Influence of visual feedback persistence on visuo-motor skill improvement

Unell, Alyssa; Eisenstat, Zachary M.; Braun, Ainsley; Gandhi, Abhinav; Gilad-Gutnick, Sharon; Ben-Ami, Shlomit; Sinha, Pawan

doi:10.1038/s41598-021-96876-6

Cited by 9 publications

(8 citation statements)

References 59 publications

(46 reference statements)

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“…It can show the athletes videos of experts' movement execution or their performances to acquire a better imagination of basic movement patterns. In another context, it is often associated with the persistent visual feedback of the own body leading to significantly greater accuracy for visuomotor tasks than non-persistent ones (Unell et al 2021). The reason why the provision of visual feedback could not be established as a crucial tool at the current state may be the type of presenting.…”

Section: Background and Current Issuesmentioning

confidence: 99%

Training in virtual reality enables learning of a complex sports movement

et al. 2022

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Despite the increased use in sports, it is still unclear to what extent VR training tools can be applied for motor learning of complex movements. Previous VR studies primarily relate to realize performances rather than learning motor skills. Therefore, the current study compared VR with video training realizing the acquisition of karate technique, the Soto Uke moving forward in Zenkutsu Dachi, without being accompanied by a trainer or partner. Further analyses showed whether a less lavished forearm compared to a whole-body visualization in VR is necessary to acquire movements’ basics sufficiently. Four groups were tested: 2 groups conducted VR training (VR-WB: whole-body visualization, and VR-FA having only visualized the forearms), the third group passed through a video-based learning method (VB), and the control group (C) had no intervention. In consultation with karate experts, a scoring system was developed to determine the movements’ quality divided, into upper- and lower body performance and the fist pose. The three-way ANOVA with repeated measurements, including the between-subject factor group [VR-WB, VR-FA, VB, C] and the within-subject factors time [pre, post, retention] and body regions [upper body, lower body, fist pose], shows that all groups improved significantly (except for C) with the similar course after four training sessions in all body regions. Accordingly, VR training seems to be as effective as video training, and the transfer from VR-adapted skills into the natural environment was equally sufficient, although presenting different body visualization types. Further suggestions are made related to the features of future VR training simulations.

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Section: Background and Current Issuesmentioning

confidence: 99%

Training in virtual reality enables learning of a complex sports movement

et al. 2022

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“…Many participants in the present study gave positive evaluations of the program, such as "Visualisation of the technique by the application helped me improve my skills." The effectiveness of visual feedback has been shown to be effective in improving skills in previous studies in other fields (Unell et al, 2021;Yamamoto et al, 2019). The QCPR Learner Ⓡ used in this study also make it clear at a glance whether the current skill of the self is appropriate, due to is visualised the CPR situation in real time.…”

Section: A Evaluating Programs From the Perspective Of Learner Responsesmentioning

confidence: 83%

Real-time feedback in basic nursing education: Evaluation of basic life support training programs

Masuda,

Kimura,

Nakagaki

2024

TAPS

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Introduction: The level of BLS achievement at the end of basic education is not clear, so to develop a BLS training program using QCPR LearnerⓇ and to verify its effectiveness. Methods: A quantitative descriptive study design was used. The developed BLS program was implemented for 81 fourth-year students at the school of nursing. The program consisted of 2 minutes of training per student and real-time feedback by QCPR LearnerⓇ as well as feedback among students and from faculty members and was conducted twice for each student. Evaluation was conducted from three aspects: learner response and program evaluation both using questionnaires, learning achievement of QCPR score. Results: The mean values of learners' responses before and after the program were: attention, 4.32 before and 4.59 after; relevance, 4.48 before and 4.75 after; confidence, 2.32 before and 3.78 after; and satisfaction, 2.12 before and 3.41 after, which increased significantly after the program. The QCPR LearnerⓇ scores increased significantly from 74.08 for the first time to 86.76 for the second time. In the free response, some respondents stated that "visualisation of the procedure by the application improved my skills." Conclusion: The results of the evaluation from three aspects showed that this program was effective in improving students' motivation to learn and skills. Keywords: Basic Life Support, Real-Time Feedback, Basic Nursing Education, Simulation Training, QCPR Learner

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“…Additionally, increasing the net descending input in our setup may further support this goal. The visual information delivered could allow visuomotor integration (Unell et al., 2021 ) using the cerebellum's action as a comparator (Flament & Ebner, 1996 ), amplifying the proprioceptive information and net descending excitability.…”

Section: Discussionmentioning

confidence: 99%

Unique case study: Impact of single‐session neuromuscular biofeedback on motor unit properties following 12 days of Achilles tendon surgical repair

De la Fuente,

Silvestre,

Botello

et al. 2024

Physiological Reports

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We explored the first evidence of a single‐session neuromuscular biofeedback effect on motor unit properties, neuromuscular activation, and the Achilles tendon (AT) length 12 days after undergoing AT surgical repair. We hypothesized that immediate neuromuscular biofeedback enhances motor unit properties and activation without causing AT lengthening. After 12 days AT surgical repair, Medial Gastrocnemius (MG) motor unit decomposition was performed on a 58‐year‐old male before and after a neuromuscular biofeedback intervention (surface electromyography (sEMG) and ultrasonography), involving unressited plantar flexion. The analysis included motor unit population properties, sEMG amplitude, force paradigm, and AT length. There were increased MG motor unit recruitment, peak and average firing rate, coefficient of variation, and sEMG amplitude, and decreased recruitment and derecruitment threshold in the repaired AT limb. The non‐injured limb increased the motor unit recruitment, and decreased the coefficient of variation, peak and average firing rate, inter‐pulse interval, derecruitment threshold and sEMG amplitude. The AT length experienced −0.4 and 0.3 cm changes in the repaired AT and non‐injured limb, respectively. This single‐session neuromuscular biofeedback 12 days after AT surgery shows evidence of enhanced motor unit properties and activation without signs of AT lengthening when unresisted plantar flexion is performed in the repaired AT limb.

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Influence of visual feedback persistence on visuo-motor skill improvement

Cited by 9 publications

References 59 publications

Training in virtual reality enables learning of a complex sports movement

Training in virtual reality enables learning of a complex sports movement

Real-time feedback in basic nursing education: Evaluation of basic life support training programs

Unique case study: Impact of single‐session neuromuscular biofeedback on motor unit properties following 12 days of Achilles tendon surgical repair

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