Visual error amplification showed no benefit for non-naïve subjects in trunk-arm rowing

Gerig, Nicolas; Basalp, Ekin; Sigrist, Roland; Riener, Robert; Wolf, Peter

doi:10.15203/ciss_2018.013

Cited by 5 publications

(17 citation statements)

References 29 publications

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“…Presumed ineffectiveness of additional haptic information can also be supported by inspecting the VD group's spatial accuracy during the training sessions (see Figure S1 for spatial error). In the first day of training, both groups could reduce their spatial error, which can be attributed to overall familiarization with the task, which was also observed in our previous studies sharing a similar protocol (Rauter et al, 2015;Sigrist et al, 2015;Gerig et al, 2019). In the second day of training, FD group showed a ceiling effect considering the lack of change in the mean spatial error values.…”

Section: Spatial Errorsupporting

confidence: 83%

“…However, it should be noted that both groups received the concurrent augmented visual feedback in the training sessions and KR about the mean spatial and velocity error values after the tests. In our previous studies (Rauter et al, 2015;Sigrist et al, 2015;Gerig et al, 2019), visual feedback was found to be the most effective feedback to assist learning of both reference spatial and temporal characteristics of the rowing task. Thus, the FD group was not a conventional control group, who did not receive any reference task related information during training.…”

Section: General Remarksmentioning

confidence: 97%

“…In general, error is defined as the dissimilarity to the reference movement, while the variability is defined as the dissimilarity within participant's own movements (Gerig et al, 2017(Gerig et al, , 2019. The spatial error was calculated from the average deviation of participant's stroke trajectories from the reference trajectory.…”

Section: Outcome Metricsmentioning

confidence: 99%

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Rowing Simulator Modulates Water Density to Foster Motor Learning

et al. 2019

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Although robot-assisted training is present in various fields such as sports engineering and rehabilitation, provision of training strategies that optimally support individual motor learning remains as a challenge. Literature has shown that guidance strategies are useful for beginners, while skilled trainees should benefit from challenging conditions. The Challenge Point Theory also supports this in a way that learning is dependent on the available information, which serves as a challenge to the learner. So, learning can be fostered when the optimal amount of information is given according to the trainee's skill. Even though the framework explains the importance of difficulty modulation, there are no practical guidelines for complex dynamic tasks on how to match the difficulty to the trainee's skill progress. Therefore, the goal of this study was to determine the impact on learning of a complex motor task by a modulated task difficulty scheme during the training sessions, without distorting the nature of task. In this 3-day protocol study, we compared two groups of naïve participants for learning a sweep rowing task in a highly sophisticated rowing simulator. During trainings, groups received concurrent visual feedback displaying the requested oar movement. Control group performed the task under constant difficulty in the training sessions. Experimental group's task difficulty was modulated by changing the virtual water density that generated different heaviness of the simulated water-oar interaction, which yielded practice variability. Learning was assessed in terms of spatial and velocity magnitude errors and the variability for these metrics. Results of final day tests revealed that both groups reduced their error and variability for the chosen metrics. Notably, in addition to the provision of a very well established visual feedback and knowledge of results, experimental group's variable training protocol with modulated difficulty showed a potential to be advantageous for the spatial consistency and velocity accuracy. The outcomes of training and test runs indicate that we could successfully alter the performance of the trainees by changing the density value of the virtual water. Therefore, a follow-up study is necessary to investigate how to match different density values to the skill and performance improvement of the participants.

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Section: Spatial Errorsupporting

confidence: 83%

Section: General Remarksmentioning

confidence: 97%

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Rowing Simulator Modulates Water Density to Foster Motor Learning

et al. 2019

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“…In the previous studies on the rowing simulator, the vibration problem could be suppressed by setting the minimum rope tension force (τ min rope ) to a fixed value of 50 N , since the rendered forces at the end-effector were low due to the fact that body-arm rowing was used as the rowing task [24][25][26][27]. However, this minimum rope tension of 50 N yielded neither realistic recovery forces nor eliminated the transversal vibration issue for the rapid, full-body rowing movement.…”

Section: Control Of Rope Tension Forces During Recoverymentioning

confidence: 99%

“…In our laboratory, we also developed a rowing simulator to support realistic training for sculling and sweep rowing indoors [23]. Thanks to the real-time control and dedicated hardware setup, our rowing simulator has been used for training of rowers [22] and motor learning related research such as augmented feedback designs [24,25] and robotic training strategies [26,27].…”

Section: Introductionmentioning

confidence: 99%

Configurable 3D Rowing Model Renders Realistic Forces on a Simulator for Indoor Training

et al. 2020

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In rowing, rowers need outdoor and indoor training to develop a proficient technique. Although numerous indoor rowing machines have been proposed, none of the devices can realistically render the haptic, visual, and auditory characteristics of an actual rowing scenario. In our laboratory, we developed a simulator to support rowing training indoors. However, rendered forces with the initial rowing model, which was based on a simplified fluid dynamic model that approximated the drag/lift forces, were not perceived realistic enough for indoor training by expert rowers. Therefore, we implemented a new model for the blade–water interaction forces, which incorporates the three-dimensional rotation of the oar and continuously adjusts drag/lift coefficients. Ten expert rowers were asked to evaluate both models for various rowing aspects. In addition, the effect of individualization of model parameters on the perceived realism of rowing forces was elaborated. Based on the answers of the experts, we concluded that the new model rendered realistically resistive forces and ensured a smooth transition of forces within a rowing cycle. Additionally, we found that individualization of parameters significantly improved the perceived realism of the simulator. Equipped with a configurable rowing model, our simulator provides a realistic indoor training platform for rowers.

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Augmenting visual errors or variability does not enhance motor learning in remote web application tasks

Nakano,

Murai

2024

Preprint

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Laboratory experiments employing robotic manipulandum are far from achieving their goal of helping people improve their motor learning. Remote experiments using web applications are an effective tool for bridging the gap between robotic manipulandum experiments in the laboratory and general motor tasks outside. However, the influence of interventions that increase error or variability in remote motor tasks on motor learning has not yet been determined. In this study, we aimed to elucidate the effects of interventions that visually increase errors and variability in remote experiments using web applications. In particular, 48 people participated in a web-based study on the cursor-manipulation of motor tasks using laptops. Three motor tasks (visuomotor-rotation reaching, virtual curling, and virtual ball-throwing tasks) were conducted, and each task consisted of 120 trials a day conducted for three days in this study. For each task, no intervention was provided on Day 1 and the intervention to augment motor error or variability was provided on Days 2 and 3. Differences between the groups in post-intervention test trials were examined using statistical analyses. Contrary to our expectations, the interventions of error-augmentation did not exhibit positive effects in Experiments 1 and 2, which could be attributed to a lack of haptic and proprioceptive information or inaccuracies in movement kinematics. In addition, the interventions of variability-augmentation did not exhibit positive effects in Experiment 3, which could be attributed to the complex dynamics in the relationship between perceived body movements and motor outcomes. Further research is required to identify the differences between the conditions when the interventions are effective or ineffective. Moreover, interventions must be developed to further improve general motor skills.

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Visual error amplification showed no benefit for non-naïve subjects in trunk-arm rowing

Cited by 5 publications

References 29 publications

Rowing Simulator Modulates Water Density to Foster Motor Learning

Rowing Simulator Modulates Water Density to Foster Motor Learning

Configurable 3D Rowing Model Renders Realistic Forces on a Simulator for Indoor Training

Augmenting visual errors or variability does not enhance motor learning in remote web application tasks

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