Upgrade to Pro — share decks privately, control downloads, hide ads and more …

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

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/

Shuhei Tsuchida

November 28, 2022
Tweet

More Decks by Shuhei Tsuchida

Other Decks in Technology

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

    View full-size slide

  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

    View full-size slide

  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

    View full-size slide

  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.

    View full-size slide

  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.

    View full-size slide

  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?

    View full-size slide

  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

    View full-size slide

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

    View full-size slide

  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

    View full-size slide

  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

    View full-size slide

  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)

    View full-size slide

  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)

    View full-size slide

  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

    View full-size slide

  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

    View full-size slide

  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

    View full-size slide

  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

    View full-size slide

  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

    View full-size slide

  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

    View full-size slide

  19. Device 19
    - Arduino

    - Xbee

    View full-size slide

  20. System Demo 20
    Vibration

    presentation
    Video

    Presentation
    Audio

    Presentation

    View full-size slide

  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

    View full-size slide

  22. Four dance steps 22

    View full-size slide

  23. Understanding how to use the system 23

    View full-size slide

  24. Learning methods 24
    Learn (1 min) Test (1 min) Learn (1 min) Test (1 min)
    Rest

    30 sec
    ɾɾɾ

    View full-size slide

  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

    View full-size slide

  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

    View full-size slide

  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

    View full-size slide

  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.

    View full-size slide

  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

    View full-size slide

  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

    View full-size slide

  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.

    View full-size slide