Implementation and evaluation of "just follow me": an immersive, VR-based, motion-training system
Presence: Teleoperators and Virtual Environments
Training for Physical Tasks in Virtual Environments: Tai Chi
VR '03 Proceedings of the IEEE Virtual Reality 2003
Multimodal presentation method for a dance training system
CHI '05 Extended Abstracts on Human Factors in Computing Systems
Collaborative dancing in tele-immersive environment
MULTIMEDIA '06 Proceedings of the 14th annual ACM international conference on Multimedia
Presence: Teleoperators and Virtual Environments
Elbows Higher! Performing, Observing and Correcting Exercises by a Virtual Trainer
IVA '08 Proceedings of the 8th international conference on Intelligent Virtual Agents
Negative efficacy of fixed gain error reducing shared control for training in virtual environments
ACM Transactions on Applied Perception (TAP)
Tactile motion instructions for physical activities
Proceedings of the SIGCHI Conference on Human Factors in Computing Systems
Saltate!: a sensor-based system to support dance beginners
CHI '09 Extended Abstracts on Human Factors in Computing Systems
Expertise-based performance measures in a virtual training environment
Presence: Teleoperators and Virtual Environments
Learning basic dance choreographies with different augmented feedback modalities
CHI '10 Extended Abstracts on Human Factors in Computing Systems
Progressive haptic and visual guidance for training in a virtual dynamic task
HAPTIC '10 Proceedings of the 2010 IEEE Haptics Symposium
Teach me to dance: exploring player experience and performance in full body dance games
Proceedings of the 8th International Conference on Advances in Computer Entertainment Technology
Technical Section: A review of virtual environments for training in ball sports
Computers and Graphics
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Does virtual reality (VR) represent a useful platform for teaching real-world motor skills? In domains such as sport and dance, this question has not yet been fully explored. The aim of this study was to determine the effects of two variations of real-time VR feedback on the learning of a complex dance movement. Novice participants (n == 30) attempted to learn the action by both observing a video of an expert's movement demonstration and physically practicing under one of three conditions. These conditions were: full feedback (FULL-FB), which presented learners with real-time VR feedback on the difference between 12 of their joint center locations and the expert's movement during learning; reduced feedback (REDUCED-FB), which provided feedback on only four distal joint center locations (end-effectors); and no feedback (NO-FB), which presented no real-time VR feedback during learning. Participants' kinematic data were gathered before, immediately after, and 24 hr after a motor learning session. Movement error was calculated as the difference in the range of movement at specific joints between each learner's movement and the expert's demonstrated movement. Principal component analysis was also used to examine dimensional change across time. The results showed that the REDUCED-FB condition provided an advantage in motor learning over the other conditions: it achieved a significantly greater reduction in error across five separate error measures. These findings indicate that VR can be used to provide a useful platform for teaching real-world motor skills, and that this may be achieved by its ability to direct the learner's attention to the key anatomical features of a to-be-learned action.