Self-Control of Haptic Assistance for Motor Learning: Influences of Frequency and Opinion of Utility

Abstract

Studies of self-controlled practice have shown benefits when learners controlled feedback schedule, use of assistive devices and task difficulty, with benefits attributed to information processing and motivational advantages of self-control. Although haptic assistance serves as feedback, aids task performance and modifies task difficulty, researchers have yet to explore whether self-control over haptic assistance could be beneficial for learning. We explored whether self-control of haptic assistance would be beneficial for learning a tracing task. Self-controlled participants selected practice blocks on which they would receive haptic assistance, while participants in a yoked group received haptic assistance on blocks determined by a matched self-controlled participant. We inferred learning from performance on retention tests without haptic assistance. From qualitative analysis of open-ended questions related to rationales for/experiences of the haptic assistance that was chosen/provided, themes emerged regarding participants’ views of the utility of haptic assistance for performance and learning. Results showed that learning was directly impacted by the frequency of haptic assistance for self-controlled participants only and view of haptic assistance. Furthermore, self-controlled participants’ views were significantly associated with their requested haptic assistance frequency. We discuss these findings as further support for the beneficial role of self-controlled practice for motor learning.

Both Sensorimotor Rhythm Neurofeedback and Self-Controlled Practice Enhance Motor Learning and Performance in Novice Golfers

“…The participants who were given a choice on ball color outperformed the participants in the yoked group in terms of motor learning and performance, regardless of the presence or absence of neurofeedback practices. This finding is consistent with many studies in this area [22][23][24][28][29][30]46]. For example, An et al [46] showed that self-control practice can be an efficient technique to facilitate motor performance and learning in golf putting task.…”

“…In addition, the learning environment is another factor that influences improvements in motor performance and learning. A notable characteristic of a learning environment is the autonomy and freedom of choice given to a learner in that environment [22][23][24]. For example, motor skill learning can be improved by asking learners to have a choice during training; a condition often referred to as self-controlled practice [22].…”

Self-controlled practice and nudging during structural learning of a novel control interface

“…In this context, self-controlled practice schedules-i.e., allowing the learner to determine aspects of practice, has emerged as an important means by which learning can be facilitated. The benefits of self-controlled practice have been shown to be fairly robust across a large number of tasks and practice manipulations [1][2][3][4][5][6][7][8][9], and have been attributed to many factors, including increased active involvement from the learner [10], increased autonomy [11][12][13], and the role of informational processes [14].…”

Self-controlled practice and nudging during structural learning of a novel control interface

“…allowing the learner to determine aspects of practice, has emerged as an important means by which learning can be facilitated. The benefits of self-controlled practice have been shown to be fairly robust across a large number of tasks and practice manipulations (1–9), and have been attributed to many factors, including increased active involvement from the learner (10), increased autonomy (11– 13), and the role of informational processes (14).…”