Document Type : Research Paper

Authors

1 Ph.D. of Learning Behavior, Urmia University

2 Professor of Motor Behavior, Urmia University

3 Professor of Motor Behavior, Ferdowsi University of Mashhad

Abstract

The aim of this research was to study effectiveness of virtual reality and reality training with and without auditory information limitation on motor learning table tennis forehand.In this quasi-experimental study, 48 students novice (except physical education and sport science students) with age (20.28 ± 0.99) cluster multi-stage were selected and participants were assigned after pre-test and a training session according to age, high and obtain score, in two groups homogenous (reality training, reality training with auditory information limitation, virtual reality training, virtual reality training with auditory information limitation). These subjects were practice 6 sessions and each session 60 drive forehand table tennis. Data using analysis of covariance and tukey post hoc test were analyzed. Results showed four group in drive forehand progressed and this improvement obtains from training. The results show that in acquisition and retention phase reality training without  auditory information limitation group was better performance to with auditory information limitation group (P≤0.005) and between virtual reality groups with and without auditory information limitation, reality training and virtual reality groups and between reality training and virtual reality groups that  they had auditory information limitation and finally, between reality training with auditory information limitation group and virtual reality group was not observed a significant difference (P≥0.005).  The results show that practice in virtual reality as a game activated can be a substitute for reality practice and provide opportunities to better learn.  Also, auditory information facilitates for performance.

Keywords

Main Subjects

1. Schmidt R A, Lee T D. Motor control and learning: A behavioral emphasis‎. 4st ed. United State: Human Kinetics; 2005. P. 122-4.
2. Newell K M, Liu Y T, Mayer-Kress G. Time scales in motor learning and development. Psychol Rev. 2001; 108‌ (1): 57-82.
3. Davids K, Button C, Bennett S. Dynamics of skill acquisition: A constraints-led approach. 1st ed. Human kinetics, Champaign, Illinois; 2008. P. 20-112.
4. Zanganeh H. Theoretical and practical foundations of educational technology (Vol1). 1st ed. Tehran: Avaye Zohor; 2013. P. 51-5. (In Persian).
5. Gillispie L B. Effects of a 3d video game on middle school student achievement and attitude in mathematics (Master thesis). University of North Carolina Wilmington; 2008‌.
6. Watson W R. Formative research on an instructional design theory for educational video games (‌Doctoral dissertation). Indiana University; 2007.
7. Kickmeier-Rust D M, Albert D. An alien’s guide to multi-adaptive computer educational games (vol 1). 1 st ed. Santa Rosa: Information Science Press; 2012. P. 10-7.
8. Anetta A L. Video games in education: Why they should be used and how they are being used? New Media and Education in 21st Sentury. Theory into Practice, 2008; 47: 229–39.
9. Anderson M N, Sandra J B. The importanceı ofı playı in early childhoodı development. Family and Human Development (Human Development): MSU Extension. 2010; 4 (10): 95-8.
10. Rostami H R, Arastoo A A, Jahantabi Nejad S, Khayatzadeh Mahany M, Azizi Malamiri R. Comparition of efficacy of combined virtual reality with constraint-induced movement therapy on upper limb function of children with hemiparetic cerebral palsy. MJTUOMS. 2013; 34 ‌(2): 45-51. (In Persian).
11. Button C. Auditory information and the coordination of one handed catching. In K. David, G. Savelsbergh, S. Bennet, & J. Vander Kamp. (Eds.), Interception actions in sport: Information and movement (P. 184-94). London: Taylor & Francis; 2002.
12. Button C, Davids K. Acoustic information for timing. In H. Hech, & G. J. P. Savelsbergh (Eds.), Time to contact: Advances in psycology (P. 355-70). North- Hpland: Elsevier; 2004.
13. Lee D N. Getting around with light or sound. In R. Warrant, & A. H. Wertheim (Eds.), Perception and control of self motion (P. 478-505). Hillsdale, NJ: Erlbaum; 1990.
14. Keele S W, Summers J J. The structure of motor programs. In G. E. Stelmach (Ed.), Motor control: Issues and trends (P. 109-‌42). New York: Academic Press; 1976.
15. Warren W H, Kim E E, Husney R. The way the ball bounces: Visual and auditory perception of elasticity and control of the bounce pass. Perception and Psychophysics. 1987; 16: 309-‌36.
16. Schiff W, Oldak R. Accuracy of judging time to arrival: Effects of modality, trajectory, and gender. Journal of Experimental Psychology: Human Perception and Performanc. 1990; 16, 303-‌16.
17. Rosenblum L D, Carello C, Pastore R E. Relative effectiveness of three stimulus variables for locating a moving sound source. Perception. 1987; 16, 175-‌86.
18. Danna J, Fontaine M, Paz-Villagrán V, Gondre C, Thoret E, Aramaki M, et al. The effect of real-time auditory feedback on learning new characters. Human Movement Science. 2015; 43: 216-28.
19. Van Vugt F T, Tillmann B. Auditory feedback in error-based learning of motor regularity. Brain Research. 2015; 5(1606): 54-67.
20. Naito Y, Kobayashi T. Effects of kinect sports on health indices of female university students. Journal of Science and Medicine in Sport. 2012; 15: 265–327.
21. González C R, Martín-Gutiérrez J, Domínguez M G, HernanPérez A S, Carrodeguas C M. Improving spatial skills: An orienteering experience in real and virtual environments with first year engineering students. Procedia Computer Science. 2013; 25: 428‌–‌‌35.
22. Kim J, Son J, Ko N P T, Yoon B P T. Unsupervised virtual reality-based exercise program improves hip muscle strength and balance control in older adults: A pilot study‌. Archives of Physical Medicine and Rehabilitation. 2013; 94: 937-43.
23. Patrick J G, Andrea H M. Age differences in the control of a precision reach to grasp task within a desktop virtual environment. International Journal of Human-Computer Studies. 2014; 72(4): 383–‌92.
24. Vernadakis N, Papastergiou M, Zetou E, Antoniou P. The impact of an exergame-based intervention on children's fundamental motor skills. Computers & Education. 2015; 83: 90-102.
25. Straker L, Howie E, Abbott R, Smith A. Active video games: Are they an effective approach to reducing sedentary time and increasing physical activity in children? Journal of Science and Medicine in Sport. 2014; 18: 23–71.
26. Rostami H R‌, Arastoo A A, Jahantabi Nejad S, Azizi Malamiri R, Khayatzadeh Mahany M, Goharpey Sh. Efficacy of combined virtual reality with constraint-induced movement therapy on upper limb function of children with hemiparetic cerebral palsy. JRSS. 2012; 7‌(4): 499-508. (In Persian).
27. Rostami H R, Jahantabi Nejad S, Arastoo A A. Effects of movement practices in virtual environment on upper limb function of children with hemiparetic cerebral palsy 2012. MRJ. 2012; 5‌(3): 41-‌9. (In Persian).
28. Abdoli B, Farsi A, Ekradi M. The effect of behavior exercise and decision in forehand table tennis skills. Olympic Journal. 2012; 19 ‌(4): 25-35. (In Persian).
29. Haibach P, Reid G, Collier D. Motor learning and development. 1st ed. Human Kinetic, Champaign, Ill; Leeds; 2011. P. 13-27.
30. Gallahue D L, Ozmun J C. Understanding motor development: Infants, children, adolescents, adults. 6th ed‌. Boston: McGraw-Hill; 2005. P. 100-21.
31. Söderlund G B, Eckernäs D, Holmblad O, Bergquist F. Acoustic noise improves motor learning in spontaneously hypertensive rats, a rat model of attention deficit hyperactivity disorder. Behavior Brain Research. 2015; 1(280): 84-91.
32. Taub E, Ramey S, DeLuca S, Echols K. Efficacy of constraint-induced movement therapy for children with cerebral palsy with asymmetric motor impairment. Pediatrics. 2004; 113: 305–‌12.
33. Nudo R J. Adaptive plasticity in motor cortex: Implications for rehabilitation after brain injury. J Rehabil Med. 2003; 41: 7-10.
34. Adamovich S V, Fluet G G, Tunik E, Merians A S. Sensorimotor training in virtual reality: A review. Neurorehabil. 2009; 25: 29-44.
35. Reid D T. Benefits of a virtual play rehabilitation environment for children with cerebral palsy on perceptions of self-efficacy: A pilot study. Pediatr Rehabil. 2002; 5: 141-‌8.
36. Jang Sh, You Sh, Hallett M, Cho Y W, Park C M, Cho Sh, et al. Cortical reorganization and associated functional motor recovery after virtual reality in patients with chronic stroke: An experimenter-blind preliminary study. Arch Phys Med Rehabil. 2005; 86: 2218–‌23.
37. Liepert J, Bauder H, Wolfgang H R, Miltner W H, Taub E, Weiller C. Treatment-induced cortical reorganization after stroke in humans. Stroke. 2000; 31: 1210–‌6.
38. You Sh, Jang Sh, Kim Y H, Kwon Y H, Barrow I, Hallett M. Cortical reorganization induced by virtual realitytherapy in a child with hemiparetic cerebral palsy. Dev Med Child Neurol. 2005; 47: 628–‌35.
39. Adamovich S V, Fluet G G, Tunik E, Merians A S. Sensorimotor training in virtual reality: A review. Neurorehabil. 2009; 25: 29-44.
40. Plautz E J, Milliken G W, Nudo R J. Effects of repetitive motor training on movement representations in adult squirrel monkeys: Role of use versus learning. Neurobiol Learn Mem. 2000; 74: 27-55.
41. Alma S, Merians A S, Poizner H, Boian R, Burdea G, Adamovich S. Sensorimotor training in a virtual reality environment: Does it improve functional recovery poststroke? Neurorehabil Neural Repair. 2006; 20(2): 252-67.
42. Barzegar R, Dehghan Zadeh H, Moghadam Zadeh A. From electronic learning to mobile learning: Theoretical principles. IJVLMS. 2012; 3‌(2): 35-41. (In Persian).
43. Hashemi M, Ghasemi B. Using mobile phones in language learning/ teaching. Procedia Social and Behavioral Sciences. 2011; 15: 2947–51.
44. Graham G, Holt-Hale S A, Parker M. Children moving: A reflective approach to teaching physical education. 8th ed‌. New York, NY: McGraw-Hill; 2009. P. 118.
45. Schmidt R A, Lee T D. Motor control and learning: A behavioral emphasis. 5th ed‌. Champaign, IL: Human Kinetics Publishers; 2011. P. 53-69.
46. Rink J E. Teaching physical education for learning. 7th ed‌. New York, NY: McGraw-Hill; 2013. P. 145-‌‌9.
47. Reich L, Maidenbaum S, Amedi A. The brain as a flexible task machine: Implications for visual rehabilitation using noninvasive vs. invasive approaches. Curr Opin Neurol. 2012; 25 ‌(1): 86–95.
48. Striem-Amit E, Guendelman M, Amedi A. “Visual” acuity of the congenitally blind using visual-to-auditory sensory substitution. PLoS One. 2012; 7‌(3): 33136.
49. Oscari F, Secoli R, Avanzini F, Rosati G, Reinkensmeyer D J. Substituting auditory for visual feedback to adapt to altered dynamic and kinematic environments during reaching. Exp Brain Res. 2012; 221‌(1): 33–41.
50. Sigrist R, Rauter G, Riener R, Wolf P. Augmented visual, auditory, haptic, and multimodal feedback in motor learning: A review. Psychon Bull Rev. 2013; 20‌(1): 21–53
51. Altenmuller E, Marco-Pallares J, Mu nte T F, Schneider S. Neural reorganization underlies improvement in stroke-‌induced motor dysfunction by music-supported therapy. Ann N Y Acad Sci. 2009; 1169: 395–405.
52. Ronsse R, Puttemans V, Coxon J P, Goble D J, Wagemans J, Wenderoth N, et al. Motor learning with augmented feedback: Modality-dependent behavioral and neural consequences. Cereb Cortex. 2011; 21‌ (6): 1283–‌94.
53. Hommel B, Mu¨ sseler J, Aschersleben G, Prinz W. The theory of event coding (TEC): A framework for perception and action planning. Behav Brain Sci. 2001; 24(5): 849–‌78.
54. Shin Y K, Proctor R W, Capaldi E J. A review of contemporary ideomotor theory. Psychol Bull. 2010; 136‌(6): 943–‌74
55. Edelman G M, Gally J A. Degeneracy and complexity in biological systems. Proceedings of the National Academy of Sciences. 2001; 98(24): 13763-8.
56. Jabusch H C, Alpers H, Kopiez R, Vauth H, Altenmu¨ ller E. The influence of practice on the development of motor skills in pianists: A longitudinal study in a selected motor task. Hum Mov Sci. 2009; 28‌(1): 74–84
57. Van Vugt F T, Altenmu¨ ller E, Jabusch H C. The influence of chronotype on making music: Circadian fluctuations in pianists’ fine motor skills. Front Hum Neurosci. 2013a; 7: 347.
58. Van Vugt F T, Furuya S, Vauth H, Jabusch H C, Altenmu¨ ller E. Playing beautifully when you have to be fast: Spatial and temporal symmetries of movement patterns in skilled piano performance at different tempi. Exp Brain Res. 2014; 232(11): 3555–‌67.