从虚拟教练那里学习动作

Jasper LaFortune, Kristen L. Macuga
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引用次数: 1

摘要

为了评估动作表征的形式,我们研究了视角(第一人称vs第三人称)和沉浸(沉浸式vs非沉浸式)对运动学习的影响。参与者从第一人称或第三人称的角度观看讲师。在沉浸式环境中,他们佩戴了6自由度的头戴式显示器,如图1(a)所示。对于非沉浸式条件,他们观看计算机显示器,如图1(b)所示。我们还评估了这些影响是否受到经验的调节。有经验的舞者和新手通过模仿一个虚拟的教练来练习舞蹈,然后在没有教练在场的情况下,经过一段时间的延迟,他们不得不凭记忆表演舞蹈。练习和测试的准确性都是视频编码的。与运动学习的理论模型一致,根据实践的幂定律,平均准确率随着连续试验而增加。第一人称视角格式的准确性更高,但沉浸式格式则不然,如图2所示。经验丰富的舞者比新手更准确,但形式与经验无关。这些结果表明,在学习过程中,不同经验水平的个体以第一人称视角呈现复杂的动作,而虚拟教学并不需要沉浸感才能有效。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Learning movements from a virtual instructor
We examined the effects of perspective (first person versus third person) and immersion (immersive versus nonimmersive) on motor learning in order to assess the format of action representations. Participants viewed the instructor from either a first or a third person perspective. During immersive conditions, they wore a 6 DoF-tracked head-mounted display, as in Figure 1(a). For nonimmersive conditions, they viewed a computer monitor, as in Figure 1(b). We also evaluated whether these effects were modulated by experience. Experienced dancers and novices practiced dances by imitating a virtual instructor and then subsequently had to perform the dances from memory without an instructor present, following a delay. Accuracy for both practice and test trials was video coded. In line with theoretical models of motor learning, mean accuracy increased with successive trials in accordance with the power law of practice. First person perspective formats led to better accuracy, but immersive formats did not, as shown in Figure 2. Experienced dancers were more accurate than novices, but format did not interact with experience. These results suggest that during learning, individuals across experience levels represent complex actions in first person perspective, and that virtual instruction does not require immersion to be effective.
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