TY - JOUR

T1 - The Effects of Different Motor Teaching Strategies on Learning a Complex Motor Task

AU - Kunavar, Tjasa

AU - Jamsek, Marko

AU - Avila-Mireles, Edwin Johnatan

AU - Rückert, Elmar

AU - Peternel, Luka

AU - Babic, Jan

N1 - Publisher Copyright: © 2024 by the authors.

PY - 2024/2/15

Y1 - 2024/2/15

N2 - During the learning of a new sensorimotor task, individuals are usually provided with instructional stimuli and relevant information about the target task. The inclusion of haptic devices in the study of this kind of learning has greatly helped in the understanding of how an individual can improve or acquire new skills. However, the way in which the information and stimuli are delivered has not been extensively explored. We have designed a challenging task with nonintuitive visuomotor perturbation that allows us to apply and compare different motor strategies to study the teaching process and to avoid the interference of previous knowledge present in the naïve subjects. Three subject groups participated in our experiment, where the learning by repetition without assistance, learning by repetition with assistance, and task Segmentation Learning techniques were performed with a haptic robot. Our results show that all the groups were able to successfully complete the task and that the subjects’ performance during training and evaluation was not affected by modifying the teaching strategy. Nevertheless, our results indicate that the presented task design is useful for the study of sensorimotor teaching and that the presented metrics are suitable for exploring the evolution of the accuracy and precision during learning.

AB - During the learning of a new sensorimotor task, individuals are usually provided with instructional stimuli and relevant information about the target task. The inclusion of haptic devices in the study of this kind of learning has greatly helped in the understanding of how an individual can improve or acquire new skills. However, the way in which the information and stimuli are delivered has not been extensively explored. We have designed a challenging task with nonintuitive visuomotor perturbation that allows us to apply and compare different motor strategies to study the teaching process and to avoid the interference of previous knowledge present in the naïve subjects. Three subject groups participated in our experiment, where the learning by repetition without assistance, learning by repetition with assistance, and task Segmentation Learning techniques were performed with a haptic robot. Our results show that all the groups were able to successfully complete the task and that the subjects’ performance during training and evaluation was not affected by modifying the teaching strategy. Nevertheless, our results indicate that the presented task design is useful for the study of sensorimotor teaching and that the presented metrics are suitable for exploring the evolution of the accuracy and precision during learning.

KW - human–robot interaction

KW - motor learning

KW - motor teaching

KW - robot tutoring

KW - skill learning

KW - tracking task

KW - visuomotor perturbation

UR - http://www.scopus.com/inward/record.url?scp=85185540794&partnerID=8YFLogxK

U2 - 10.3390/s24041231

DO - 10.3390/s24041231

M3 - Article

AN - SCOPUS:85185540794

VL - 24.2024

JO - Sensors

JF - Sensors

SN - 1424-8220

IS - 4

M1 - 1231

ER -