Development of facilitation system for motor learning using a visualization of motor imagery

我们已经开发了一个系统，学习者可以在执行任务之前想象运动活动，从而收到执行动作的视觉反馈。该系统由两部分组成：第一部分涉及到可视化服务于运动活动的策划；第二种是将所执行的动作形象化。利用三维木偶类动作人物动画和动作编辑软件（motion Builder, Alias）将符合任务要求的目标动作可视化。此外，使用数字录像机记录参与者实际执行的动作的视觉反馈，并使用动作分析软件（FrameDias， DKH）自动跟踪每个学习者身体部位的标记。这些数据被转移到三维人物动画和动作编辑软件中，并重建成同样的三维动画，用于在实际表演之前进行可视化规划。因此，学习者可以比较执行前计划的动作和执行后的动作。我们还研究了这些系统在由新手执行的飞镖投掷任务中的应用。从参与者那里获得的自我报告显示，该系统帮助他们将运动计划外部化，将预期动作与实际动作进行比较，并使用相同的三种动作进行比较。维动画。该系统的优点包括能够从任何角度旋转三维动画，并根据每个学习者的偏好改变放大倍数。另一方面，动画人物的固定尺寸为表现提供了人工角色。然而，所有的参与者都认为这个系统为运动技能学习提供了有用的工具，特别是在外化用于运动想象和/或计划的内隐表征方面。

We have developed a system whereby a learner can visualize motor activities before executing a task, thereby receiving visual feedback of the executed movements. This system consists of two parts: the first involves visualization in the service of planning motor activities; and the second involves visualization of the executed movements. Three dimensional character animation of puppet-like motions and motion editing software (Motion Builder, Alias) were used to visualize the target movements that corresponded to the task demands. In addition, visual feedback of the movements actually executed by participants was recorded using a digital video recorder, and the markers attached to the body segments of each learner were automatically tracked using motion analysis software (FrameDias, DKH). The data were transferred to three dimensional character animation and motion editing software, and reconstructed into the same three dimensional animation used for the visualization for planning purposes that occurred before the actual enactments. As a result, a learner could compare the movement as planned before execution and the movement as executed.We also examined the application of these systems to a dart-throwing task performed by novices. Self-reports obtained from participants revealed that the system helped them to externalize motor planning, to compare intended movements with actual movements and to compare these using the same three. dimensional animation. The suggested merits of this system included the ability to rotate the three dimensional animation from any viewpoint and to change the magnification according the preference of each learner. On the other hand, the fixed size of the animated character lent an artificial character to the representation. However, all participants regarded this system as offering useful tools for motor skill learning, particularly with regard to externalizing the implicit representations used for motor imagery and/or planning.