can learn how to coordinate motion with his/her partner (even though one is a new partner), and thus, is able to learn the motor skills through new environmental dynamics.

scholarly journals Algorithm for the Comparison of Human Periodic Movements Using Wearable Devices

2021 ◽  
Vol 2021 ◽  
pp. 1-18
Author(s):  
Marlon Burbano-Fernandez ◽  
Jhoana Sandoval-Serna ◽  
Yilton Riascos ◽  
Mario Muñoz-Organero ◽  
M. Thilagaraj ◽  
...  
Keyword(s):  
Linear Regression ◽  
Error Analysis ◽  
Virtual Environment ◽  
Motor Skills ◽  
Wearable Devices ◽  
Wearable Device ◽  
The One ◽  
Teaching Learning

In the context of teaching-learning of motor skills in a virtual environment, videos are generally used. The person who wants to learn a certain movement watches a video and tries to perform the activity. In this sense, feedback is rarely thought of. This article proposes an algorithm in which two periodic movements are compared, the one carried out by an expert and the one carried out by the person who is learning, in order to determine how closely these two movements are performed and to provide feedback from them. The algorithm starts from the capture of data through a wearable device that yields data from an accelerometer; in this case, the data of the expert and the data of the person who is learning are captured in a dataset of salsa dance steps. Adjustments are made to the data in terms of Pearson iterations, synchronization, filtering, and normalization, and DTW, linear regression, and error analysis are used to make the corresponding comparison of the two datasets. With the above, it is possible to determine if the cycles of the two signals coincide and how closely the learner’s movements resemble those of the expert.

A Fluency Disorders Prevention Program for Preschoolers and Children in the Primary Grades

1991 ◽  
Vol 1 (1) ◽  
pp. 28-31 ◽  
Author(s):  
Eugene B. Cooper ◽  
Crystal S. Cooper
Keyword(s):  
Motor Skills ◽  
Prevention Program ◽  
Primary Grades ◽  
Primary Grade ◽  
Fluency Disorders ◽  
Classroom Use ◽  
Metalinguistic Skills

A fluency disorders prevention program for classroom use, designed to develop the feeling of fluency control in normally fluent preschool and primary grade children, is described. The program addresses the affective, behavioral, and cognitive aspects of fluency and features activities that not only develop the child’s fluency motor skills but also teach the language of fluency by developing the child’s metalinguistic skills.

A Response Evocation Program for /ɝ/

1975 ◽  
Vol 40 (1) ◽  
pp. 92-105 ◽  
Author(s):  
Lawrence D. Shriberg
Keyword(s):  
Service Delivery ◽  
Motor Skills ◽  
Task Analysis ◽  
Professional Issues ◽  
Clinical Experiences ◽  
Program Outcomes ◽  
Program Step ◽  
Skills Learning ◽  
Learning Principles

A response evocation program, some principles underlying its development and administration, and a review of some clinical experiences with the program are presented. Sixty-five children with developmental articulation errors of the /ɝ/ phoneme were administered the program by one of 19 clinicians. Approximately 70% of program administrations resulted in a child emitting a good /ɝ/ within six minutes. Approximately 10% of children who were given additional training on program step failures emitted good /ɝ/'s in subsequent sessions. These preliminary observations are discussed in relation to the role of task analysis and motor skills learning principles in response evocation, clinician influences in program outcomes, and professional issues in service delivery to children with developmental articulation errors.

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