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
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
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
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.
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.
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?
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
8. 8 Feedback Complex movement (Dance etc.) Movement Feedback Feedback + Complex movement (Dance etc.) Should be separated Background Working memory Movement Feedback
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
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
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)
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)
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
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
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
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
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
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
19. Device 19 - Arduino - Xbee
20. System Demo 20 Vibration presentation Video Presentation Audio Presentation
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
22. Four dance steps 22
23. Understanding how to use the system 23
24. Learning methods 24 Learn (1 min) Test (1 min) Learn (1 min) Test (1 min) Rest 30 sec ɾɾɾ
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
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
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
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.
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
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
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.