Mimicking the Maestro: Exploring the Efficacy of a Virtual AI Teacher in Fine Motor Skill Acquisition


  • Hadar Mulian IBM Research - Israel
  • Segev Shlomov IBM Research - Israel
  • Lior Limonad IBM Research - Israel
  • Alessia Noccaro Neurorobotics Lab, School of Engineering, Newcastle University, Newcastle Upon Tyne, United Kingdom
  • Silvia Buscaglione NEXT Lab, Universita’ Campus Bio-Medico di Roma, Rome, Italy




Artificial Intelligence, Fine Motor Skills, AI Teacher


Motor skills, especially fine motor skills like handwriting, play an essential role in academic pursuits and everyday life. Traditional methods to teach these skills, although effective, can be time-consuming and inconsistent. With the rise of advanced technologies like robotics and artificial intelligence, there is increasing interest in automating such teaching processes. In this study, we examine the potential of a virtual AI teacher in emulating the techniques of human educators for motor skill acquisition. We introduce an AI teacher model that captures the distinct characteristics of human instructors. Using a reinforcement learning environment tailored to mimic teacher-learner interactions, we tested our AI model against four guiding hypotheses, emphasizing improved learner performance, enhanced rate of skill acquisition, and reduced variability in learning outcomes. Our findings, validated on synthetic learners, revealed significant improvements across all tested hypotheses. Notably, our model showcased robustness across different learners and settings and demonstrated adaptability to handwriting. This research underscores the potential of integrating Imitation and Reinforcement Learning models with robotics in revolutionizing the teaching of critical motor skills.



How to Cite

Mulian, H., Shlomov, S., Limonad, L., Noccaro, A., & Buscaglione, S. (2024). Mimicking the Maestro: Exploring the Efficacy of a Virtual AI Teacher in Fine Motor Skill Acquisition. Proceedings of the AAAI Conference on Artificial Intelligence, 38(21), 23224-23231. https://doi.org/10.1609/aaai.v38i21.30369