Feedback, Affordances, and Accelerators for Training Sports in Virtual Environments (original) (raw)
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Evaluation of multimodal feedback effects on improving rowing competencies
2011
This study focused on the selection and preliminary evaluation of different types of modal and information feedback in virtual environment to facilitate acquisition and transfer of a complex motor-cognitive skill of rowing. Specifically, we addressed the effectiveness of immediate information feedback provided visually as compared to sensory haptic feedback on the improvement in hands kinematics and changes in cognitive load during the course of learning the basic rowing technique. Several pilot experiments described in this report lead to the evaluation and optimization of the training protocol, to enhance facilitatory effects of adding visual and haptic feedback during training.
Training Rowing with Virtual Environments
2011
This paper presents the results of the design, implementation and evaluation of a platform for rowing training in Virtual Reality called SPRINT. The paper discusses how various aspects of the rowing skill can be analyzed and trained over a single common methodology and system platform. The result is a vision for new directions in the domain of sport training with Virtual Reality.
Transfer of Complex Skill Learning from Virtual to Real Rowing
PLoS ONE, 2013
Simulators are commonly used to train complex tasks. In particular, simulators are applied to train dangerous tasks, to save costs, and to investigate the impact of different factors on task performance. However, in most cases, the transfer of simulator training to the real task has not been investigated. Without a proof for successful skill transfer, simulators might not be helpful at all or even counter-productive for learning the real task. In this paper, the skill transfer of complex technical aspects trained on a scull rowing simulator to sculling on water was investigated. We assume if a simulator provides high fidelity rendering of the interactions with the environment even without augmented feedback, training on such a realistic simulator would allow similar skill gains as training in the real environment. These learned skills were expected to transfer to the real environment. Two groups of four recreational rowers participated. One group trained on water, the other group trained on a simulator. Within two weeks, both groups performed four training sessions with the same licensed rowing trainer. The development in performance was assessed by quantitative biomechanical performance measures and by a qualitative video evaluation of an independent, blinded trainer. In general, both groups could improve their performance on water. The used biomechanical measures seem to allow only a limited insight into the rowers' development, while the independent trainer could also rate the rowers' overall impression. The simulator quality and naturalism was confirmed by the participants in a questionnaire. In conclusion, realistic simulator training fostered skill gains to a similar extent as training in the real environment and enabled skill transfer to the real environment. In combination with augmented feedback, simulator training can be further exploited to foster motor learning even to a higher extent, which is subject to future work.
A virtual trainer concept for robot-assisted human motor learning in rowing
BIO Web of Conferences
Keeping the attention level and observing multiple physiological and biomechanical variables at the same time at high precision is very challenging for human trainers. Concurrent augmented feedback, which is suggested to enhance motor learning in complex motor tasks, can also hardly be provided by a human trainer.
Frontiers in Sports and Active Living, 2020
Advancements in virtual reality (VR) technology now allow for the creation of highly immersive virtual environments and for systems to be commercially available at an affordable price. Despite increased availability, this access does not ensure that VR is appropriate for training for all motor skills. Before the implementation of VR for training sport-related skills takes place, it must first be established whether VR utilization is appropriate. To this end, it is crucial to better understand the mechanisms that drive learning in these new environments which will allow for optimization of VR to best facilitate transfer of learned skills to the real world. In this study we sought to examine how a skill acquired in VR compares to one acquired in the real world (RW), utilizing training to complete a dart-throwing task in either a virtual or real environment. We adopted a perceptual-motor approach in this study, employing measures of task performance (i.e., accuracy), as well as of perception (i.e., visual symptoms and oculomotor behavior) and motor behaviors (i.e., throwing kinematics and coordination). Critically, the VR-trained group performed significantly worse in terms of throwing accuracy compared to both the RW-trained group and their own baseline performance. In terms of perception, the VR-trained group reported greater acute visual symptoms compared to the RW-trained group, though oculomotor behaviors were largely the same across groups. In terms of motor behaviors, the VR-trained group exhibited different dart-throwing kinematics during training, but in the follow-up test adapted their throwing pattern to one similar to the RW-trained group. In total, VR training impaired real-world task performance, suggesting that virtual environments may offer different learning constraints compared to the real world. These results thus emphasize the need to better understand how some elements of virtual learning environments detract from transfer of an acquired sport skill to the real world. Additional work is warranted to further understand how perceptual-motor behaviors are acquired differently in virtual spaces.
PLOS ONE, 2021
Virtual reality (VR) can create safe, cost-effective, and engaging learning environments. It is commonly assumed that improvements in simulation fidelity lead to better learning outcomes. Some aspects of real environments, for example vestibular or haptic cues, are difficult to recreate in VR, but VR offers a wealth of opportunities to provide additional sensory cues in arbitrary modalities that provide task relevant information. The aim of this study was to investigate whether these cues improve user experience and learning outcomes, and, specifically, whether learning using augmented sensory cues translates into performance improvements in real environments. Participants were randomly allocated into three matched groups: Group 1 (control) was asked to perform a real tyre change only. The remaining two groups were trained in VR before performance was evaluated on the same, real tyre change task. Group 2 was trained using a conventional VR system, while Group 3 was trained in VR wit...
Learning new skills in Multimodal Enactive Environments
BIO Web of Conferences, 2011
A European consortium of researchers in movement and cognitive sciences, robotics, and interaction design developed multimodal technologies to accelerate and transfer the (re-)learning of complex skills from virtual to real environments. The decomposition of skill into functional elements the subskills and the enactment of informational variables used as accelerators are here described. One illustration of accelerator using virtual reality in team rowing is described.
An adaptive and customizable feedback system for VR-based training simulators
Autonomous Agents & Multiagent Systems/Agent Theories, Architectures, and Languages, 2008
This paper describes a proposal to build an intelligent feedback selection system for Virtual Reality-based training simulators. The system is aimed at generating multimodal feedback in realtime for advising the students while training with the simulator. Focused on driving tasks, we analyze how to customize the system to exhibit different behaviors. We examine educational and human factors that have influence on the behavior, so that the instructors can use or refine the behavior they prefer in each training session. The selection process is based on the analysis of the information coming from a diagnostic component and adapts the feedback to the performance of each student, since the process takes into account whether previous feedbacks were ineffective. The objective is to emulate the behavior of the instructor. In this way, the feedback system can be helpful for him/her, as while the system decides which the appropriate feedback is, the instructor can focus on other instructional tasks.
Virtual reality in sports coaching, skill acquisition and application to surfing: A review
JOURNAL OF HUMAN SPORT & EXERCISE, 2019
The last decade, notably the past two years, have seen significant advancements in virtual reality (VR) technology, especially within the development of 3D and 360° virtual environments. Smart Phone technology now allows for head mounted display of this environment which is much more user friendly and cost effective. Sport training can now take full advantage of the improved quality of operating systems and as a result, VR provides visual simulations and immersive, interactive environments. VR technology is becoming more popular with evident influence on collecting various physiological aspects, identifying and improving sensorimotor capabilities, replicating competition and environment situations where reaction time is critical, and developing skill acquisition. This paper, therefore, reviews the existing literature relating to VR and the use of the technology used within sport, skill acquisition and coaching. Specifically, the paper describes VR, examines the uses of VR in sports, the applicability of methodological approaches used along with findings, limitations and the implications for coaching and athlete practice. Additionally, this review reports on VR used within skill acquisition learning/teaching and identifies how the technology can apply to surfing skill development. This paper will promote new ways to hone specific, hard to obtain skills, encouraging novel thinking for coaches.