The Effects of Different Motor Teaching Strategies on Learning a Complex Motor Task
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In: Sensors, Vol. 24.2024, No. 4, 1231, 15.02.2024.
Research output: Contribution to journal › Article › Research › peer-review
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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 -