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Relevant bibliographies by topics / Visual-motor skill

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Academic literature on the topic 'Visual-motor skill'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Visual-motor skill"

1

Brown, Ted. "Are Motor-free Visual Perception Skill Constructs Predictive of Visual-motor Integration Skill Constructs?" Hong Kong Journal of Occupational Therapy 22, no. 2 (2012): 48–59. http://dx.doi.org/10.1016/j.hkjot.2012.06.003.

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Murphy, Jacqueline B., and Jeffrey A. Gliner. "Visual and Motor Sequencing in Normal and Clumsy Children." Occupational Therapy Journal of Research 8, no. 2 (1988): 89–103. http://dx.doi.org/10.1177/153944928800800203.

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An information-processing approach was used to investigate motor performance differences between normal children and children designated as clumsy. The focus of this study was on the planning stages of motor skill. Following a motor skills screening test, 38 children 6 to 9 years old were divided into a control group, consisting of children who had passed the screening and an experimental group consisting of children who had failed the screening. The children then performed three tasks involving visual and motor sequencing selected for this study: (a) visual sequencing and short-term recall of

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Dektor, Asha, Jane Littau, and Kate Knudsen. "Using the PDMS-2 to Measure Visual-Motor Skill Development with Laparoscopic and Robotic Instruments." Proceedings of the International Symposium on Human Factors and Ergonomics in Health Care 6, no. 1 (2017): 167–71. http://dx.doi.org/10.1177/2327857917061035.

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With the introduction of conventional laparoscopic surgery and robotic surgery, surgical treatment options beyond traditional open surgery are increasing. If and when different minimally invasive surgical (MIS) techniques are learned vary from surgeon to surgeon. It is important for human factors researchers to have tools for measuring how visual-motor skills develop using MIS tools across different learning experiences. The current research examines a child movement skill assessment tool, the Peabody Developmental Motor Skills Scales – Second Edition (PDMS-2), as a metric for measuring visual

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Goetz, L., and K. Gee. "Teaching Visual Attention in Functional Contexts: Acquisition and Generalization of Complex Visual Motor Skills." Journal of Visual Impairment & Blindness 81, no. 3 (1987): 115–17. http://dx.doi.org/10.1177/0145482x8708100308.

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A three-year-old girl with multiple severe disabilities including aphakia was taught to visually attend to stimulus items in a training program that emphasized functional, age-appropriate visual motor tasks that required the use of vision for successful task completion. Within these task contexts, use of a repeated prompting procedure was successful in establishing visual attention, and generalization of visual attention to untrained tasks was observed. Additionally, increases in visual attention, whether trained or generalized, were associated with improved motor skill accuracy in the absence

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Weiss, Maureen R., Vicki Ebbeck, and Diane M. Wiese-Bjornstal. "Developmental and Psychological Factors Related to Children’s Observational Learning of Physical Skills." Pediatric Exercise Science 5, no. 4 (1993): 301–17. http://dx.doi.org/10.1123/pes.5.4.301.

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Visual demonstrations have long been regarded as a critical instructional method for children’s motor skill and social-emotional development. Despite their widespread importance, skill demonstrations have often been characterized by a failure to consider age related differences in children’s cognitive and physical abilities. Similarly, the potential psychological effects of modeling on children’s behaviors in the physical domain have rarely been discussed. Thus the purpose of this paper is to review theoretical and research perspectives from the motor behavior and psychology literatures about

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Ried, Bettina, Graciele Massoli Rodrigues, and Cassio M. Meira Junior. "Instruction on rhythmic structure during learning enhances the breaststroke kick efficiency." Revista Brasileira de Educação Física e Esporte 32, no. 1 (2018): 95–108. http://dx.doi.org/10.11606/1807-5509201800010095.

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Motor learning can be fostered by visual or auditory instruction conveying information on different features of the skill, like spatial and rhythmic characteristics. For swimming skills like the breaststroke kick, manuals predominantly emphasise spatial features, neglecting rhythmic aspects – even though motor learning considers movement rhythm crucial for distinguishing one skill from another. We aimed to analyse the impact of instruction containing or not the adequate rhythmic pattern information, conveyed by visual or auditory stimulus, on learning the breaststroke kick. Fifty university st

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Yokota, Hiroki, Munekazu Naito, Naoki Mizuno, and Shigemichi Ohshima. "Evaluation of a Framework for Visual-Feedback Training Based on a Modified Self-Organizing Map Using Sensing Information Including Muscle Activity." Proceedings 49, no. 1 (2020): 40. http://dx.doi.org/10.3390/proceedings2020049040.

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In this research, we propose a visual-feedback system and evaluate it based on motion-sensing and computational technologies. This system will help amateur athletes imitate the motor skills of professionals. Using a self-organizing map (SOM) to visualize high-dimensional time-series motion data, we recorded the cyclic motion information, including the muscle activities, of a male subject as he pedaled a bicycle ergometer. To clarify the difference between the subject’s motor skill and the target motor skill in a cyclic movement, we used the modified SOM algorithm; a visual-feedback system was

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Chu, Virginia Way Tong, and Terence David Sanger. "Two different motor learning mechanisms contribute to learning reaching movements in a rotated visual environment." F1000Research 3 (March 17, 2014): 72. http://dx.doi.org/10.12688/f1000research.3676.1.

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Practice of movement in virtual-reality and other artificially altered environments has been proposed as a method for rehabilitation following neurological injury and for training new skills in healthy humans. For such training to be useful, there must be transfer of learning from the artificial environment to the performance of desired skills in the natural environment. Therefore an important assumption of such methods is that practice in the altered environment engages the same learning and plasticity mechanisms that are required for skill performance in the natural environment. We test the

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Fusco, Natália, Giseli Donadon Germano, and Simone Aparecida Capellini. "Efficacy of a perceptual and visual-motor skill intervention program for students with dyslexia." CoDAS 27, no. 2 (2015): 128–34. http://dx.doi.org/10.1590/2317-1782/20152014013.

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Purpose: To verify the efficacy of a perceptual and visual-motor skill intervention program for students with dyslexia. Methods: The participants were 20 students from third to fifth grade of a public elementary school in Marília, São Paulo, aged from 8 years to 11 years and 11 months, distributed into the following groups: Group I (GI; 10 students with developmental dyslexia) and Group II (GII; 10 students with good academic performance). A perceptual and visual-motor intervention program was applied, which comprised exercises for visual-motor coordination, visual discrimination, visual memor

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Müller, Sean, John Brenton, Alasdair R. Dempsey, Allen G. Harbaugh, and Corinne Reid. "Individual differences in highly skilled visual perceptual-motor striking skill." Attention, Perception, & Psychophysics 77, no. 5 (2015): 1726–36. http://dx.doi.org/10.3758/s13414-015-0876-7.

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Dissertations / Theses on the topic "Visual-motor skill"

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Al-Abood, Saleh Ahmed. "Effects of visual demonstrations on motor skill acquisition : a visual perception perspective." Thesis, Manchester Metropolitan University, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.340691.

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Carnegie, Evelyn Mary. "The effectiveness of demonstration in conveying kinematic and kinetic information for skill acquisition." Thesis, University of Ulster, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.338800.

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Manser, Michael P. "Effects of relative frequency of concurrent visual feedback on serial skill acquisition and retention." Virtual Press, 1992. http://liblink.bsu.edu/uhtbin/catkey/834627.

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The purpose of the investigation was to determine the effect of variations in relative frequency of concurrent visual feedback (CVF) on the acquisition and retention of a serial skill. Subjects (n=24) were college-aged females with no gymnastics experience. Subjects viewed a demonstration tape of a skilled gymnast performing a series of seven gymnastics dance skills consisting of simple and complex movements. Following this, subjects performed the dance sequence in front of a floor to ceiling mirror for concurrent visual feedback on a certain percentage of acquisition trials. The percentage of

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Misra, Navendu. "Comparison of motor-based versus visual sensory representations in object recognition tasks." Texas A&M University, 2005. http://hdl.handle.net/1969.1/2544.

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Various works have demonstrated the usage of action as a critical component in allowing autonomous agents to learn about objects in the environment. The importance of memory becomes evident when these agents try to learn about complex objects. This necessity primarily stems from the fact that simpler agents behave reactively to stimuli in their attempt to learn about the nature of the object. However, complex objects have the property of giving rise to temporally varying sensory data as the agent interacts with the object. Therefore, reactive behavior becomes a hindrance in learning these comp

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Campher, Jolene. "The role of visual skills and its impact on skills performance of cricket players." Diss., Pretoria : [S.n.], 2009. http://upetd.up.ac.za/thesis/available/etd-10202009-142417.

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Gredin, Viktor. "Skill acquisition in youth novice soccer players : An intervention study of repetitive-part and dual-task training strategies for acquisition of dribbling technique and decision making." Thesis, Gymnastik- och idrottshögskolan, GIH, Institutionen för idrotts- och hälsovetenskap, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:gih:diva-2915.

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Aim: The aim of the present study was to examine the outcome of repetitive-part training and dual-task training in the acquisition of dribbling technique and decision making in prepubescent novice soccer players. Method: Twenty four preschool pupils, with an age of 6.2 ± 0.4 years (mean ± SD) and with no previous experience of partaking in any organized team or ball sport participated in the study. The participants were tested (pre test) for initial performance level of dribbling technique and decision making and were then divided into two balanced experimental groups. The repetitive-part grou

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Correa, Silmara Cristina Pasetto. "Efeitos do tipo de dica na aprendizagem de habilidades motoras de indivíduos surdos." Universidade de São Paulo, 2017. http://www.teses.usp.br/teses/disponiveis/39/39132/tde-01062017-101818/.

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O objetivo desse estudo foi investigar os efeitos do fornecimento de dicas visual, cinestésica, separadamente e em conjunto, na aprendizagem de habilidades motoras por indivíduos surdos. A tarefa utilizada foi o arremesso de dardo de salão. A amostra foi composta por 99 indivíduos do ensino fundamental, de ambos os sexos, sendo 62 com surdez neurossensorial bilateral (de moderadamente severa a anacusia) e 37 ouvintes, com idade média de 10,4 anos (±1,5) e 10,8 anos (±1,4), respectivamente. O estudo constou de três grupos experimentais de indivíduos surdos: dica visual (SV); dica cinestésica (S

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Merino, Soto César, De la Cruz Gustavo Calderón, and Medina Eduardo Manzanares. "Estudio comparativo del acuerdo y consistencia intercalificadores en el test gestáltico visomotor de Bender 2.a edición." Elsevier B.V, 2016. http://hdl.handle.net/10757/620822.

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El estudio tiene por objetivo contrastar la efectividad de calificadores sin entrenamiento específico en el test gestáltico visomotor de Bender, 2.a edición (Bender-II), usando un método para calificar el grado de exactitud de los dibujos reproducidos propio de este instrumento (sistema de calificación global). Algunos estudios previos han demostrado buenos niveles de confiabilidad intercalificador, pero no se verificó el efecto de la falta de entrenamiento específico. En el estudio participaron 75 niños divididos en dos grupos (34 y 41) de edad y cuatro calificadores (dos estudiantes y dos eg

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Pellett, Tracy Lee. "Visual pretraining effects on coincident timing skill acquisition and retention." Virtual Press, 1990. http://liblink.bsu.edu/uhtbin/catkey/722150.

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The purpose of this study was to determine the effects of visual pretraining on coincident-timing skill acquisition and retention. Two groups received varied visual pretraining experiences by viewing three different stimulus velocities on a Bassin Anticipation Timer runway before being transferred to active timing performances (acquisition, and retention phases) with the same stimulus velocities (12.8, 17.6, 22.4 k/h). A third group served as a control (NP group) and received no pretraining experiences. The blocked pretraining group (BP) received visual pretraining experiences at all stimulus

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Arias, Mónica del Rosario Sánchez. "Análise cinemática da oscilação corporal de idosos com doença de Parkinson : efeitos da restrição visual /." Rio Claro : [s.n.], 2008. http://hdl.handle.net/11449/87369.

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Orientador: Lilian Teresa Bucken Gobbi<br>Banca: Florindo Stella<br>Banca: Nelci Adriana Cicuto F. Rocha<br>Resumo: A deterioração do equilíbrio postural, avaliada pelas oscilações corporais, está relacionada ao processo de envelhecimento e diminui com a participação do sistema visual. Na doença de Parkinson (DP), a restrição visual pode gerar mudanças no comportamento oscilatório do corpo em relação a idosos sadios? Esse comportamento oscilatório, em condições de restrição visual, relaciona-se com medidas clínicas e funcionais? Esta pesquisa objetivou conhecer os efeitos da restrição visual s

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Books on the topic "Visual-motor skill"

1

Gardner, Morrison F. TVMS (UL): Test of Visual-Motor Skills (Upper Level) : manual. Psychological and Educational Publications, 1992.

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Levine, Suzanne Sosna. Developing learning readiness: A visual-motor-tactile skills program : teacher's manual. Baywood Pub. Co., 1997.

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Strode, Paige Settles. Ready, set, go!: Building readiness for visual, sensory, and motor skills. Imaginart International, 2002.

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Gardner, Morrison F. TVPS-UL, test of visual-perceptual skills (non-motor) upper level: Manual. Psychological and Educational Publications, Inc., 1992.

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Osipova, Larisa. Development of touch and fine motor skills in children with visual impairments. INFRA-M Academic Publishing LLC., 2020. http://dx.doi.org/10.12737/1039808.

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The training manual summarizes the scientific and theoretical issues of the study of compensation for visual impairment, reveals the role of touch in overcoming the shortcomings of sensory experience in visual disorders, identifies the features and conditions of the development of touch and fine motor skills as a means of compensating for visual impairment in preschool children with strabismus and amblyopia, and considers the main methodological approaches to the organization of correctional work in this direction. A program for the development of touch and fine motor skills is proposed, and t

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Talmage, Karen Loden. Climbing art obstacles in autism: Teaching visual-motor skills through visually structured art activities. Tasks Galore Publishing Inc., 2007.

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Armstrong, Wayne Jackson. The effects of videotape instant visual feedback on learning specific gross motor skills in tennis. UMI, 2001.

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The effect of visual information feedback and subjective estimation of movement production error on the acquisition, retention, and transfer of an applied motor skill. 1993.

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The effect of visual information feedback and subjective estimation of movement production error on the acquisition, retention, and transfer of an applied motor skill. 1993.

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The effect of visual information feedback and subjective estimation of movement production error on the acquisition, retention, and transfer of an applied motor skill. 1993.

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Book chapters on the topic "Visual-motor skill"

1

Müller, Sean, and Simon M. Rosalie. "Transfer of expert visual-perceptual-motor skill in sport." In Anticipation and Decision Making in Sport. Routledge, 2019. http://dx.doi.org/10.4324/9781315146270-21.

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Offit, Paul A., Anne Snow, Thomas Fernandez, et al. "Visual-Motor Skills." In Encyclopedia of Autism Spectrum Disorders. Springer New York, 2013. http://dx.doi.org/10.1007/978-1-4419-1698-3_101534.

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"The utilization of visual feedback in the acquisition of motor skills." In Skill Acquisition in Sport. Routledge, 2004. http://dx.doi.org/10.4324/9780203646564-9.

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Brian, Ali. "Motor skill development." In Movement and Visual Impairment. Routledge, 2020. http://dx.doi.org/10.4324/9781003003175-2.

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"Visual-Motor Skills." In Encyclopedia of Autism Spectrum Disorders. Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-319-91280-6_301801.

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Brown, Derek. "Sensory Substitution Devices and Behavioural Transference: A Commentary on Recent Work from the Lab of Amir Amedi." In Sensory Substitution and Augmentation. British Academy, 2018. http://dx.doi.org/10.5871/bacad/9780197266441.003.0007.

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Sensory substitution devices (SSDs) are most familiar from their use with subjects who are deficient in a target modality (e.g. congenitally blind subjects), but there is no doubt that the use and potential value of SSDs extend to persons without such deficits. Recent work by Amedi and his team (in particular Levy-Tzedek et al. 2012) has begun to explore this. Their idea is that SSDs may facilitate behavioural transference (BT) across sense modalities. In this case, a motor skill learned through visual perception might be subsequently employed in response to auditory perception, using an SSD as a mediator. They infer from the existence of such BT that the learned skill is amodally represented. After a brief overview I identify ways to more fully test for BT within this experimental paradigm and argue that their conclusion about amodal representation is premature. Additionally, I argue that their preferred SSD (Eyemusic) is of limited value for the project. While my remarks are critical, my intention is to be constructive, particularly in light of the fact that Levy-Tzedek et al. (2012) is, I believe, the first output from Amedi’s lab concerning this line of research.

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Yücelyiğit, Seçil, and Neriman Aral. "3D Animated Movies, Touch Screen Applications and Visual Motor Development of Five-Year-Old Children." In Early Childhood Development. IGI Global, 2019. http://dx.doi.org/10.4018/978-1-5225-7507-8.ch038.

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This study is implemented to investigate the effects of 3D animated movies and interactive applications on visual motor development of five year old children. The research has been performed in pretest-posttest-permanence test, experimental pattern with control group. For four months, every fifteen day experimental groups (24 children) watched eight episodes of 3D animated movies; 12 of them performed the interactive applications with computer while the other 12 performed the same applications with worksheets. 14 children in control group engaged merely their preschool education. Test of Visual Motor Skills-3 was used to collect and evaluate the visual motor skills of children. Since the data of the research was not distributed normally, non-parametric Kruskal Wallis, Friedman and Wilcoxon tests were used to analyze the data. The results of the research show that the visual motor skills of children who engaged the study in both test and control groups, had improved significantly.

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Martino, Davide, and Antonella Macerollo. "Neurodevelopmental motor disorders." In New Oxford Textbook of Psychiatry, edited by John R. Geddes, Nancy C. Andreasen, and Guy M. Goodwin. Oxford University Press, 2020. http://dx.doi.org/10.1093/med/9780198713005.003.0037.

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Neurodevelopmental motor disorders are a group of conditions characterized by developmental deficits in learning, control, and execution of motor skills. The pathophysiology of these cognitive–motor dysfunctions involves complex neuronal processes of sensorimotor integration (that is, somatosensory, proprioceptive, visual, and vestibular), as well as motor control pathways (that is, cortico-basal ganglia, cerebello-thalamo-cortical, and intracortical networks). The most common neurodevelopmental motor disorders are tic disorders (including Tourette’s syndrome), stereotypic motor disorder, and developmental co-ordination disorder. Here, the chapter provides a useful clinical guide regarding the phenomenology, pathogenesis, and management of these conditions.

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Aparecida Capellini, Simone, Larissa Sellin, Ilaria D’Angelo, Noemi Del Bianco, Catia Giaconi, and Giseli Donadon Germano. "Visual-Motor Perception and Handwriting Performance of Students with Mixed Subtype Dyslexia." In Dyslexia. IntechOpen, 2021. http://dx.doi.org/10.5772/intechopen.93626.

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This studyaimed to characterize and compare the visual-motor perception and handwriting performance of students with mixed dyslexia and students with good academic performance. Twenty-six schoolchildren of both sexes participated in this study, aged 9 to 11 years and 11 months old, from fourth and fifth grades of an elementary school in municipal public schools, from an average socioeconomic level, divided into two groups: Group I (GI) composed of 13 students with a multidisciplinary diagnosis of mixed developmental dyslexia and Group II (GII) composed of 13 students with good academic performance from a municipal school and matched according to gender, education, and age to GI. All students in this study were subjected to the application of the following procedures: Developmental Test of Visual Perception III—DTVP-III, Dysgraphia Scale and writing analysis by NeuroScript MovAlyzeR 6.1 software. The results were analyzed statistically using the following tests: Mann-Whitney test, Wilcoxon signed-rank test, and Friedman test, aiming to verify intragroup and intergroup differences for the variables of interest in the DTVP-III, the Dysgraphia Scale, and the measures of handwriting speed and pressure by the MovAlyzeR software. The results were analyzed statistically at a significance level of 5% (0.050). The results showed that there were statistically significant differences between GI and GII in the parameters of the Dysgraphia Scale, floating lines, irregular spaces between words, junction points, sudden movements, and dimension irregularities. GII showed a superior performance in relation to GI in the variables analyzed with the DTVP-III in visual-motor integration, reduced motricity perception, and general visual perception. There was no statistically significant difference between GI and GII in the variables analyzed by the MovAlyzeR software. The results of this study allowed us to conclude that students with mixed dyslexia present a lower performance profile than the students with good academic performance in general visual perception, reduced motricity visual perception, and visual-motor perception skills, which may be the cause of the quality of dysgraphic writing characterized by floating lines, irregular spaces, junction points, sudden movements, and dimension irregularities.

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"Motor skills and written language perception: Contribution of writing knowledge to visual recognition of graphic shapes." In Language and Action in Cognitive Neuroscience. Psychology Press, 2012. http://dx.doi.org/10.4324/9780203095508-18.

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Conference papers on the topic "Visual-motor skill"

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B. Silva, M., T. T. S. Del Claro, and A. B. Soares. "INFLUENCE OF AGE ON MOTOR SKILL ACQUISITION – A PRELIMINARY STUDY BASED ON SEQUENTIAL VISUAL ISOMETRIC PINCH FORCE TASKS." In Congresso Brasileiro de Eletromiografia e Cinesiologia (COBEC) e o Simpósio de Engenharia Biomédica (SEB) - COBECSEB. Even3, 2018. http://dx.doi.org/10.29327/cobecseb.78929.

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McDaniel, Troy, Daniel Villanueva, Sreekar Krishna, and Sethuraman Panchanathan. "Vibrotactile stimulations for motor skill training." In 2010 IEEE International Workshop on Haptic Audio Visual Environments and Games (HAVE 2010). IEEE, 2010. http://dx.doi.org/10.1109/have.2010.5623957.

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Osadchaya, Victoria V. "Kinesiology and interhemispheric interaction in speech therapy work with older preschool children." In Особый ребенок: Обучение, воспитание, развитие. Yaroslavl state pedagogical university named after К. D. Ushinsky, 2021. http://dx.doi.org/10.20323/978-5-00089-474-3-2021-330-336.

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The author of the article offers a system of games and exercises used in speech therapy work with children of older preschool age, based on kinesiology and neuropsychology. These games and exercises allow preschoolers to develop communication skills, visual and motor memory, concentration and stability of attention, observation, hand coordination, and motor skills.

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Tadayon, Ramin, Sethuraman Panchanathan, Troy McDaniel, Bijan Fakhri, and Miles Laff. "A toolkit for motion authoring and motor skill learning in serious games." In 2014 IEEE International Symposium on Haptic, Audio and Visual Environments and Games (HAVE). IEEE, 2014. http://dx.doi.org/10.1109/have.2014.6954332.

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Ferreira, Ana, Cláudia Quaresma, and Carla Quintão. "VMSReport: An Application for Visual Performance and Motor Skills Evaluation." In 12th International Conference on Biomedical Electronics and Devices. SCITEPRESS - Science and Technology Publications, 2019. http://dx.doi.org/10.5220/0007581102800284.

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Vellingiri, Shanthi, Yuan Tian, and Balakrishnan Prabhakaran. "A real time, distributed system with haptic interfaces for fine motor skill rehabilitation and its quality of experience." In 2014 IEEE International Symposium on Haptic, Audio and Visual Environments and Games (HAVE). IEEE, 2014. http://dx.doi.org/10.1109/have.2014.6954331.

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Nurmukhamedova, Z. G. "The role of visual activity in the development of fine motor skills in young children." In TRENDS OF DEVELOPMENT OF SCIENCE AND EDUCATION. НИЦ «Л-Журнал», 2018. http://dx.doi.org/10.18411/lj-08-2018-22.

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Nanayakkara, Thrishantha, J. M. L. Chandana Piyathilaka, A. Prasanna Siriwardana, S. A. Akila Mike Subasinghe, and Mo Jamshidi. "Orchestration of Advanced Motor Skills in a Group of Humans through an Elitist Visual Feedback Mechanism." In 2007 IEEE International Conference on System of Systems Engineering. IEEE, 2007. http://dx.doi.org/10.1109/sysose.2007.4304271.

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Riswanto, Wahyu, A. Madjdi, and Su’ad Su’ad. "Skills to Look At The Facts Based on Audio Visual Media to Improve Fine Motor Skills in Grahita Tuna Children in SLB Cendono." In Proceeding of the 2nd International Conference Education Culture and Technology, ICONECT 2019, 20-21 August 2019, Kudus, Indonesia. EAI, 2019. http://dx.doi.org/10.4108/eai.20-8-2019.2288156.

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Taylor, Tanasha, Shana Smith, and Karljohan L. Palmerius. "A Virtual Harp for Therapy in an Augmented Reality Environment." In ASME 2008 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2008. http://dx.doi.org/10.1115/detc2008-50034.

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The goal of this research study was to develop a music therapy tool using a computer-generated harp which could provide users with visual, audio, and haptic feedback during interaction with the virtual instrument. Realistic 3D visual and haptic feedback was provided through immersion in a portable augmented reality-based system composed of a video see-through head mounted display (HMD) and a Sensable Phantom Omni haptic device. Users play the virtual harp by using the Phantom Omni haptic device to pluck or strum the strings of the harp. Users can also freely move the harp in the augmented real

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