Using Virtual Reality to Transfer Motor Skill Knowledge from One Hand to Another

Development and Testing of a Portable Virtual Reality-Based Mirror Visual Feedback System with Behavioral Measures Monitoring

Virtual Reality (VR) is a technology that has been used to provide the Mirror Visual Feedback (MVF) illusion to patients with promising results. In the present work, the goal is to design, develop and test a portable VR-based MVF system that monitors behavioral information about the performance of a simple motor task. The developed application runs in a stand-alone VR system and allows the researcher to select the real and virtual hands used to perform the motor task. The system was evaluated with a group of twenty healthy volunteers (12 men and 8 women) with ages between 18 and 66 years. Participants had to repetitively perform a motor task in four different experimental conditions: two mirror conditions (performing real movements with the dominant and with the non-dominant hand) and two non-mirror conditions. A significant effect of the experimental condition on embodiment score (p < 0.001), response time (p < 0.001), performance time (p < 0.001), trajectory length (p < 0.004) and trajectory maximum horizontal deviation (p < 0.001) was observed. Furthermore, a significant effect of the experimental moment (initial, middle and final parts of the training) on the performance time was observed (p < 0.001). These results show that the monitored parameters provide relevant information to evaluate the participant’s task performance in different experimental conditions.

Sequential motor learning transfers from real to virtual environment

Background

Skill acquisition of motor learning between virtual environments (VEs) and real environments (REs) may be related. Although studies have previously examined the transfer of motor learning in VEs and REs through the same tasks, only a small number of studies have focused on studying the transfer of motor learning in VEs and REs by using different tasks. Thus, detailed effects of the transfer of motor skills between VEs and REs remain controversial. Here, we investigated the transfer of sequential motor learning between VEs and REs conditions.

Methods

Twenty-seven healthy volunteers performed two types of sequential motor learning tasks; a visually cued button-press task in RE (RE task) and a virtual reaching task in VE (VE task). Participants were randomly assigned to two groups in the task order; the first group was RE task followed by VE task and the second group was VE task followed by RE task. Subsequently, the response time in RE task and VE task was compared between the two groups respectively.

Results

The results showed that the sequential reaching task in VEs was facilitated after the sequential finger task in REs.

Conclusions

These findings suggested that the sequential reaching task in VEs can be facilitated by a motor learning task comprising the same sequential finger task in REs, even when a different task is applied.

Superimposed Skilled Performance in a Virtual Mirror Improves Motor Performance and Cognitive Representation of a Full Body Motor Action

Feedback is essential for skill acquisition as it helps identifying and correcting performance errors. Nowadays, Virtual Reality can be used as a tool to guide motor learning, and to provide innovative types of augmented feedback that exceed real world opportunities. Concurrent feedback has shown to be especially beneficial for novices. Moreover, watching skilled performances helps novices to acquire a motor skill, and this effect depends on the perspective taken by the observer. To date, however, the impact of watching one's own performance together with full body superimposition of a skilled performance, either from the front or from the side, remains to be explored. Here we used an immersive, state-of-the-art, low-latency cave automatic virtual environment (CAVE), and we asked novices to perform squat movements in front of a virtual mirror. Participants were assigned to one of three concurrent visual feedback groups: participants either watched their own avatar performing full body movements or were presented with the movement of a skilled individual superimposed on their own performance during movement execution, either from a frontal or from a side view. Motor performance and cognitive representation were measured in order to track changes in movement quality as well as motor memory across time. Consistent with our hypotheses, results showed an advantage of the groups that observed their own avatar performing the squat together with the superimposed skilled performance for some of the investigated parameters, depending on perspective. Specifically, for the deepest point of the squat, participants watching the squat from the front adapted their height, while those watching from the side adapted their backward movement. In a control experiment, we ruled out the possibility that the observed improvements were due to the mere fact of performing the squat movements—irrespective of the type of visual feedback. The present findings indicate that it can be beneficial for novices to watch themselves together with a skilled performance during execution, and that improvement depends on the perspective chosen.