Abstract
Understanding the process of learning sensorimotor tasks is an important objective of work-related research. In order to investigate the influence of methods for introducing new sensorimotor tasks, a laboratory study with an age-differentiated sample of 40 participants was conducted. The participants were introduced either with a demonstration-based or with a reflection-based introduction, which were specifically created for the study. The experimental task was the repeated assembly of a carburetor. In each trial, the execution times and the number of assembly errors were measured. The collected data were compared with the data of 20 participants of a previous study, in which participants received no introduction. The results show that both introduction methods increase the initial product quality. However, only the reflection-based seems to be a good approach to introduce a new task to a learning person.
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Acknowledgments
This research was elaborated in the research project “Coping with Aging in Manual Assembly Systems: Age-differentiated Analyses and Mathematical Modeling for Predicting the Time Structure of Sensorimotor-skill Acquisition for Assembly in Series Production with Numerous Product Variants” (SCHL 1805/9-1), which is funded by Deutsche Forschungsgemeinschaft.
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Kuhlenbäumer, F., Przybysz, P., Mütze-Niewöhner, S. (2018). Age-Differentiated Analysis of the Influence of Introduction Methods on Learning Sensorimotor Tasks. In: Trzcielinski, S. (eds) Advances in Ergonomics of Manufacturing: Managing the Enterprise of the Future. AHFE 2017. Advances in Intelligent Systems and Computing, vol 606. Springer, Cham. https://doi.org/10.1007/978-3-319-60474-9_12
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