Serious Games and Motor Learning

2013 ◽  
pp. 197-220 ◽  
Author(s):  
Josef Wiemeyer ◽  
Sandro Hardy
Keyword(s):  
Motor Skills ◽  
Error Detection ◽  
Skill Learning ◽  
Whole Body ◽  
Fine Motor ◽  
Motor Skill Learning ◽  
Motor Tasks ◽  
Body Movements ◽  
Motor Abilities ◽  
Computer Mouse

Digital games in general require fine motor skills, i.e., operating the computer mouse, the keyboard, the touch-screen, or a joystick. With the development of new gaming interfaces, the performance of whole-body movements became possible to control a game. This opens up new lines of application, e.g. improving motor skills and motor abilities. The most important question is whether and how virtual game-based perceptual-motor training transfers to real motor tasks. Theory distinguishes between specific motor skill learning and generic motor ability improvement. Existing evidence shows that the improvement of motor abilities (e.g., balance) is possible by particular exergames while the improvement of motor skills (e.g., basketball throw) depends on several moderators like accuracy of the interface and correspondence of virtual and real tasks. The authors conclude that there are two mechanisms of transfer, located at the elementary and fundamental perceptual-motor level and at the cognitive level. Current issues for technology comprise adaptivity, personalization, game mastering, accuracy of interfaces and sensors, activity recognition, and error detection.

scholarly journals Understanding Motor Skill Learning as Related to Dentistry

2021 ◽  
Vol 9 (6) ◽  
pp. 68
Author(s):  
Mohamed El-Kishawi ◽  
Khaled Khalaf ◽  
Tracey Winning
Keyword(s):  
Motor Skills ◽  
Motor Skill ◽  
Negative Impact ◽  
Self Regulation ◽  
Skill Learning ◽  
Fine Motor ◽  
Motor Skill Learning ◽  
Fine Motor Skills ◽  
Undergraduate Study ◽  
Dental Procedures

Learning dental procedures is a complex task involving the development of fine motor skills. The reported use of theories and/or evidence for designing learning activities to develop the fine motor skills needed for dental practice is limited. The aim of this review is to explore the available body of knowledge related to learning motor skills relevant to dentistry. Evidence from studies investigating motor skill learning highlights the negative impact of self-focus and self-regulation on learning outcomes, particularly during the early stages of learning. The development of activities and schedules that enable novices to demonstrate characteristics similar to experts, without the reported long period of ‘deliberate practice’, is clearly of value. Outcomes of learning implicitly are important in dentistry because working under stressful conditions is common, either during undergraduate study or in practice. It is suggested that learning implicitly in the simulation stage can reduce disrupted performance when transitioning to clinical settings. Therefore, further investigation of effective methods for learning dental fine motor skills is indicated, using approaches that result in robust performance, even under stressful conditions.

scholarly journals How to Improve Fine Motor Skill Learning in Dentistry

2021 ◽  
Vol 2021 ◽  
pp. 1-8
Author(s):  
Mohamed El-Kishawi ◽  
Khaled Khalaf ◽  
Tracey Winning
Keyword(s):  
Motor Skills ◽  
Motor Skill ◽  
Dental Treatment ◽  
Oral Surgery ◽  
Theoretical Background ◽  
Skill Learning ◽  
Fine Motor ◽  
Motor Skill Learning ◽  
Fine Motor Skill ◽  
Mesh Terms

Introduction. Restorative dental treatment is a complex task involving various procedures which require the development and integration of both theoretical knowledge and fine motor skills. It aims to provide the theoretical background and role of key factors in learning these skills. Materials and Methods. The following electronic databases were searched to identify relevant articles to our topic: PubMed, Medline, Google Scholar, and Scopus. Generic keywords, that is, factors, fine, performance, and dentistry, and MeSH terms, that is, “learning,” “instruction,” “patient simulation,” “motor skills,” “perception,” “tactile,” “neurophysiology,” and “working memory” were used to conduct our comprehensive search. Results and Conclusions. Several techniques are used in performing different restorative procedures in dentistry, that is, root canal preparation, root planning, and minor oral surgery procedures. Mastering these techniques requires a good understanding of the underpinning cognitive, sensory, and neuromuscular processes. Factors including the amount and timing of instructions provided, cognitive abilities, and practice schedule of learning trials may have significant implications on the design of fine motor skill learning exercises.

scholarly journals Understanding Fine Motor Skill Learning in Dentistry

2021 ◽  
Author(s):  
Mohamed El-Kishawi ◽  
Khaled Khalaf ◽  
Tracey Winning
Keyword(s):  
Motor Skills ◽  
Motor Skill ◽  
Negative Impact ◽  
Self Regulation ◽  
Skill Learning ◽  
Fine Motor ◽  
Motor Skill Learning ◽  
Fine Motor Skills ◽  
Fine Motor Skill ◽  
Undergraduate Study

Learning dental procedures is a complex task involving the development of fine motor skills. The reported use of theories and/ or evidence for designing learning activities to develop the fine motor skills needed for dental practice is limited. The aim of this review is to explore the available body of knowledge related to learning fine motor skills in dentistry. Evidence from studies investigating motor skill learning highlights the negative impact of self-focus and self-regulation on learning outcomes, particularly during the early stages of learning. The development of activities and schedules that enable novices to demonstrate characteristics similar to experts, without the reported long period of ‘deliberate practice’, is clearly of value. Outcomes of learning implicitly are important in dentistry because working under stressful conditions is common, either during undergraduate study or in practice. It is suggested that learning implicitly in the simulation stage can reduce disrupted performance when transitioning to clinical settings. Therefore, further investigation of effective methods for learning dental fine motor skills is indicated, using approaches that result in robust performance, even under stressful conditions.

scholarly journals The Study of Learning Theory in terms of Motor Skills

2021 ◽  
Vol 2 (1) ◽  
pp. 13
Author(s):  
Suci Mutia Lukman ◽  
Neviyarni Neviyarni
Keyword(s):  
Motor Skills ◽  
Learning Process ◽  
Skill Learning ◽  
Learning Activities ◽  
Motor Skill Learning ◽  
Sequential Process ◽  
Body Movements ◽  
Motor Responses ◽  
Movement Skills ◽  
History Learning

<pre>This article discusses motor skills, which can be interpreted as movement skills <br />of a person from the learning results they get, many motor skills are innate, the <br />learning of motor skills has played a big role in human history. Learning motor <br />skills (motor skill learning) refers to all activities in which the learning process <br />requires a sequence of motor responses (body movements). Learning motor<br /> skills refers to all activities in which the learning process requires a sequence of <br />body motor responses (motor responses) appropriately. The term perceptual <br />motor skills is used to describe the fact that this type of learning requires <br />coordinating stimuli that are consistent with motor responses. Learning motor<br />skills is a learning process that uses perceptuals and processes them into motoric<br />actions, where learning activities are a sequential process of sensing activities<br />that are then applied with skills.</pre>

Learning, Forgetting, and Relearning: Skill Learning in Children With Language Impairment

2014 ◽  
Vol 23 (4) ◽  
pp. 696-707 ◽  
Author(s):  
Esther Adi-Japha ◽  
Haia Abu-Asba
Keyword(s):  
Motor Skills ◽  
Skill Acquisition ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
Skill Learning ◽  
Group Differences ◽  
Fine Motor ◽  
Specific Language ◽  
Retention Testing ◽  
Over Time

Purpose The current study tested whether the difficulties of children with specific language impairment (SLI) in skill acquisition are related to learning processes that occur while practicing a new skill or to the passage of time between practice and later performance. Method The acquisition and retention of a new complex grapho-motor symbol were studied in 5-year-old children with SLI and peers matched for age and nonverbal IQ. The children practiced the production of the symbol for 4 consecutive days. Retention testing took place 10 days later. Results Children with SLI began each practice day slower than their peers but attained similar levels of performance by its end. Although they increased their performance speed within sessions more than their peers, they did not retain their learning as well between sessions. The loss in speed was largest in the 10-day retention interval. They were also less accurate, but accuracy differences decreased over time. Between-session group differences in speed could not fully be accounted for based on fine motor skills. Conclusions In spite of effective within-session learning, children with SLI did not retain the new skill well. The deficit may be attributed to task forgetting in the presence of delayed consolidation processes.

scholarly journals A brief review on motor development: fundamental motor skills as a basis for motor skill learning

2021 ◽  
Vol 15 (5) ◽  
pp. 342-355
Author(s):  
Rodolfo N. Benda ◽  
Nádia F. S. Marinho ◽  
Marcelo G. Duarte ◽  
Patrick C. Ribeiro-Silva ◽  
Paloma R. Ortigas ◽  
...  
Keyword(s):  
Motor Skills ◽  
Motor Development ◽  
Motor Performance ◽  
Development Process ◽  
Skill Learning ◽  
Motor Skill Learning ◽  
Motor Competence ◽  
Fundamental Motor Skills ◽  
Motor Activities ◽  
The Relationship

In this study, we review the relationship between motor development and motor learning, and present a new metaphor that represents the sequence of motor development, which highlights fundamental motor skills as an important phase in the process. As one of the most relevant phases of motor development, several studies that analyzed fundamental motor skills were reviewed in typical developing children as well as in children with disabilities. Most studies revealed motor performance levels below expected since proficiency was not observed. We discuss these results considering fundamental motor skills as essential for the motor development process. Such results raise the awareness of the need to offer children conditions to explore and experience motor activities in order to enhance motor competence.

Study regarding the role played by exercise in developing the lung capacity in teenagers with Down syndrome

2018 ◽  
Vol 4 (8) ◽  
pp. 246-252
Author(s):  
Slicaru Adina Camelia
Keyword(s):  
Down Syndrome ◽  
Motor Skills ◽  
Social Skill ◽  
Skill Learning ◽  
Team Work ◽  
Motor Skill Learning ◽  
Lung Capacity ◽  
Respiratory Parameters ◽  
The Social ◽  
Before And After

This research aims to study the respiratory modifications that happen after exercising in teenagers with Down syndrome (DS). The research is based on the pathophysiological theoretical notions regarding DS and theoretical–methodical notions of exercise. The study was conducted over 6 months, in the gym of the Faculty of Movement, Sports, and Health Sciences, on 20 subjects. Exercising was used as an instrument to reach several objectives, such as team work, motor skill learning and the reeducation of respiration. To reach these objectives, exercising was used as individual and team play, and to identify the modifications in the studied parameters, several methods were used: a social skill questionnaire and the monitoring of pulse and respiratory rate before and after exercising. The results of the study have demonstrated an improvement in the respiratory parameters, a consolidation of the motor skills and a development of the social skills. Keywords: Down syndrome, physical exercise, lung capacity.

scholarly journals Kinematic analysis of the "attack to the legs" from wrestling: impact of prior judo expertise

2019 ◽  
Vol 23 (1) ◽  
pp. 19-23
Author(s):  
H. Moufti ◽  
A. Arfaoui
Keyword(s):  
Prior Experience ◽  
Sampling Rate ◽  
Three Dimensional ◽  
Skill Learning ◽  
Motor Skill Learning ◽  
Combat Sport ◽  
Motor Abilities ◽  
Training Schedule ◽  
Specificity Of Learning ◽  
Male Subjects

Background and Study Aim: In the framework of motor skill learning and transfer, the objective of the present work is to highlight the kinematics during the technical execution of an "attack to the legs" in wrestling and compare expert wrestlers with wrestlers having a prior judo expertise. Moreover, this study aims to evaluate the effects of training on these characteristics. Material and Methods: 10 male subjects were divided in two groups of five: the first group contains wrestlers with at least 7 years of wrestling practice. The second group contains two-year practice wrestlers with 5-year prior judo experience. Subjects had to perform a movement of attack towards the opponent’s legs (free style wrestling). A three-dimensional analysis was carried, the displacement of seven passive markers placed over anatomical points was quantified (3-D motion analyzer, sampling rate 25Hz). The following parameters were calculated: angulation of the hip and of the knee, velocity and acceleration of the shoulder and of the wrist. The experiment was conducted twice: at the beginning of the wrestling training schedule and ten weeks later. Results: Results showed marked differences between the two groups in the kinematics of the movement. These results suggest interference between prior automatisms and learning new skill. The prior experience in judo would have influenced posture in this group. In the framework of skill transfer and dexterity, this study appears promising to investigate the processes involved in this motor control. Conclusions: Although wrestling and judo are two sport disciplines that belong to the same group of combat sport, this work underlines the specificity of learning and indicates that acquisition of motor abilities in a speciality is not transferred inevitably in a positive way in another speciality of the same group

scholarly journals The Analysis of Fine Motor Skills and Early Childhood Creativity through Weaving Activities

2021 ◽  
Vol 2 (4) ◽  
pp. 583-589
Author(s):  
Rahimah Rahimah
Keyword(s):  
Early Childhood ◽  
Motor Skills ◽  
Fine Motor ◽  
Fine Motor Skills ◽  
Motor Abilities ◽  
Hand Coordination ◽  
Motor Improvement ◽  
General Advancement

Fine motor improvement is exceptionally critical for a child's in general advancement. Early childhood still frequently have trouble moving their fingers for exercises such as cutting, drawing, coloring, tearing, collapsing, orchestrating and weaving. This consider points to portray the capacity of fine motor abilities and inventiveness of early childhood through weaving exercises. The investigate strategy utilized may be a writing survey conducted by collecting information or based on logical papers that interface investigate with existing writing to unravel a issue. The strategy of collecting library information is by perusing and taking notes and overseeing inquire about materials and after that concluding the investigate materials. The comes about appeared that the improvement of fine motor abilities and imagination in early childhood requires eye and hand coordination, such as performing manipulative developments, and communicating themselves through craftsmanship with weaving exercises.

scholarly journals The Effects of Collectivism-Individualism on the Cooperative Learning of Motor Skill.

2013 ◽  
Vol 3 (1) ◽  
pp. 41-51
Author(s):  
Yi Luo ◽  
Yan Sun ◽  
Johannes Strobel
Keyword(s):  
Cooperative Learning ◽  
Motor Skills ◽  
Motor Skill ◽  
Skill Learning ◽  
Motor Skill Learning ◽  
Significant Progress ◽  
Post Exercise ◽  
Midwestern University ◽  
Collectivistic Culture ◽  
Individualistic Culture

This study examined how cultural background (collectivism vs. individualism) affects motor skill learning in a dyadic cooperative learning environment. The research context of this study was Nintendo™ Wii Tennis. Twenty college students from a Midwestern university participated in the study, among whom half were from an individualistic culture (USA) and the other half were from a collectivistic culture (China). In the study, the participants from these two backgrounds demonstrated different interaction levels and behavioral predispositions in the cooperative learning of motor skills. Both participants of individualistic background and of collectivistic background had made significant progress in the post-exercise as compared to the pre-exercise, which corroborated the benefits of cooperative learning on motor skill learning. Nevertheless, the progress made by the participants of individualistic background was statistically larger than that made by the participants of collectivistic background. Implications and limitations of this study are discussed.

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