Effects on Separated Learning of Acquiring Physical Movement Skills Classified by Level of Difficulty

Effects on Separated Learning of Acquiring Physical Movement Skills Classified by Level of Difficulty
Shuhei Tsuchida, Tsutomu Terada & Masahiko Tsukamoto
https://link.springer.com/chapter/10.1007/978-3-031-20436-4_3

Project page:
https://shuhei2306.com/research/separated_learning.html

Talk:
https://youtu.be/6DwgD0SFQcM

HP:
https://shuhei2306.com/

Transcript

1. E
   ff
   ects on Separated Learning of
   
   Acquiring Physical Movement Skills
   
   Classi
   fi
   ed by Level of Di
   ff
   i
   culty
   Shuhei Tsuchida†, Tsutomu Terada†, Masahiko Tsukamoto†
   
   †Kobe University
   

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2. Our Proposed method “Separated Learning” 2
   Separated
   learning
   ʢSimultaneous
   learningʣ
   moving the body and receiving feedback simultaneously
   moving the body and receiving feedback separately
   Auditory
   Tactile Visual
   Auditory
   Tactile Visual
   Learn phase + Movement phase
   Learn phase Movement phase
   
   (Test phase)
   Conventional
   
   Learning
   

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3. Background 3
   When acquiring skills that involve physical movements, it is useful to present information
   such as video, sound, and vibration simultaneously with the physical movements.
   Simple movement
   
   
   ʢSkipping etc.ʣ
   Tactile
   Audiory
   Visual
   

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4. 4
   Background
   Simple movement
   
   
   ʢSkipping etc.ʣ
   Complex movement
   
   
   ʢDance etc.ʣ
   Tactile
   Audiory
   Visual
   When acquiring skills that involve physical movements, it is useful to present information
   such as video, sound, and vibration simultaneously with the physical movements.
   

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5. 5
   Simple movement
   
   
   ʢSkipping etc.ʣ
   Complex movement
   
   
   ʢDance etc.ʣ
   Tactile
   Audiory
   Visual
   Cannot be
   
   
   applied
   
   
   Background
   When acquiring skills that involve physical movements, it is useful to present information
   such as video, sound, and vibration simultaneously with the physical movements.
   

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6. Background 6
   Moving the body while receiving information → Causing lack of working memoryʁ
   Simple movement
   
   
   ʢSkipping etc.ʣ
   Working memory
   Complex movement
   
   
   ʢDance etc.ʣ
   Movement
   Feedback
   Working memory
   Movement
   Feedback
   Hypothesis: Since working memory is consumed more when learning
   complex movements, is it less effective to receive information presentation?
   

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7. Movement working memroy 7
   Is there a working memory related to movement 

   that is di
   ff
   erent from conventional working memory?
   Conventional working memory Movement working memory
   (Processing capacity)
   Movement working memory: memory consumed during the task of learning a movement
   

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8. 8
   Feedback Complex movement (Dance etc.)
   Movement
   Feedback
   Feedback + Complex movement (Dance etc.)
   Should be separated
   Background
   Working memory
   Movement
   Feedback
   

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9. Related Work 9
   A percussion learning system by rhythm internalization using haptic indication (Kanke et al., 2018ʣ
   Separated
   learning
   Simultaneous
   learning
   moving the body and receiving feedback simultaneously
   moving the body and receiving feedback separately
   Auditory
   Tactile Visual
   Auditory
   Tactile Visual
   Learn phase + Movement phase
   Learn phase Movement phase
   

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10. Task 1 10
    ɾCan separate learning be applied to
    

    ɹthe skill acquisition of complex movements using the whole body?
    Finger movement Complex movementʢDance etc.ʣ
    

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11. Task 2 11
    ɾAt what level of movement difficulty should the learning be separated?
    movement
    Movement difficulty
    easy difficult
    movement movement
    Working memory
    
    
    (Processing capacity)
    

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12. feedback
    Task 2 12
    ɾAt what level of movement difficulty should the learning be separated?
    movement
    Movement difficulty
    easy difficult
    movement movement
    feedback
    feedback
    Working memory
    
    
    (Processing capacity)
    

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13. feedback
    Task 2 13
    ɾAt what level of movement difficulty should the learning be separated?
    movement
    Working memory
    
    
    (Processing capacity)
    Movement difficulty
    easy difficult
    movement movement
    feedback
    feedback
    Simultaneous learning
    
    
    Simultaneously present information and perform movements
    Separated learning
    
    
    Separate information presentation from movement
    

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14. Purpose 14
    Can separate learning be applied to
    the skill acquisition of complex
    movements using the whole body?
    At what level of movement difficulty
    
    should the learning be separated?
    Complex movement
    
    
    ʢDance etc.ʣ
    Finger
    movement
    movement difficulty
    easy difficult
    Acquiring a threshold of effectiveness 

    for separate learning
    

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15. System design 15
    Designing information presentation: To apply segregated learning, it is necessary to receive
    multiple information presentations, rather than simple information presentation.
    Knee
    Instep of
    
    the foot
    Location of
    vibration presentation Timing of vibration presentation
    raising
    
    the nee
    Kicking the toes
    
    forward
    Visual + Audio + Tactile
    

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16. System design 16
    Designing information presentation: To apply segregated learning, it is necessary to receive
    multiple information presentations, rather than simple information presentation.
    Knee
    Instep of
    
    the foot
    Location of
    vibration presentation Timing of vibration presentation
    raising
    
    the nee
    Kicking the toes
    
    forward
    Visual + Audio + Tactile
    

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17. System design 17
    Designing information presentation: To apply segregated learning, it is necessary to receive
    multiple information presentations, rather than simple information presentation.
    Knee
    Instep of
    
    the foot
    Location of
    vibration presentation Timing of vibration presentation
    raising
    
    the nee
    Kicking the toes
    
    forward
    Visual + Audio + Tactile
    

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18. System con
    fi
    guration 18
    Vibration control interface
    Knee
    Instep of the foot
    Vibration device
    Control device, Battery
    PC
    Xbee
    Xbee
    Vibration presentation
    Video presentation
    Music presentation
    Zigbee
    

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19. Device 19
    - Arduino
    
    - Xbee
    

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20. System Demo 20
    Vibration
    
    presentation
    Video
    
    Presentation
    Audio
    
    Presentation
    

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21. Experiment 21
    Purpose
    We investigate the following two:
    
    ɾIs it possible to apply the separated learning method to dance steps using the whole body?
    
    ɾDoes the level of di
    ff i
    culty of learning a
    ff
    ect the e
    ff
    ectiveness of the separated learning?
    
    Participants
    ɹ12 students (9 males, 3 females)
    Learning method
    - Simultaneous learning
    
    (with information presentation during movements)

    - Separated learning
    
    (without information presentation during movements)
    Task
    ɹMastering the four dance stepsɽ
    

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22. Four dance steps 22
    

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23. Understanding how to use the system 23
    

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24. Learning methods 24
    Learn (1 min) Test (1 min) Learn (1 min) Test (1 min)
    Rest
    
    30 sec
    ɾɾɾ
    

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25. How to calculate the learning cost 25
    1 2
    Evaluator
    Learn (1 min) Test (1 min) Learn (1 min) Test (1 min)
    Rest
    
    30 sec
    ɾɾɾ
    Learning cost
    

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26. Results 26
    Learning cost for each participant
    
    White cell: Simultaneous learning
    
    Gray cell: Separated learning
    Average learning costs of each learning method
    There is no signi
    fi
    cant di
    ff
    erence between learning methods
    Simultaneous learning Separated learning
    Learning cost
    

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27. ࣮ݧ݁Ռ 27
    Average learning costs after applying normalization based on the participants’ learning ability
    There is no signi
    fi
    cant di
    ff
    erence between the learning methods on each step.
    Simultaneous learning Separated learning
    

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28. Discussion 28
    H1: Is it possible to apply the separated learning to dance steps using the whole body?
    
    ɹˠ There is no signi
    fi
    cant di
    ff
    erence between the learning methods.
    
    H2: Does the level of di
    ff
    i
    culty of learning a
    ff
    ect the e
    ff
    ectiveness of the separated learning?
    
    ɹˠ There is no signi
    fi
    cant di
    ff
    erence between the learning methods on each step.
    Possible causes/improvements
    
    - Adding more information to audio and video.
    
    - 1 learning cost was noticeable.
    
    We should adopt dance steps that are more di
    ffi
    cult to learn.
    
    - Adding a mental rotation phase 

    ɹfor improving motor imagery skills.
    

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29. Movement working memory 29
    → It is not clear how to measure movement working memory yet.
    Is there a working memory related to movement 

    that is di
    ff
    erent from conventional working memory?
    Conventional working memory Movement working memory
    (Processing capacity)
    Movement working memory: memory consumed during the task of learning a movement
    

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30. Examination of methods for measuring movement working memory 30
    Imitate
    
    the movement
    1. Watch a video with short movementsɽʢWhile watching video: Standing, Walking, Bending, Jumping, etc.ʣ
    
    2. Imitate the movement immediately.
    
    3. Repeat the same procedure, counting the number of movements imitated within a certain period of time.
    ɾɾɾ
    Imitate
    
    the movement
    

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31. Summary and Future work 31
    - We developed a system to give information presentation for learning dance steps
    involving the
    
    whole-body movements.
    
    - We examined whether separated learning is e
    ff
    ective in learning dance steps.
    
    - The experimental results showed that there was no signi
    fi
    cant di
    ff
    erence in the e
    ff
    ect of
    learning dance steps between learning methods.
    - We will investigate the structure of the system and 

    the phase for applying the separated learning, 

    and aim at
    fi
    nding the threshold of e
    ff
    ects to apply 

    the separated learning according the di
    ffi
    culty levels of learning.
    

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