Effect of augmented visual feedback from a virtual reality simulation system on manual dexterity training.
Effect of augmented visual feedback from a virtual reality simulation system on manual dexterity training.
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DOI：
10.1111/j.1600-0579.2004.00351.x
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发表时间：
2005-02-01
期刊：
影响因子：
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通讯作者：
van Steenberghe, D
中科院分区：
文献类型：
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作者：
Wierinck, E;Puttemans, V;van Steenberghe, D
关于模拟技术对新运动技能学习过程的影响的研究很少。特别是增广反馈（FB）对性能质量的作用以及习得行为向非增广反馈条件的转移需要进一步研究。因此，初学牙科的学生被随机分配到三组中的一组，他们的任务是钻一个几何形状的1类洞。FB组在虚拟现实（VR）系统（DentSim）提供的增强视觉FB条件下进行训练。无FB组在没有增强FB的情况下，在正常视力条件下进行练习。对照组在没有参加任何培训计划的情况下进行测试。根据四个传统标准（轮廓形状、地板深度、地板平滑度和墙面倾斜度）和两个关键标准（牙髓暴露和对邻近牙齿的损伤），采用VR评分系统对所有制剂进行评估。表现分析显示，实验组的训练总体上有显著改善的趋势。FB组得分最高。它在地板深度上得分更好（P < 0.001），而没有fb组在地板平整度上得分最好（P < 0.005）。然而，在记忆保留测试中，与无FB组相比，FB组表现出较差的表现。对传统单元的迁移测试显示，训练组之间没有显著差异。因此，在VR系统中，在频繁提供FB且缺乏任何教程输入的情况下，钻井体验被认为不利于学习。本研究的数据是根据徒弟对徒弟的依赖，即徒弟对徒弟的指导假设来讨论的。
Little research has been published about the impact of simulation technology on the learning process of novel motor skills. Especially the role of augmented feedback (FB) on the quality of performance and the transfer of the acquired behaviour to a no-augmented FB condition require further investigation. Therefore, novice dental students were randomly assigned to one of three groups and given the task of drilling a geometrical class 1 cavity. The FB group trained under augmented visual FB conditions, provided by the virtual reality (VR) system (DentSim). The no-FB group practised under normal vision conditions, in the absence of augmented FB. A control group performed the test sessions without participating in any training programme. All preparations were evaluated by the VR grading system according to four traditional (outline shape, floor depth, floor smoothness and wall inclination), and two critical, criteria (pulp exposure and damage to adjacent teeth). Performance analyses revealed an overall trend towards significant improvement with training for the experimental groups. The FB group obtained the highest scores. It scored better for floor depth (P < 0.001), whilst the no-FB group was best for floor smoothness (P < 0.005). However, at the retention tests, the FB group demonstrated inferior performance in comparison with the no-FB group. The transfer test on a traditional unit revealed no significant differences between the training groups. Consequently, drilling experience on a VR system under the condition of frequently provided FB and lack of any tutorial input was considered to be not beneficial to learning. The present data are discussed in view of the guidance hypothesis of FB, which refers to the apprentice's dependence on FB.