Al-Sharman A.1, Khalil H.2, El-Salem K.3, Al-Shorafat D.2, Khazaaleh S.1, Abu Alfoul L.1, Alghwiri A.4
1Jordan University of Science and Technology, Rehabilitation Sciences, Irbid, Jordan, 2Jordan University of Science and Technology, Irbid, Jordan, 3Jordan University of Science and Technology, Department of Medicine, Irbid, Jordan, 4University of Jordan, Irbid, Jordan
Background: Multiple Sclerosis (MS) affects motor control and learning processes. Physiotherapists teach patients motor skills. Thus, it is mandatory to understand the extent to which people with MS can learn and retain improvements in their performance. Studies conducted to examine motor skill learning in MS have utilized simple tasks conducted on a computer. Most of the real-life tasks, however, are more complex in nature, longer in duration, and require reactions to environmental stimuli. Therefore, it is important to examine motor learning on such tasks. Virtual reality (VR) programs give the opportunity to engage in environments which appear and feel similar to real-world objects and events.
Purpose: This study used the VR to analyze motor learning in MS patients while practicing a novel motor skill.
Methods: Seven individuals with MS and 7 controls practiced weight -shift game that presented on a screen. Participants need to move their bodies and avoid obstacles while keeping their balance. A pre-training test (1trial), a training phase (4 trials), and a post-training test (1trial) were administered. The number of correct points was calculated for each block. The difference between the pre-training and post training was calculated for each group.
Results: The performance of both groups improved as indicated by increased the number of correct points achieved from pre-practice test to post-training test (3±2.2 to 4.4±1.4; 4.6±2.4 to 7.6±2.6, for individuals with MS and controls respectively). However, the magnitude of performance improvements of MS individuals was lower compared to controls.
Conclusion(s): Results demonstrate the intact ability to learn a novel motor skill in MS individuals. However, the extents of improvements were different between groups.
Implications: MS individuals can benefit from interventions based on VR to improve motor learning skills through practicing complex challenging conditions that include aspects of cognitive loads.
Funding acknowledgements: Jordan University of Science and Technology
Topic: Disability & rehabilitation
Ethics approval: Ethical approval was obtained from the Institutional Research Committee of Jordan University of Science and Technology (AA-20160297).
All authors, affiliations and abstracts have been published as submitted.
