Emotional Interfaces and Sensorimotor Skill Learning in Interactive Training Systems

Abstract

Emotions affect the performance of sensorimotor functions; however, few existing training programs address the emotional side of the learning process. Training systems traditionally focus on the task itself and whether the user receives accurate information about it. Yet, research has shown that users' perceptions of how well they are doing (the ‘emotional’ aspect) have an impact on how well they perform the task. Therefore, researchers in this study used a different type of training system, which included either a virtual environment or a physical environment (a desk), to examine how the way users received emotional feedback impacted how well they performed tasks in the sensorimotor skills area. By examining the differences between the groups that received each type of emotional feedback, researchers were able to evaluate the effect of emotional feedback on both motor performance and sensorimotor skill acquisition. A major hypothesis was that participants who received supportive emotional feedback would demonstrate improved motor performance, less variability in motor performance, and higher self-efficacy expectations compared to other participants. The purpose of this research was to provide evidence-based findings concerning how emotional feedback influences sensorimotor learning within interactive environments. As such, these findings can be applied toward enhancing user confidence and reducing anxiety when using interactive training technology.

Keywords: Sensorimotor learning, Emotional feedback, Interactive training, Human–computer interaction, Motor performance

DOI: 10.54941/ahfe1007268