Skill learning aid system by force-displaying teaching manipulated variable using active controller

使用主动控制器强制显示教学操作变量的技能学习辅助系统

• 批准号: 12650248
• 负责人: SUENAGA Osamu
• 金额: $ 0.7万
• 依托单位: Shizuoka University
• 依托单位国家: 日本
• 项目类别: Grant-in-Aid for Scientific Research (C)
• 财政年份: 2000
• 资助国家: 日本
• 起止时间: 2000 至 2001
• 项目状态: 已结题
• 来源: https://kaken.nii.ac.jp/grant/KAKENHI-PROJECT-12650248/
• 关键词: Manual control systems; Skill learning aid; Active controller; 人間-機械系; 操作・制御

The joystick that is a multi-axial controller is used as an active controller that is able to force-display the teaching manipulated variable. The effectiveness as a skill learning aid system in this case is examined experimentally. Additionally, a method for adjusting the teaching manipulated variable according to the degree of a trainee's mental unrest is examined.The control task is a position control of a manipulator. First, the path of manipulator fingertip manipulated by a well-trained operator is measured by using the joystick without force-feedback, and this path is set with the teaching path for a trainee. In the training, the torque in proportion to difference between the teaching path and the fingertip manipulated by a trainee is forced in the direction in which this difference is reduced. As the result, the usefulness of the training was verified, even if the joystick was used as an active controller.GSR (Galvanic Skin Reflex) is measured in order to evaluate the degree of a trainee's mental unrest in the training. The rough possibility that the mental unrest occurred in the vertical operation of the joystick was found by the multiple regression analysis. However, it was also shown that the individual difference greatly existed in GSR. Furthermore, it became clear that the time delay existed in the GSR reaction. For these reasons, the adjustment of teaching manipulated variable considering the degree of the trainee's mental unrest was not possible. So, the concept of the needs adaptive support was incorporated from the viewpoint of relieving the trainee's mental unrest. Though it was not possible to find the clear relation between such training and change of GSR, the training effectiveness which was better than that of the above-mentioned training was obtained.

操纵杆是一个多轴控制器，用作主动控制器，能够强制显示教学操纵变量。在这种情况下，实验验证了作为技能学习辅助系统的有效性。此外，还研究了一种根据学员心理不安程度调整教学操纵变量的方法。控制任务是机械手的位置控制。首先，利用无力反馈的操纵杆测量训练有素的操作者操纵机械手指尖的路径，并将此路径设置为学员的教学路径。在训练中，扭矩与教学路径和学员操纵的指尖之间的差异成比例，被强制向该差异减小的方向。因此，即使操纵杆被用作主动控制器，训练的有效性也得到了验证。通过测量皮肤电反射（GSR）来评估学员在训练过程中的心理不安程度。通过多元回归分析，发现了操纵杆垂直操作中出现精神不稳的大致可能性。但同时也表明，GSR存在较大的个体差异。此外，GSR反应中存在明显的时滞。因此，考虑到学员心理不安程度的教学操纵变量的调整是不可能的。因此，从缓解学员心理不安的角度出发，引入了需求适应支持的概念。虽然无法找到这种培训与GSR变化之间的明确关系，但获得了优于上述培训的培训效果。