Mutual Skill Learning and Adaptability to Others via Haptic Interaction

Saracbasi, Ozge Ozlem; Harwin, William; Kondo, Toshiyuki; Hayashi, Yoshikatsu

doi:10.3389/fnbot.2021.760132

Cited by 2 publications

(4 citation statements)

References 33 publications

(58 reference statements)

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“…In contrast with previous studies 7,9,12,16 on skill learning where cursors represented their own individual motion and the joint cursor, to our end, we examined mutual skill learning by removing the visual information of oneself and partner (invisible cursors for Participant A and B). Thus, only the joint cursor (red circle) was shown on the display and controlled by the cursors through the virtual springs (also, invisible) as shown in Fig.…”

Section: Resultsmentioning

confidence: 99%

“…L 1 and L 2 indicate the lengths of the virtual springs between the virtual mass and cursors controlled by participants (cursor 1 and cursor 2 respectively). In the present study, the stiffness factors of these virtual springs (k 1 and k 2 ) were determined same as in our previous study 12 (k 1 = 148 and k 2 = 1480).…”

Section: Experimental Setup and Taskmentioning

confidence: 99%

“…'Haptic feedback' was provided by using two Phantom-like haptic devices with two degrees of freedom (DoF), which control the cursor positions on the xy plane. As set up in our previous study 12 , each haptic device was equipped with two encoders (HEDM-5500 Incremental Encoder with resolution 1000 cycles per revolution) to measure the position of the cursor in the virtual environment and two DC Motors (RE25 Maxon) to generate forces through virtual springs. Realtime control of the system was implemented with UDP Ethernet connection between Host PC and xPC Target by using MATLAB Simulink software package (the Mathworks Inc., MA, USA).…”

Section: Experimental Setup and Taskmentioning

confidence: 99%

“…Depending on the skill level 11 , the physical therapist can be considered as an expert, and the patient as a novice in the beginning of treatment. The previous studies 7,9,[11][12][13][14] showed that having practiced with a similarly skilled person is more advantageous than practiced with an expert.…”

Section: Introductionmentioning

confidence: 98%

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Simultaneous Learning against to Sequential Learning via Haptic Interaction

Saracbasi,

Harwin,

Kondo

et al. 2023

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From a parent assisting to their child to use a spoon, to a physical therapist helping stroke patients to relearn walking, haptic assistance via haptic feedback plays an important role in skill learning. It is known that skill learning is associated with learning unknown dynamics within the interaction. For instance, while learning skills with a new partner under unknown environmental dynamics, humans are specifically exposed to two unknown dynamics: partner dynamics and environmental dynamics. Although recent studies have focused on skill learning mostly through adaptation to environmental dynamics or partner dynamics, much less is known about ’dual instability’. Is it possible to deal with dual instability? We developed a new paradigm in which we asked paired participants to control the joint cursor, representing the interaction dynamics e.g. partner, own self and environment. Note that the haptic device controls the joint cursor through two springs connected to cursors controlled by the paired participants, however, only the joint cursor was made visible. As the environmental dynamics exert the forces on the joint cursor, dual instability for the participants was realised. Under the cooperative task, we assessed whether one can learn to bring the joint cursor to the target with a partner. We examined skill learning under four conditions: (1) cooperative sequential learning, (2) simultaneous learning of partner and environmental dynamics, (3) individual sequential learning, (4) individual learning. Skill learning were quantified using time to target, trajectory smoothness and force. Experimental results suggested that if two-people interact actively (i.e. move the joint cursor together), there could be a separation of dual dynamics, which result in skill learning. The order of the unknown dynamics is not matter (e.g. sequential or simultaneous). There could be skill learning even though exposed to the most difficult condition, in simultaneous learning.

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Section: Resultsmentioning

confidence: 99%

Section: Experimental Setup and Taskmentioning

confidence: 99%

Section: Experimental Setup and Taskmentioning

confidence: 99%