Dyad motor learning in a wrist-robotic environment: Learning together is better than learning alone

Abstract

Background: Dyad motor learning is characterized by two learners alternating between physical and observational practice. Although empirical evidence shows that dyad learning leads to superior outcomes compared to physical practice alone when learning complex motor tasks, it has not been established as a rehabilitation tool. This study aims to determine the effects of dyad learning on motor performance in a wrist-robotic environment to evaluate its potential use in rehabilitation.

Methods: Forty-two participants were randomized into three groups (N=14): Dyad learning, physical practice and control. Participants practiced a 2 degree-of-freedom gamified motor task for 20 trials using a custom made wrist-robotic device. Motor performance was measured at baseline, the end of training, and 24 hour retention.

Results: Motor performance did not differ between groups at baseline and all groups improved their performance compared to baseline (p<0.05). However, the dyad group outperformed the other groups at the end of training (p=0.001; Cohen’s d=0.954) and at retention (p=0.012; d=0.617).

Conclusion: Compared to physical practice alone, practicing collaboratively by alternating between physical and observational practice leads to superior motor outcomes after practicing a robot-aided gamified motor task. Dyad learning may be a valuable tool in rehabilitation settings that leads to improved patient motor outcomes.