Progressive haptic and visual guidance for training in a virtual dynamic task

Huegel, Joel C.; O’Malley, Marcia K.

doi:10.1109/haptic.2010.5444632

Cited by 41 publications

(38 citation statements)

References 21 publications

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“…The discovery of the new structure of the movement (Braun, Mehring, & Wolpert, 2010;Wolpert, Diedrichsen, & Flanagan, 2011;Wolpert & Flanagan, 2010) may be facilitated by concurrent feedback that makes the relevant information more accessible. The guiding role of concurrent feedback might, therefore, have a positive effect by making the complex motor task easier to understand (Huegel & O'Malley, 2010).…”

Section: Important Contextual Insights Gained From Studies On Visual mentioning

confidence: 99%

Augmented visual, auditory, haptic, and multimodal feedback in motor learning: A review

et al. 2012

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It is generally accepted that augmented feedback, provided by a human expert or a technical display, effectively enhances motor learning. However, discussion of the way to most effectively provide augmented feedback has been controversial. Related studies have focused primarily on simple or artificial tasks enhanced by visual feedback. Recently, technical advances have made it possible also to investigate more complex, realistic motor tasks and to implement not only visual, but also auditory, haptic, or multimodal augmented feedback. The aim of this review is to address the potential of augmented unimodal and multimodal feedback in the framework of motor learning theories. The review addresses the reasons for the different impacts of feedback strategies within or between the visual, auditory, and haptic modalities and the challenges that need to be overcome to provide appropriate feedback in these modalities, either in isolation or in combination. Accordingly, the design criteria for successful visual, auditory, haptic, and multimodal feedback are elaborated.

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Section: Important Contextual Insights Gained From Studies On Visual mentioning

confidence: 99%

Augmented visual, auditory, haptic, and multimodal feedback in motor learning: A review

et al. 2012

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“…In particular, it seems that the guidance hypothesis proposing that concurrent or frequent feedback is detrimental for motor learning due to emerging dependency on the feedback (Salmoni, 1984;Schmidt, 1991;Schmidt, Young, Swinnen, & Shapiro, 1989), holds true for simple tasks (Schmidt & Wulf, 1997;Van der Linden, Cauraugh, & Greene, 1993;Winstein et al, 1996), but not for complex tasks (Marschall, Bund, & Wiemeyer, 2007;Swinnen, Lee, Verschueren, Serrien, & Bogaerds, 1997;Wulf, Shea, & Matschiner, 1998). In an early stage of complex task learning, concurrent feedback may accelerate learning by mediating a general idea of the movement (Huegel & O'Malley, 2010;Liebermann et al, 2002) and by preventing cognitive overload (Wulf & Shea, 2002). Indeed, concurrent visual feedback has facilitated learning of different complex tasks (Kovacs & Shea, 2011;Snodgrass, Rivett, Robertson, & Stojanovski, 2010;Swinnen et al, 1997;Todorov, Shadmehr, & Bizzi, 1997;Wishart, Lee, Cunningham, & Murdoch, 2002;Wulf, Hörger, & Shea, 1999).…”

mentioning

confidence: 99%

Terminal Feedback Outperforms Concurrent Visual, Auditory, and Haptic Feedback in Learning a Complex Rowing-Type Task

Sigrist

Rauter

Riener

et al. 2013

Journal of Motor Behavior

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Augmented feedback, provided by coaches or displays, is a well-established strategy to accelerate motor learning. Frequent terminal feedback and concurrent feedback have been shown to be detrimental for simple motor task learning but supportive for complex motor task learning. However, conclusions on optimal feedback strategies have been mainly drawn from studies on artificial laboratory tasks with visual feedback only. Therefore, the authors compared the effectiveness of learning a complex, 3-dimensional rowing-type task with either concurrent visual, auditory, or haptic feedback to self-controlled terminal visual feedback. Results revealed that terminal visual feedback was most effective because it emphasized the internalization of task-relevant aspects. In contrast, concurrent feedback fostered the correction of task-irrelevant errors, which hindered learning. The concurrent visual and haptic feedback group performed much better during training with the feedback than in nonfeedback trials. Auditory feedback based on sonification of the movement error was not practical for training the 3-dimensional movement for most participants. Concurrent multimodal feedback in combination with terminal feedback may be most effective, especially if the feedback strategy is adapted to individual preferences and skill level. ABSTRACT. Augmented feedback, provided by coaches or displays, is a well-established strategy to accelerate motor learning. Frequent terminal feedback and concurrent feedback have been shown to be detrimental for simple motor task learning but supportive for complex motor task learning. However, conclusions on optimal feedback strategies have been mainly drawn from studies on artificial laboratory tasks with visual feedback only. Therefore, the authors compared the effectiveness of learning a complex, 3-dimensional rowing-type task with either concurrent visual, auditory, or haptic feedback to self-controlled terminal visual feedback. Results revealed that terminal visual feedback was most effective because it emphasized the internalization of task-relevant aspects. In contrast, concurrent feedback fostered the correction of taskirrelevant errors, which hindered learning. The concurrent visual and haptic feedback group performed much better during training with the feedback than in nonfeedback trials. Auditory feedback based on sonification of the movement error was not practical for training the 3-dimensional movement for most participants. Concurrent multimodal feedback in combination with terminal feedback may be most effective, especially if the feedback strategy is adapted to individual preferences and skill level.

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“…Some other applications of virtual fixtures include training in virtual environments [2], robotic assisted surgery [3], and micro manipulation using optical tweezers [4]. As passive guidance displayed through virtual fixtures limits the learning of a task, progressive [5] and predictive [6] mechanisms, which alter the amount of guidance during the task, have been suggested for improved task performance and learning in the short term. Lee and Choi [7] suggested that long-term task learning occurs if haptic disturbance is used instead of guidance to teach the dynamics of a task.…”

Section: Haptic Interactionmentioning

confidence: 99%

Supporting Negotiation Behavior with Haptics-Enabled Human-Computer Interfaces

Oguz

Küçükyılmaz

Sezgin

et al. 2012

IEEE Trans. Haptics

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Abstract-An active research goal for human-computer interaction is to allow humans to communicate with computers in an intuitive and natural fashion, especially in real-life interaction scenarios. One approach that has been advocated to achieve this has been to build computer systems with human-like qualities and capabilities. In this paper, we present insight on how human-computer interaction can be enriched by employing the computers with behavioral patterns that naturally appear in human-human negotiation scenarios. For this purpose, we introduce a two-party negotiation game specifically built for studying the effectiveness of haptic and audio-visual cues in conveying negotiation related behaviors. The game is centered around a real-time continuous two-party negotiation scenario based on the existing game-theory and negotiation literature. During the game, humans are confronted with a computer opponent, which can display different behaviors, such as concession, competition, and negotiation. Through a user study, we show that the behaviors that are associated with human negotiation can be incorporated into human-computer interaction, and the addition of haptic cues provides a statistically significant increase in the human-recognition accuracy of machine-displayed behaviors. In addition to aspects of conveying these negotiation-related behaviors, we also focus on and report game-theoretical aspects of the overall interaction experience. In particular, we show that, as reported in the game-theory literature, certain negotiation strategies such as tit-for-tat may generate maximum combined utility for the negotiating parties, providing an excellent balance between the energy spent by the user and the combined utility of the negotiating parties.

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Progressive haptic and visual guidance for training in a virtual dynamic task

Cited by 41 publications

References 21 publications

Augmented visual, auditory, haptic, and multimodal feedback in motor learning: A review

Augmented visual, auditory, haptic, and multimodal feedback in motor learning: A review

Terminal Feedback Outperforms Concurrent Visual, Auditory, and Haptic Feedback in Learning a Complex Rowing-Type Task

Supporting Negotiation Behavior with Haptics-Enabled Human-Computer Interfaces

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