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

操纵杆是一个多轴控制器，它作为一个主动控制器，能够强制显示示教被控变量。在这种情况下，作为技能学习辅助系统的有效性被实验检验。此外，还研究了一种根据受训者心理不稳定程度来调整教学操作变量的方法，控制任务是机械手的位置控制。首先，在没有力反馈的情况下，利用操纵杆测量训练有素的操作者操作机械手指尖的路径，并将该路径与受训者的示教路径一起设置。在训练中，与示教路径和受训者操纵的指尖之间的差值成比例的扭矩被施加在减小该差值的方向上。结果，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。GSR(电流皮肤反射)的测量是为了评估受训者在训练中的精神动荡程度。通过多元回归分析，发现操纵杆垂直操作过程中出现心理不安的可能性较大。但也表明，GSR的个体差异较大。此外，GSR反应中存在明显的时滞。因此，考虑受训者心理不稳定程度的教学操纵变量的调整是不可能的。因此，从缓解受训者心理动荡的角度出发，引入了需要适应性支持的概念。虽然不可能找到这种训练与GSR变化之间的明确关系，但获得了比上述训练更好的训练效果。

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.