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Haptic guidance for enhancing human motor learning: Application to a robot-assisted powered wheelchair trainer.

機(jī)譯：增強(qiáng)人體運(yùn)動(dòng)學(xué)習(xí)的觸覺(jué)指導(dǎo)：應(yīng)用于機(jī)器人輔助的電動(dòng)輪椅訓(xùn)練器。

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Achieving independent mobility is important for people with disabilities, but learning to drive a powered wheelchair can be difficult, time-consuming, and expensive. The primary motivation for this dissertation was to develop a robotic wheelchair trainer on which people with a disability can safely develop driving skills at their own pace with minimum assistance. The concept was to use a robotic joystick to guide movements to help people safely learn how to steer.;To provide a rational framework, we studied the conditions under which robotic guidance was effective for helping learn to steer, using a virtual reality simulator. Of concern was the long-standing "guidance" hypothesis which states that providing too much guidance impairs motor learning. We incorporated a novel guidance-as-needed strategy, which adjusts levels of guidance based on real-time errors. Training with guidance-as-needed improved the drivers' steering ability more than training without guidance, apparently because it helped learn when to begin turns. Furthermore, guidance's benefits were skill-dependent.;Guidance appeared to help participants learn timing. We therefore developed a robotic device to study whether robotic guidance improved learning of a pure timing task (a pinball-like task). Guidance was not effective, probably because participants relied on the form of guidance used, which totally eliminated performance errors. When we modified the strategy so that guidance was proportional to timing errors, guidance was beneficial for participants with a lower skill level.;To incorporate these findings into the robotic wheelchair trainer, we equipped a powered pediatric wheelchair with a webcam to achieve a self steering function along a course, and a force-feedback joystick to implement an algorithm that demonstrates exemplary control to follow the course, while systematically modulating its strength. Consistent with the findings from the driving simulator, training with guidance from the smart wheelchair improved healthy children's (age 3-10) steering ability more than training without guidance. In fact, training without guidance did not improve children's steering ability.;These results appear to be the first direct evidence that haptic guidance can enhance motor learning. Haptic guidance enhances learning of timing tasks, such as driving and pinball, in less-skilled people, and is more beneficial when applied only as needed.
機(jī)譯：實(shí)現(xiàn)獨(dú)立的機(jī)動(dòng)性對(duì)殘疾人很重要，但是學(xué)習(xí)駕駛電動(dòng)輪椅可能很困難，耗時(shí)且昂貴。本論文的主要?jiǎng)訖C(jī)是開(kāi)發(fā)一種機(jī)器人輪椅訓(xùn)練器，殘疾人可以在該訓(xùn)練器上以最少的幫助按自己的步調(diào)安全地發(fā)展駕駛技能。其概念是使用機(jī)器人操縱桿來(lái)指導(dǎo)運(yùn)動(dòng)，以幫助人們安全地學(xué)習(xí)如何操縱。為了提供合理的框架，我們使用虛擬現(xiàn)實(shí)模擬器研究了機(jī)器人指導(dǎo)有效地幫助學(xué)習(xí)轉(zhuǎn)向的條件。長(zhǎng)期存在的“指導(dǎo)”假設(shè)令人擔(dān)憂(yōu)，該假設(shè)指出，提供過(guò)多指導(dǎo)會(huì)損害運(yùn)動(dòng)學(xué)習(xí)。我們采用了一種新穎的按需制導(dǎo)策略，該策略可以根據(jù)實(shí)時(shí)錯(cuò)誤調(diào)整制導(dǎo)級(jí)別。有需要的指導(dǎo)下的訓(xùn)練比無(wú)指導(dǎo)的訓(xùn)練更能提高駕駛員的轉(zhuǎn)向能力，這顯然是因?yàn)樗兄趯W(xué)習(xí)何時(shí)開(kāi)始轉(zhuǎn)彎。此外，指導(dǎo)的好處取決于技能。指導(dǎo)似乎可以幫助參與者學(xué)習(xí)時(shí)間安排。因此，我們開(kāi)發(fā)了一種機(jī)器人設(shè)備來(lái)研究機(jī)器人制導(dǎo)是否能提高對(duì)純正時(shí)任務(wù)（類(lèi)似彈球任務(wù)）的學(xué)習(xí)。指導(dǎo)無(wú)效，可能是因?yàn)閰⑴c者依賴(lài)于所使用的指導(dǎo)形式，從而完全消除了性能錯(cuò)誤。當(dāng)我們修改策略以使指導(dǎo)與計(jì)時(shí)誤差成正比時(shí)，指導(dǎo)對(duì)于技能水平較低的參與者是有益的。;為了將這些發(fā)現(xiàn)整合到機(jī)器人輪椅訓(xùn)練器中，我們?yōu)殡妱?dòng)輪椅配備了攝像頭以實(shí)現(xiàn)自我轉(zhuǎn)向沿著路線運(yùn)動(dòng)，并使用力反饋操縱桿來(lái)實(shí)現(xiàn)一種算法，該算法演示了遵循路線的示例性控制，同時(shí)系統(tǒng)地調(diào)節(jié)了路線的強(qiáng)度。與駕駛模擬器的結(jié)果一致，在智能輪椅的指導(dǎo)下進(jìn)行訓(xùn)練比在沒(méi)有指導(dǎo)的情況下進(jìn)行訓(xùn)練更能改善健康兒童（3至10歲）的轉(zhuǎn)向能力。實(shí)際上，在沒(méi)有指導(dǎo)的情況下進(jìn)行訓(xùn)練并不能提高兒童的轉(zhuǎn)向能力。這些結(jié)果似乎是觸覺(jué)指導(dǎo)可以增強(qiáng)運(yùn)動(dòng)學(xué)習(xí)的第一個(gè)直接證據(jù)。觸覺(jué)引導(dǎo)增強(qiáng)了對(duì)技能較差的人的計(jì)時(shí)任務(wù)（如駕駛和彈球運(yùn)動(dòng)）的學(xué)習(xí)，并且僅在需要時(shí)才更有益。

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  • 作者

    Marchal-Crespo, Laura.;

  • 作者單位

    University of California, Irvine.;

  • 授予單位 University of California, Irvine.;
  • 學(xué)科 Engineering Mechanical.;Engineering Robotics.
  • 學(xué)位 Ph.D.
  • 年度 2009
  • 頁(yè)碼 414 p.
  • 總頁(yè)數(shù) 414
  • 原文格式 PDF
  • 正文語(yǔ)種 eng
  • 中圖分類(lèi) 機(jī)械、儀表工業(yè);
  • 關(guān)鍵詞

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