arXiv:2605.03462v3 Announce Type: replace-cross
Abstract: Surface electromyography provides a practical way to infer human movement intention from wearable muscle recordings, but models trained under a single acquisition setting often lose reliability when the user, session, electrode layout, or gesture protocol changes. This paper proposes AEMG, a self-supervised learning approach designed to extract reusable neuromuscular representations from diverse EMG sources. Eight public gesture datasets are first transformed into a shared signal format to reduce discrepancies in channel configuration, sensor topology, and recording protocol. Instead of relying on fixed-length sliding windows, AEMG identifies contraction events from energy variations and represents them as compact neuromuscular tokens, while ordered token groups describe the coordinated activity of multiple muscles during motion. A spatially and temporally conditioned Transformer is then used to encode these token sequences, preserving information about electrode position, activation timing, and sequential structure. For pre-training, the model constructs a discrete library of contraction prototypes through vector-quantized reconstruction and further learns contextual dependencies by recovering masked neuromuscular tokens from surrounding observations. Experiments under leave-one-subject-out and low-label adaptation settings show that the learned representation improves robustness to unseen users and reduces the amount of calibration data required for gesture recognition. These findings suggest that event-level token modeling offers a scalable route toward adaptable and data-efficient EMG-based motor-intent understanding.
Crisis support teams’ technological openness and learning attitudes toward the AI based virtual patient system crisis support VR
BackgroundAgainst the backdrop of escalating global humanitarian crises, innovative didactic simulations are becoming increasingly important. A promising alternative to traditional classroom-based didactics for learning psychological