Electrical muscle stimulation (EMS) has been leveraged to assist in learning motor skills by actuating the user’s muscles. However, existing systems provide static demonstration—actuating the correct movements, regardless of the user’s learning progress. Instead, we contrast two versions of a piano-tutoring system: a conventional EMS setup that moves the participant’s fingers to play the sequence of movements correctly, and a novel adaptive-EMS system that changes its guidance strategy based on the participant’s performance. The adaptive-EMS dynamically adjusts its guidance: (1) demonstrate by playing the entire sequence when errors are frequent; (2) correct by lifting incorrect fingers and actuating the correct one when errors are moderate; and (3) warn by lifting incorrect fingers when errors are low. We found that adaptive-EMS improved learning outcomes (recall) and was preferred by participants. We believe this approach could inspire new types of physical tutoring systems that promote adaptive over static guidance.
https://dl.acm.org/doi/10.1145/3706598.3713676
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