Visual and Auditory Augmented Concurrent Feedback in a Complex Motor Task
Open accessAbstract
In general, concurrent augmented feedback has been shown to effectively enhance learning in complex motor tasks. However, to optimize technical systems that are intended to reinforce motor learning, a systematic evaluation of different augmented feedback designs is required. Until now, mainly visual augmented feedback has been applied to enhance learning of complex motor tasks. Since most complex motor tasks are mastered in response to information visually perceived, providing augmented concurrent feedback in a visual manner may overload the capacities of visual perception and cognitive processing. Thus, the aim of this work was to evaluate the practicability of auditory feedback designs supporting a three-dimensional rowing-type movement in comparison with visual feedback designs. We term a feedback design practical if the provided information can easily be perceived and interpreted, and immediately be used to support the movement. In a first experiment, it became evident that participants could interpret three-dimensional auditory feedback designs based on stereo balance, pitch, timbre, and/or volume. Eleven of 12 participants were able to follow the different target movements using auditory feedback designs as accurately as with a very abstract visual feedback design. Visual designs based on superposition of actual and target oar orientation led to the most accurate performance. Considering the first experimental results, the feedback designs were further developed and again evaluated. It became evident that a permanent visual display of the target trajectories could further enhance movement accuracy. Moreover, results indicated that the practicability of the auditory designs depends on the polarity of the mapping functions. In general, both visual and auditory concurrent feedback designs were practical to immediately support multidimensional movement. In a next step, the effectiveness to enhance motor learning will be systematically evaluated.
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In a rowing-type movement, most subjects chose state-indicative polarity when allowed, which appears more intuitive at first glance.
“When allowed, most subjects chose the state-indicative polarity, which seems to be more intuitive at first glance.”
From Augmented visual, auditory, haptic, and multimodal feedback in motor learning: A review (2013) · cites this paper as Sigrist, Schellenberg, et al., 2011
Movement errors were reduced more when direction-indicative polarity was chosen or prescribed.
“However, movement errors were more reduced when direction-indicative polarity was chosen or prescribed (Sigrist, Schellenberg, et al., 2011).”
From Augmented visual, auditory, haptic, and multimodal feedback in motor learning: A review (2013) · cites this paper as Sigrist, Schellenberg, et al., 2011
Stereo balance, rhythm, and reverb have been applied to sonify horizontal deviations, temporal deviations, and distance to the target, respectively.
“such as stereo balance for deviations in the horizontal plane (applied by Sigrist, Schellenberg, et al., 2011), rhythm for deviations in time, or reverb for the distance to the target (Sigrist, Schellenberg, et al., 2011).”
From Augmented visual, auditory, haptic, and multimodal feedback in motor learning: A review (2013) · cites this paper as Sigrist, Schellenberg, et al., 2011
A preference for the attractive mode was found for initiation of wrist rotations and for auditory feedback guiding oar movements in rowing.
“In contrast, a preference for the attractive mode was found for initiation of wrist rotations (Jansen, Oving, & Van Veen, 2004) and also for auditory feedback guiding oar movements in rowing (Sigrist, Schellenberg, et al., 2011).”
From Augmented visual, auditory, haptic, and multimodal feedback in motor learning: A review (2013) · cites this paper as Sigrist, Schellenberg, et al., 2011
Cites
Augmented visual, auditory, haptic, and multimodal feedback in motor learning: A review
Sigrist, R., Rauter, G., Riener, R., & Wolf, P. (2013) · Psychonomic Bulletin & Review · doi:10.3758/s13423-012-0333-8 · Cited by 1,416 · see citing works
Self-citationPrinciples derived from the study of simple skills do not generalize to complex skill learning
Wulf, G., & Shea, C. H. (2002) · Psychonomic Bulletin & Review · doi:10.3758/bf03196276 · Cited by 829 · cited 1× · see citing works
“Recently, it has been pointed out that optimal motor learning strategies for simple tasks cannot just be transferred to complex tasks (see Wulf & Shea, 2002, for a review).”
BackgroundAugmented Feedback Presented in a Virtual Environment Accelerates Learning of a Difficult Motor Task
Todorov, E., Shadmehr, R., & Bizzi, E. (1997) · Journal of Motor Behavior · doi:10.1080/00222899709600829 · Cited by 314 · see citing works
Wishart, L. R., Lee, T. D., Cunningham, S. J., & Murdoch, J. E. (2002) · Acta Psychologica · doi:10.1016/s0001-6918(02)00036-7 · Cited by 87 · see citing works
Pitch and loudness interact in auditory displays: Can the data get lost in the map?
Neuhoff, J. G., Wayand, J., & Kramer, G. (2002) · Journal of Experimental Psychology: Applied · doi:10.1037/1076-898x.8.1.17 · Cited by 80 · see citing works
A Study on Visual, Auditory, and Haptic Feedback for Assembly Tasks
Petzold, B., Zaeh, M. F., Faerber, B., Deml, B., Egermeier, H., Schilp, J., & Clarke, S. (2004) · Presence: Teleoperators and Virtual Environments · doi:10.1162/105474604774048207 · Cited by 73 · see citing works
Benefits of Blocked Over Serial Feedback on Complex Motor Skill Learning
Wulf, G., Hörger, M., & Shea, C. H. (1999) · Journal of Motor Behavior · doi:10.1080/00222899909601895 · Cited by 35 · see citing works
Virtual environment for lower-extremities training
Koritnik, T., Bajd, T., & Munih, M. (2008) · Gait & Posture · doi:10.1016/j.gaitpost.2007.04.015 · Cited by 30 · see citing works
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Augmented visual, auditory, haptic, and multimodal feedback in motor learning: A review
Sigrist, R., Rauter, G., Riener, R., & Wolf, P. (2013) · Psychonomic Bulletin & Review · doi:10.3758/s13423-012-0333-8 · Cited by 1,416 · see citing works
Self-citation
- Authors
- Sigrist, R.
- Affiliations
- University of Zurich (CH)
- Corresponding author
- Sigrist, Roland
- Venue
- Presence: Teleoperators and Virtual Environments
- Publisher
- MIT Press - Journals
- Published
- 2011-02
- Volume
- 20
- Issue
- 1
- Pages
- 15-32
- ISSN
- 1054-7460 (ISSN-L)
- OpenAlex
- W2032421275
- Cited by
- 36
- References
- 8
- Citations by year
- 2026: 1 · 2025: 3 · 2024: 2 · 2023: 2 · 2021: 2 · 2020: 1 · 2019: 2 · 2018: 4 · 2017: 3 · 2016: 2 · 2015: 3 · 2014: 4 · 2013: 1 · 2012: 5
- FWCI
- 1.78
- Type
- journal article
- Language
- en
- Open access
- green
- infoscience.epfl.ch
- Locations
- PRESENCE Virtual and Augmented Reality (publishedVersion)
- Infoscience (Ecole Polytechnique Fédérale de Lausanne) (submittedVersion)
- Infoscience (Ecole Polytechnique Fédérale de Lausanne) (submittedVersion, cc-by-nc-nd)
- Zurich Open Repository and Archive (University of Zurich) (submittedVersion)
- Topics
- Life Sciences › Neuroscience › Cognitive Neuroscience › Motor Control and Adaptation
- Life Sciences › Neuroscience › Cognitive Neuroscience › Tactile and Sensory Interactions
- Health Sciences › Health Professions › Physical Therapy, Sports Therapy and Rehabilitation › Sports and Physical Education Research
- Keywords
- augmented feedback, concurrent feedback, auditory feedback, visual feedback, motor learning, complex motor tasks, pitch, timbre
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