The Effects of Different Motor Teaching Strategies on Learning a Complex Motor Task

Tjasa Kunavar*, Marko Jamšek, Edwin Johnatan Avila-Mireles, Elmar Rueckert, Luka Peternel, Jan Babič

*Corresponding author for this work

Research output: Contribution to journalArticleScientificpeer-review

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Abstract

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.

Original languageEnglish
Article number1231
Number of pages17
JournalSensors
Volume24
Issue number4
DOIs
Publication statusPublished - 2024

Funding

This project was financed by the Slovenian Research Agency, programme P2-0076.

Keywords

  • human–robot interaction
  • motor learning
  • motor teaching
  • robot tutoring
  • skill learning
  • tracking task
  • visuomotor perturbation

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