title: The effect of haptic guidance and visual feedback on learning a complex tennis task.
abstract: While haptic guidance can improve ongoing performance of a motor task, several studies have found that it ultimately impairs motor learning. However, some recent studies suggest that the haptic demonstration of optimal timing, rather than movement magnitude, enhances learning in subjects trained with haptic guidance. Timing of an action plays a crucial role in the proper accomplishment of many motor skills, such as hitting a moving object (discrete timing task) or learning a velocity profile (time-critical tracking task). The aim of the present study is to evaluate which feedback conditions-visual or haptic guidance-optimize learning of the discrete and continuous elements of a timing task. The experiment consisted in performing a fast tennis forehand stroke in a virtual environment. A tendon-based parallel robot connected to the end of a racket was used to apply haptic guidance during training. In two different experiments, we evaluated which feedback condition was more adequate for learning: (1) a time-dependent discrete task-learning to start a tennis stroke and (2) a tracking task-learning to follow a velocity profile. The effect that the task difficulty and subject's initial skill level have on the selection of the optimal training condition was further evaluated. Results showed that the training condition that maximizes learning of the discrete time-dependent motor task depends on the subjects' initial skill level. Haptic guidance was especially suitable for less-skilled subjects and in especially difficult discrete tasks, while visual feedback seems to benefit more skilled subjects. Additionally, haptic guidance seemed to promote learning in a time-critical tracking task, while visual feedback tended to deteriorate the performance independently of the task difficulty and subjects' initial skill level. Haptic guidance outperformed visual feedback, although additional studies are needed to further analyze the effect of other types of feedback visualization on motor learning of time-critical tasks.
authors.affiliation: Sensory-Motor Systems (SMS) Lab, Institute of Robotics and Intelligent Systems (IRIS), ETH Zurich, Zurich, Switzerland, laura.marchal@hest.ethz.ch.
authors.forename: Laura
authors.initials: L
authors.lastname: Marchal-Crespo
authors.forename: Mark
authors.initials: M
authors.lastname: van Raai
authors.forename: Georg
authors.initials: G
authors.lastname: Rauter
authors.forename: Peter
authors.initials: P
authors.lastname: Wolf
authors.forename: Robert
authors.initials: R
authors.lastname: Riener
mesh_terms: D000293:Adolescent; D000328:Adult; D003198:Computer Simulation; D018592:Cross-Over Studies; D056228:Feedback, Sensory / Q000502:physiology*; D005260:Female; D006801:Humans; D007858:Learning / Q000502:physiology*; D016014:Linear Models; D008297:Male; D009048:Motor Skills / Q000502:physiology*; D013715:Tennis / Q000502:physiology*; D013997:Time Factors; D013998:Time Perception / Q000502:physiology; D014110:Touch; D014796:Visual Perception / Q000502:physiology; D055815:Young Adult