Comparing Haptic and Visual Training Method of Learning Chinese Handwriting with a Haptic Guidance

Xiong, Min; Milleville-Pennel, Isabelle; Dumas, Cédric; Palluel-Germain, Richard

doi:10.4304/jcp.8.7.1815-1820

Cited by 11 publications

(10 citation statements)

References 9 publications

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“…Results of spatial error supports the finding that spatial information is mainly perceived visually (Welch and Warren, 1980 ; Nesbitt, 2003 ). In literature, comparable studies showed that addition of reactive haptic feedback for a complex rowing (Sigrist et al, 2015 ), path control feedback for a 2D shape drawing (Yang et al, 2008 ) and haptic guidance in Chinese handwriting (Xiong et al, 2013 ) tasks did not result in a significantly better learning than visual alone in the delayed retention tests. In our study, participants did not receive any haptic feedback during the training sessions.…”

Section: Discussionmentioning

confidence: 95%

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: Discussionmentioning

confidence: 95%

Rowing Simulator Modulates Water Density to Foster Motor Learning

et al. 2019

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“…They could even be traced on the monitor on which they were presented. In a pilot study of practicing Chinese characters with observation of a teacher, haptic guidance in accordance with the movements of the teacher, and visuo-haptic demonstration, Xiong et al (2013) concluded that visual information facilitated the learning of the 38 shape of the practiced letter, but there was no benefit of haptic guidance for dynamic characteristics. Rather haptic guidance seemed to facilitate transfer of practice to new letters which shared strokes with the practiced letter.…”

Section: Contrasting the Effects Of Haptic Guidance On Spatial And Dymentioning

confidence: 97%

Robot assistance of motor learning: A neuro-cognitive perspective

Heuer

Lüttgen

2015

Neuroscience & Biobehavioral Reviews

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“…Recent technological developments, particularly in haptics and robotics, have allowed researchers to embed novel and complex feedback presentations into training programs. Robotic training and haptics-enhanced performance are being explored in fields, such as neurorehabilitation (Kahn et al, 2006; Huang et al, 2009), surgical training (Prasad et al, 2002; Delorme et al, 2012), handwriting instruction (Vishnoi et al, 2009; Kim et al, 2013; Xiong et al, 2013), and sports training (Huang et al, 2011). The most common form of robotic or haptic training is haptic guidance; however, the term is used to refer to a variety of training strategies (Williams and Carnahan, 2014), including that which delivers forces, or assistance, on the basis of movement-induced feedback about performance (Bluteau et al, 2008; Marchal-Crespo and Reinkensmeyer, 2008; Lee and Choi, 2010; Marchal-Crespo et al, 2010).…”

Section: Introductionmentioning

confidence: 99%

It Pays to Go Off-Track: Practicing with Error-Augmenting Haptic Feedback Facilitates Learning of a Curve-Tracing Task

2016

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Researchers in the domain of haptic training are now entering the long-standing debate regarding whether or not it is best to learn a skill by experiencing errors. Haptic training paradigms provide fertile ground for exploring how various theories about feedback, errors and physical guidance intersect during motor learning. Our objective was to determine how error minimizing, error augmenting and no haptic feedback while learning a self-paced curve-tracing task impact performance on delayed (1 day) retention and transfer tests, which indicate learning. We assessed performance using movement time and tracing error to calculate a measure of overall performance – the speed accuracy cost function. Our results showed that despite exhibiting the worst performance during skill acquisition, the error augmentation group had significantly better accuracy (but not overall performance) than the error minimization group on delayed retention and transfer tests. The control group’s performance fell between that of the two experimental groups but was not significantly different from either on the delayed retention test. We propose that the nature of the task (requiring online feedback to guide performance) coupled with the error augmentation group’s frequent off-target experience and rich experience of error-correction promoted information processing related to error-detection and error-correction that are essential for motor learning.

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Comparing Haptic and Visual Training Method of Learning Chinese Handwriting with a Haptic Guidance

Cited by 11 publications

References 9 publications

Rowing Simulator Modulates Water Density to Foster Motor Learning

Rowing Simulator Modulates Water Density to Foster Motor Learning

Robot assistance of motor learning: A neuro-cognitive perspective

It Pays to Go Off-Track: Practicing with Error-Augmenting Haptic Feedback Facilitates Learning of a Curve-Tracing Task

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