Motor learning from virtual reality to natural environments in individuals with Duchenne muscular dystrophy

Quadrado, Virgínia Helena; Silva, Talita Dias da; Fávero, Francis Meire; Tonks, James; Massetti, Thaís; Monteiro, Carlos Bandeira de Mello

doi:10.1080/17483107.2017.1389998

Cited by 22 publications

(39 citation statements)

References 44 publications

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“…As a result, the engagement only maintained the good performance of the TD group. Other studies used a motor learning protocol and only used the coincident timing as a laboratory task, which increased the difficulty of engagement and made it impossible to practice for a long period of time 20,31. However, the task proposed by the MoveHero software provides a greater engagement, probably due to the number of spheres, songs used, and the existence of an avatar.…”

Section: Discussionmentioning

confidence: 99%

“…In the case of MoveHero (virtual task), the timing error was defined as the difference between the time the ball hit the target sphere and the time the individual managed to hit the target with the avatar’s hand. As used by de Mello Monteiro et al,20,21 Quadrado et al,31 and Bezerra et al,32 the error time in milliseconds can be used to analyze the constant error (CE), which evaluates the directional tendency of the movement; the absolute error (AE), which demonstrates the accuracy of the movement; and the variable error (VE), which identifies the accuracy of the movement (for details about these errors, see de Mello Monteiro et al21). CE, AE, and VE were used as dependent variables for both the coincident timing task and MoveHero.…”

Section: Participants and Methodsmentioning

confidence: 99%

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<p>Analysis of motor performance in individuals with cerebral palsy using a non-immersive virtual reality task – a pilot study</p>

Martins¹,

Massetti²,

Crocetta³

et al. 2019

NDT

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Purpose: To evaluate the performance improvement of individuals with hemiparesis cerebral palsy (CP) using a virtual task. Participants and methods: Twenty individuals were selected and distributed into two groups. The experimental group (CP group) comprised ten individuals with a medical diagnosis of CP, and ten individuals with typical development (sex-and age-matched) composed the control group (TD group). Both groups followed the same intervention protocol, which included a virtual coincident timing task: the participants performed upper limb movements in front of a computer's webcam and interacted with the task with the aim of virtually intercepting spheres that fell in four rows following the rhythm of a pre-selected song during an 8-minute period. To verify the influence on a real task, pre-and posttests were performed in a similar task, but with physical contact (using the spacebar on the keyboard of a computer). To analyze the data, we evaluated the variable, constant, and absolute errors during the task and in the pre-and posttests. Results: The results showed that there was an improvement in performance between the pre-and posttests; that is, after practicing the task in an environment without physical contact, there was a performance improvement in posttests in the real task, but only for the CP group. Moreover, there were significant differences in precision and accuracy between the two groups, with worse performance in the CP group. Conclusion: Individuals with CP presented better performance in the real task after practice in a virtual reality task, albeit with worse performance compared with individuals with TD. This is an interesting result that supports the possible use of virtual tasks for the rehabilitation of individuals with CP.

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Section: Discussionmentioning

confidence: 99%

Section: Participants and Methodsmentioning

confidence: 99%

<p>Analysis of motor performance in individuals with cerebral palsy using a non-immersive virtual reality task – a pilot study</p>

Martins¹,

Massetti²,

Crocetta³

et al. 2019

NDT

Self Cite

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“…A relatively small number of studies have explored motor skill acquisition and transfer from virtual to real environments in healthy and neurologically impaired populations. Several studies used a simple coincidence timing task in which participants intercepted a falling virtual object by either pressing a key on computer (physical task) or making a hand movement tracked by webcam (virtual task) [67–69]. In adolescents with CP, older adults and healthy controls, practice in the VE did not transfer to improved performance of the real-world task [68, 69].…”

Section: Methodsmentioning

confidence: 99%

Learning and transfer of complex motor skills in virtual reality: a perspective review

Levac

Huber

Sternad

2019

J NeuroEngineering Rehabil

162

158

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The development of more effective rehabilitative interventions requires a better understanding of how humans learn and transfer motor skills in real-world contexts. Presently, clinicians design interventions to promote skill learning by relying on evidence from experimental paradigms involving simple tasks, such as reaching for a target. While these tasks facilitate stringent hypothesis testing in laboratory settings, the results may not shed light on performance of more complex real-world skills. In this perspective, we argue that virtual environments (VEs) are flexible, novel platforms to evaluate learning and transfer of complex skills without sacrificing experimental control. Specifically, VEs use models of real-life tasks that afford controlled experimental manipulations to measure and guide behavior with a precision that exceeds the capabilities of physical environments. This paper reviews recent insights from VE paradigms on motor learning into two pressing challenges in rehabilitation research: 1) Which training strategies in VEs promote complex skill learning? and 2) How can transfer of learning from virtual to real environments be enhanced? Defining complex skills by having nested redundancies, we outline findings on the role of movement variability in complex skill acquisition and discuss how VEs can provide novel forms of guidance to enhance learning. We review the evidence for skill transfer from virtual to real environments in typically developing and neurologically-impaired populations with a view to understanding how differences in sensory-motor information may influence learning strategies. We provide actionable suggestions for practicing clinicians and outline broad areas where more research is required. Finally, we conclude that VEs present distinctive experimental platforms to understand complex skill learning that should enable transfer from therapeutic practice to the real world.

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“…For instance, a study in healthy subjects demonstrated that skill acquisition of the sequential motor learning occurs at the same rate in both VE and conventional screen environments, while the transfer of motor skills was not observed from VE to the screen environment 15 . Another study reported that skill acquisition in individuals with the neuromuscular diseases transferred from VEs to REs 19 . In contrast, motor learning and motor performance did not transfer from VEs to REs in older adults and individuals with neuromuscular diseases 18,20,21 .…”

Section: Introductionmentioning

confidence: 99%

Sequential Motor Learning Transfers from Real to Virtual Environment

Takeo

Hara

Shirakawa

et al. 2020

Preprint

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Background:Skill acquisition of motor learning between virtual environments (VEs) and real environments (REs) may be related. Although studies have previously examined the transfer of motor learning in VEs and REs through the same tasks, only a small number of studies have focused on studying the transfer of motor learning in VEs and REs by using different tasks. Thus, detailed effects of the transfer of motor skills between VEs and REs remain controversial. Here, we investigated the transfer of sequential motor learning between VEs and REs conditions.Methods:Twenty-seven healthy volunteers performed two types of sequential motor learning tasks; a visually cued button press task in RE (RE task) and a virtual reaching task in VE (VE task). Participants were randomly assigned to two groups in the task order; the first group was RE task followed by VE task and the second group was VE task followed by RE task. Subsequently, the response time in RE task and VE task was compared between the two groups respectively.Results:The results revealed that sequential motor learning was transferred when motor learning in VEs was performed after motor learning in REs, but not when motor learning in REs was performed after motor learning in VEs.Conclusions:These findings suggested that sequential motor learning in VEs can be facilitated by motor learning task consisting of the same sequence in REs even when different task is applied. These results may derive from the fact that motor learning in REs is more implicit than that in VEs.

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Motor learning from virtual reality to natural environments in individuals with Duchenne muscular dystrophy

Cited by 22 publications

References 44 publications

<p>Analysis of motor performance in individuals with cerebral palsy using a non-immersive virtual reality task – a pilot study</p>

<p>Analysis of motor performance in individuals with cerebral palsy using a non-immersive virtual reality task – a pilot study</p>

Learning and transfer of complex motor skills in virtual reality: a perspective review

Sequential Motor Learning Transfers from Real to Virtual Environment

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Motor learning from virtual reality to natural environments in individuals with Duchenne muscular dystrophy

Cited by 22 publications

References 44 publications

<p>Analysis of motor performance in individuals with cerebral palsy using a non-immersive virtual reality task &ndash; a pilot study</p>

<p>Analysis of motor performance in individuals with cerebral palsy using a non-immersive virtual reality task &ndash; a pilot study</p>

Learning and transfer of complex motor skills in virtual reality: a perspective review

Sequential Motor Learning Transfers from Real to Virtual Environment

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Product

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<p>Analysis of motor performance in individuals with cerebral palsy using a non-immersive virtual reality task – a pilot study</p>

<p>Analysis of motor performance in individuals with cerebral palsy using a non-immersive virtual reality task – a pilot study</p>