Beyond Rubik: The Embodiment-Presence-Interactivity Cube applied to exercise.

Evidence-based interventions are needed to promote engagement in physical activity. Audio-visual stimuli are frequently employed to enhance the exercise experience. Nonetheless, there is a paucity of research that examines the qualities of technological devices that are employed. Using the Embodiment-Presence-Interactivity Cube (Flavián et al., 2019) as a guiding conceptual framework, the aim of this registered report was to examine how each dimension of the cube (i.e., embodiment, presence and interactivity) influenced a range of exercise-related affective and perceptual variables. A counterbalanced within-subjects design was employed (N = 24). Participants completed 20-min exercise bouts on a cycle ergometer under four conditions: Television, augmented reality, 360° video and virtual reality. A repeated-measures ANOVA indicated a significant Condition × Timepoint interaction for affective valence (p = 0.046), with greater embodiment offered by technological devices leading to more positive responses. Analyses also indicated main effects of condition for exercise enjoyment, remembered pleasure and forecasted pleasure, with greater presence of technological devices leading to more positive responses. Technologies that combine high levels of embodiment, presence and interactivity (e.g., virtual reality) appear to yield several benefits in terms of in-task (e.g., affective valence) and post-task (e.g., remembered pleasure) responses for exercise conducted at ventilatory threshold.

The after-effects of occupational whole-body vibration on human cognitive, visual, and motor function: A systematic review.

Whole-body vibration (WBV) is prevalent in labour-related activities and can have adverse effects on the health and performance of the individuals exposed. However, evidence regarding the extent to which human functionality is affected following occupational WBV exposure has not been collated. The current systematic review sought to synthesize existing literature and assess the strength and direction of evidence regarding the acute after-effects of occupational WBV exposure on cognition, visual function, postural stability, and motor control. We conducted a comprehensive search of AMED, CINAHL, MEDLINE, PubMED, Psychology and Behavioural Sciences Collection, SPORTDiscus, APA PsychInfo, Cochrane Library, EMBASE, HMIC, Global Health, ProQuest Central, Scopus, Web of Science, and the US National Technical Information Service on April 26, 2023. Studies that quantified vibration exposure and measured acute changes in cognition, visual function, postural stability, and motor control from baseline to post-vibration were considered without date restriction. Out of the 2663 studies identified, 32 were eligible for inclusion. Based on the Risk of Bias in Non-Randomized Studies of Exposure (ROBINS-E) tool, the studies demonstrated low (66%), moderate (25%) and high risk of bias (9%). The findings indicate that after exposure to WBV, postural stability either deteriorates or remains unchanged. Inconsistent effects of WBV on cognition were reported, while visual function and motor control showed no pronounced changes following WBV. This might be attributed to assessment limitations such as learning effects in neuropsychological and motor tasks, and non-functional measures of vision employed. There was a lack of consistency in the characterization of vibration exposure and the assessment of associated effects on functional performance. Current evidence is therefore insufficient to provide definitive guidance for updating occupational health and safety regulations regarding WBV. However, this review highlights the potential for WBV to jeopardize post-exposure human performance and, consequently, safety. The completion of the review was supported by a UKRI EPSRC training grant. The review has been registered on PROSPERO (ref CRD42023391075).

Can cognitive training capitalise on near transfer effects? Limited evidence of transfer following online inhibition training in a randomised-controlled trial.

Despite early promise, cognitive training research has failed to deliver consistent real-world benefits and questions have been raised about the experimental rigour of many studies. Several meta-analyses have suggested that there is little to no evidence for transfer of training from computerised tasks to real-world skills. More targeted training approaches that aim to optimise performance on specific tasks have, however, shown more promising effects. In particular, the use of inhibition training for improving shoot/don't-shoot decision-making has returned positive far transfer effects. In the present work, we tested whether an online inhibition training task could generate near and mid-transfer effects in the context of response inhibition tasks. As there has been relatively little testing of retention effects in the literature to date, we also examined whether any benefits would persist over a 1-month interval. In a pre-registered, randomised-controlled trial, participants (n = 73) were allocated to either an inhibition training programme (six training sessions of a visual search task with singleton distractor) or a closely matched active control task (that omitted the distractor element). We assessed near transfer to a Flanker task, and mid-transfer to a computerised shoot/don't-shoot task. There was evidence for a near transfer effect, but no evidence for mid-transfer. There was also no evidence that the magnitude of training improvement was related to transfer task performance. This finding adds to the growing body of literature questioning the effectiveness of cognitive training. Given previous positive findings, however, there may still be value in continuing to explore the extent to which cognitive training can capitalise on near or mid-transfer effects for performance optimisation.

The functional role of visual information and fixation stillness in the quiet eye.

The final fixation to a target in far-aiming tasks, known as the quiet eye, has been consistently identified as an important perceptual-cognitive variable for task execution. Yet, despite a number of proposed mechanisms it remains unclear whether the fixation itself is driving performance effects or is simply an emergent property of underpinning cognitions. Across two pre-registered studies, novice golfers (n = 127) completed a series of golf putts in a virtual reality simulation to examine the function of the quiet eye in the absence of visual information. In experiment 1 participants maintained a quiet eye fixation even when all visual information was occluded. Visual occlusion did significantly disrupt motor skill accuracy, but the effect was relatively small (89cm vs 105cm radial error, std. beta = 0.25). In experiment 2, a 'noisy eye' was induced using covertly moving fixation points, which disrupted skill execution (p = .04, BF = 318.07, std. beta = -0.25) even though visual input was equivalent across conditions. Overall, the results showed that performers persist with a long pre-shot fixation even in the absence of visual information, and that the stillness of this fixation confers a functional benefit that is not merely related to improved information extraction.

An Active Inference Account of Skilled Anticipation in Sport: Using Computational Models to Formalise Theory and Generate New Hypotheses.

Optimal performance in time-constrained and dynamically changing environments depends on making reliable predictions about future outcomes. In sporting tasks, performers have been found to employ multiple information sources to maximise the accuracy of their predictions, but questions remain about how different information sources are weighted and integrated to guide anticipation. In this paper, we outline how predictive processing approaches, and active inference in particular, provide a unifying account of perception and action that explains many of the prominent findings in the sports anticipation literature. Active inference proposes that perception and action are underpinned by the organism's need to remain within certain stable states. To this end, decision making approximates Bayesian inference and actions are used to minimise future prediction errors during brain-body-environment interactions. Using a series of Bayesian neurocomputational models based on a partially observable Markov process, we demonstrate that key findings from the literature can be recreated from the first principles of active inference. In doing so, we formulate a number of novel and empirically falsifiable hypotheses about human anticipation capabilities that could guide future investigations in the field.

Assessment of cognitive biases in Augmented Reality: Beyond eye tracking.

We study an individual's propensity for rational thinking; the avoidance of cognitive biases (unconscious errors generated by our mental simplification methods) using a novel augmented reality (AR) platform. Specifically, we developed an odd-one-out (OOO) game-like task in AR designed to try to induce and assess confirmatory biases. Forty students completed the AR task in the laboratory, and the short form of the comprehensive assessment of rational thinking (CART) online via the Qualtrics platform. We demonstrate that behavioural markers (based on eye, hand and head movements) can be associated (linear regression) with the short CART score - more rational thinkers have slower head and hand movements and faster gaze movements in the second more ambiguous round of the OOO task. Furthermore, short CART scores can be associated with the change in behaviour between two rounds of the OOO task (one less and one more ambiguous) - hand-eye-head coordination patterns of the more rational thinkers are more consistent in the two rounds. Overall, we demonstrate the benefits of augmenting eye-tracking recordings with additional data modalities when trying to understand complicated behaviours.

An investigation of feed-forward and feedback eye movement training in immersive virtual reality.

The control of eye gaze is critical to the execution of many skills. The observation that task experts in many domains exhibit more efficient control of eye gaze than novices has led to the development of gaze training interventions that teach these behaviours. We aimed to extend this literature by i) examining the relative benefits of feed-forward (observing an expert's eye movements) versus feed-back (observing your own eye movements) training, and ii) automating this training within virtual reality. Serving personnel from the British Army and Royal Navy were randomised to either feed-forward or feed-back training within a virtual reality simulation of a room search and clearance task. Eye movement metrics - including visual search, saccade direction, and entropy - were recorded to quantify the efficiency of visual search behaviours. Feed-forward and feed-back eye movement training produced distinct learning benefits, but both accelerated the development of efficient gaze behaviours. However, we found no evidence that these more efficient search behaviours transferred to better decision making in the room clearance task. Our results suggest integrating eye movement training principles within virtual reality training simulations may be effective, but further work is needed to understand the learning mechanisms.

A critical analysis of the functional parameters of the quiet eye using immersive virtual reality.

Directing ocular fixations toward a target assists the planning and control of visually guided actions. In far aiming tasks, the quiet eye, an instance of premovement gaze anchoring, has been extensively studied as a key performance variable. However, theories of quiet eye are yet to establish the exact functional role of the location and duration of the fixation. The present work used immersive virtual reality to manipulate key parameters of the quiet eye-location (Experiment 1) and duration (Experiment 2)-to test competing theoretical predictions about their importance. Across two preregistered experiments, novice participants (n = 127) completed a series of golf putts while their eye movements, putting accuracy, and putting kinematics were recorded. In Experiment 1, participants' premovement fixation was cued to locations on the ball, near the ball, and far from the ball. In Experiment 2, long and short quiet eye durations were induced using auditory tones as cues to movement phases. Linear mixed effects models indicated that manipulations of location and duration had little effect on performance or movement kinematics. The findings suggest that, for novices, the spatial and temporal parameters of the final fixation may not be critical for movement preprogramming and may instead reflect attentional control or movement inhibition functions. (PsycInfo Database Record (c) 2021 APA, all rights reserved).

In-task auditory performance-related feedback promotes cardiovascular markers of a challenge state during a pressurized task.

Background and Objectives: Individuals evaluate the demands and resources associated with a pressurized situation, which leads to distinct patterns of cardiovascular responses. While it is accepted that cognitive evaluations are updated throughout a pressurized situation, to date, cardiovascular markers have only been recorded immediately before, or averaged across, these situations. Thus, this study examined the influence of in-task performance-related feedback on cardiovascular markers of challenge and threat to explore fluctuations in these markers. Methods and Design: Forty participants completed a pressurized visual search task while cardiovascular markers of challenge and threat were recorded. During the task, participants received either positive or negative feedback via distinct auditory tones to induce a challenge or threat state. Following task completion, cardiovascular markers were recorded during a recovery phase. Results: Participants' cardiovascular responses changed across the experimental protocol. Specifically, while participants displayed a cardiovascular response more reflective of a challenge state following in-task performance-related feedback, participants exhibited a response more akin to a threat state later during the recovery phase. Conclusions: In-task auditory performance-related feedback promoted cardiovascular markers of a challenge state. These markers fluctuated over the experiment, suggesting that they, and presumably underlying demand and resource evaluations, are relatively dynamic in nature.

A Framework for the Testing and Validation of Simulated Environments in Experimentation and Training.

New computer technologies, like virtual reality (VR), have created opportunities to study human behavior and train skills in novel ways. VR holds significant promise for maximizing the efficiency and effectiveness of skill learning in a variety of settings (e.g., sport, medicine, safety-critical industries) through immersive learning and augmentation of existing training methods. In many cases the adoption of VR for training has, however, preceded rigorous testing and validation of the simulation tool. In order for VR to be implemented successfully for both training and psychological experimentation it is necessary to first establish whether the simulation captures fundamental features of the real task and environment, and elicits realistic behaviors. Unfortunately evaluation of VR environments too often confuses presentation and function, and relies on superficial visual features that are not the key determinants of successful training outcomes. Therefore evidence-based methods of establishing the fidelity and validity of VR environments are required. To this end, we outline a taxonomy of the subtypes of fidelity and validity, and propose a variety of practical methods for testing and validating VR training simulations. Ultimately, a successful VR environment is one that enables transfer of learning to the real-world. We propose that key elements of psychological, affective and ergonomic fidelity, are the real determinants of successful transfer. By adopting an evidence-based approach to VR simulation design and testing it is possible to develop valid environments that allow the potential of VR training to be maximized.

Testing the Effects of 3D Multiple Object Tracking Training on Near, Mid and Far Transfer.

Cognitive training (CT) aims to develop domain general mental abilities to support functions like decision making, multitasking, and performance under pressure. Research to date has indicated that CT likely aids performance on lab-based cognitive tests, but there has been little demonstration of transfer to tasks representative of real-world high performance environments. This study aimed to assess transfer from a CT intervention to near and mid-level transfer tasks, plus a far transfer test representative of real-world multitasking in a military environment. 84 participants were randomized to four independent training groups, using NeuroTracker, a CT task based on 3D object tracking. There was no evidence for near transfer (to another object tracking task) or for far transfer to a route monitoring task designed to replicate real-world multitasking. There may, however, have been some improvement in working memory performance as a result of training. These findings raise further questions about whether domain general CT will transfer to real-world performance. Effective uses of CT may require more task specific training targeting mid-level transfer effects.

Examining the roles of working memory and visual attention in multiple object tracking expertise.

When tracking multiple moving targets among visually similar distractors, human observers are capable of distributing attention over several spatial locations. It is unclear, however, whether capacity limitations or perceptual-cognitive abilities are responsible for the development of expertise in multiple object tracking. Across two experiments, we examined the role of working memory and visual attention in tracking expertise. In Experiment 1, individuals who regularly engaged in object tracking sports (soccer and rugby) displayed improved tracking performance, relative to non-tracking sports (swimming, rowing, running) (p = 0.02, ηp2 = 0.163), but no differences in gaze strategy (ps > 0.31). In Experiment 2, participants trained on an adaptive object tracking task showed improved tracking performance (p = 0.005, d = 0.817), but no changes in gaze strategy (ps > 0.07). They did, however, show significant improvement in a working memory transfer task (p < 0.001, d = 0.970). These findings indicate that the development of tracking expertise is more closely linked to processing capacity limits than perceptual-cognitive strategies.

Virtually the same? How impaired sensory information in virtual reality may disrupt vision for action.

Virtual reality (VR) is a promising tool for expanding the possibilities of psychological experimentation and implementing immersive training applications. Despite a recent surge in interest, there remains an inadequate understanding of how VR impacts basic cognitive processes. Due to the artificial presentation of egocentric distance cues in virtual environments, a number of cues to depth in the optic array are impaired or placed in conflict with each other. Moreover, realistic haptic information is all but absent from current VR systems. The resulting conflicts could impact not only the execution of motor skills in VR but also raise deeper concerns about basic visual processing, and the extent to which virtual objects elicit neural and behavioural responses representative of real objects. In this brief review, we outline how the novel perceptual environment of VR may affect vision for action, by shifting users away from a dorsal mode of control. Fewer binocular cues to depth, conflicting depth information and limited haptic feedback may all impair the specialised, efficient, online control of action characteristic of the dorsal stream. A shift from dorsal to ventral control of action may create a fundamental disparity between virtual and real-world skills that has important consequences for how we understand perception and action in the virtual world.

To err again is human: exploring a bidirectional relationship between pressure and performance failure feedback.

Background and Objectives: While the potentially negative effects of pressure on skilled performance have been well studied in laboratory-based research, theoretically driven questions based on real-world performance data are lacking. Design: We aimed to test the predictions of the newly developed Attentional Control Theory: Sport (ACTS), using archived play-by-play data from the past seven seasons of the National Football League (American Football). Methods: An additive scoring system was developed to characterize the degree of pressure on 212,356 individual offensive plays and a Bayesian regression model was used to test the relationship between performance, pressure and preceding negative outcomes, as outlined in ACTS. Results: There was found to be a clear increase in the incidence of failures on high pressure plays (odds ratio = 1.20), and on plays immediately following a previous play failure (odds ratio = 1.09). Additionally, a combined interactive effect of previous failure and pressure indicated that the feedback effect of negative outcomes was greater when pressure was already high (odds ratio = 1.10), in line with the predictions of ACTS. Conclusions: These findings reveal the importance of exploring momentary changes in pressure in real-world sport settings, and the role of failure feedback in influencing the pressure-performance relationship.

Perceptual-cognitive expertise when refereeing the scrum in rugby union.

Compared to sports performers, relatively little is known about how sports officials make decisions at a perceptual-cognitive level. Thus, this study examined the decision-making accuracy and gaze behaviour of rugby union referees of varying skill levels while reviewing scrum scenarios. Elite (n = 9) and trainee (n = 9) referees, as well as experienced players (n = 9), made decisions while watching ten projected scrum clips and wearing a mobile eye-tracker. Decision-making accuracy and gaze behaviour were recorded for each scrum. The elite and trainee referees made more accurate decisions than the players, and differences in gaze behavior were observed. The elite and trainee referees displayed lower search rates, spent more time fixating central-pack (i.e., front rows, binds, and contact point) and less time fixating outer-pack (e.g., second rows) and non-pack (e.g., other) locations, and exhibited lower entropy than the players. While search rate failed to predict decision-making accuracy, the time spent fixating central-, outer-, and non-pack locations, as well as entropy, were significant predictors. The findings have implications for training perceptual-cognitive skill among sports officials.

An external focus of attention promotes flow experience during simulated driving.

Achieving a state of flow is associated with positive experiences and improved sporting performance (Jackson & Csikszentmihalyi, 1999). Focused attention is a fundamental component of the flow experience, but to date there has been little investigation of whether attention plays a causal role in creating flow, or is a product of it. Consequently, this study aimed to test the effect of an attentional focus manipulation on flow and performance in a simulated driving task. It was predicted that an external focus would lead to improved visuomotor control, greater flow experience and improved performance. Thirty-three participants from a student population completed the driving task under both internal and external focus instructions. Eye movements and steering wheel movements were recorded during each race. Participants reported greater flow experience (p < .001, d = 1.78) and enhanced outcome expectancies (p = .02, d = 0.41) under external, compared to internal focus conditions, however, there was no effect on visuomotor control (gaze-steering coordination and steering entropy) or racing performance (ps > 0.28). These findings suggest that adopting an external focus of attention may contribute to positive performance states such as flow.

The quiet eye is sensitive to exercise-induced physiological stress.

The current study sought to explore attentional mechanisms underpinning visuomotor performance degradation following acute exercise. Ten experienced basketball players took free throws while wearing mobile eye tracking glasses, before and after performing a bout of cycling exercise. Shooting accuracy was measured using a 6-point scoring system, and quiet eye duration (the final fixation to a target) was adopted as an objective measure of top-down attentional control. Four intensities of exercise (based on an initial ramp test) were performed in a counterbalanced order: rest, moderate, heavy and severe. The four intensities resulted in participants reaching 52±4%, 58±4%, 76±6% and 86±5% of their heart rate max, respectively. Performance and quiet eye were only significantly impaired (19% and 45% drops, respectively) between pre- and post-intervention at the severe intensity workload level. Additionally, exercise-induced changes in quiet eye predicted 33% of the subsequent change in performance accuracy. The results suggest that attentional disruptions may at least partially explain why sporting skills break down under acute fatigue. Implications for training to mitigate against these impairments are discussed.

A Systematic Review of Commercial Cognitive Training Devices: Implications for Use in Sport.

Background: Cognitive training (CT) aims to develop a range of skills, like attention and decision-making, through targeted training of core cognitive functions. While CT can target context specific skills, like movement anticipation, much CT is domain general, focusing on core abilities (e.g., selective attention) for transfer to a range of real-world tasks, such as spotting opponents. Commercial CT (CCT) devices are highly appealing for athletes and coaches due to their ease of use and eye-catching marketing claims. The extent to which this training transfers to performance in the sporting arena is, however, unclear. Therefore, this paper sought to provide a systematic review of evidence for beneficial training effects of CCT devices and evaluate their application to sport. Methods: An extensive search of electronic databases (PubMed, PsychInfo, GoogleScholar, and SportDiscus) was conducted to identify peer-reviewed evidence of training interventions with commercially available CT devices. Forty-three studies met the inclusion criteria and were retained for quality assessment and synthesis of results. Seventeen studies assessed transfer effects beyond laboratory cognitive tests, but only 1 directly assessed transfer to a sporting task. Results: The review of evidence showed limited support for far transfer benefits from CCT devices to sporting tasks, mainly because studies did not target the sporting environment. Additionally, a number of methodological issues with the CCT literature were identified, including small sample sizes, lack of retention tests, and limited replication of findings by researchers independent of the commercial product. Therefore, evidence for sporting benefits is currently limited by the paucity of representative transfer tests and a focus on populations with health conditions. Conclusions: Currently there is little direct evidence that the use of CCT devices can transfer to benefits for sporting performance. This conclusion, however, stems more from a lack of experimental studies in the sporting field and a lack of experimental rigor, rather than convincing null effects. Subsequently, there is an opportunity for researchers to develop more reliable findings in this area through systematic assessment in athletic populations and major methodological improvements.

A randomised trial of observational learning from 2D and 3D models in robotically assisted surgery.

BACKGROUND: Advances in 3D technology mean that both robotic surgical devices and surgical simulators can now incorporate stereoscopic viewing capabilities. While depth information may benefit robotic surgical performance, it is unclear whether 3D viewing also aids skill acquisition when learning from observing others. As observational learning plays a major role in surgical skills training, this study aimed to evaluate whether 3D viewing provides learning benefits in a robotically assisted surgical task. METHODS: 90 medical students were assigned to either (1) 2D or (2) 3D observation of a consultant surgeon performing a training task on the daVinci S robotic system, or (3) a no observation control, in a randomised parallel design. Subsequent performance and instrument movement metrics were assessed immediately following observation and at one-week retention. RESULTS: Both 2D and 3D groups outperformed no observation controls following the observation intervention (ps < 0.05), but there was no difference between 2D and 3D groups at any of the timepoints. There was also no difference in movement parameters between groups. CONCLUSIONS: While 3D viewing systems may have beneficial effects for surgical performance, these results suggest that depth information has limited utility during observational learning of surgical skills in novices. The task constraints and end goals may provide more important information for learning than the relative motion of surgical instruments in 3D space.

The effect of observing novice and expert performance on acquisition of surgical skills on a robotic platform.

BACKGROUND: Observational learning plays an important role in surgical skills training, following the traditional model of learning from expertise. Recent findings have, however, highlighted the benefit of observing not only expert performance but also error-strewn performance. The aim of this study was to determine which model (novice vs. expert) would lead to the greatest benefits when learning robotically assisted surgical skills. METHODS: 120 medical students with no prior experience of robotically-assisted surgery completed a ring-carrying training task on three occasions; baseline, post-intervention and at one-week follow-up. The observation intervention consisted of a video model performing the ring-carrying task, with participants randomly assigned to view an expert model, a novice model, a mixed expert/novice model or no observation (control group). Participants were assessed for task performance and surgical instrument control. RESULTS: There were significant group differences post-intervention, with expert and novice observation groups outperforming the control group, but there were no clear group differences at a retention test one week later. There was no difference in performance between the expert-observing and error-observing groups. CONCLUSIONS: Similar benefits were found when observing the traditional expert model or the error-strewn model, suggesting that viewing poor performance may be as beneficial as viewing expertise in the early acquisition of robotic surgical skills. Further work is required to understand, then inform, the optimal curriculum design when utilising observational learning in surgical training.