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The effects of augmented feedback on students' perceptions and performance.
K B Fredenburg1, A M Lee, M Solmon
1Department of Health, Human Performance and Recreation, Baylor University, USA. Karen_Fredenburg@baylor.edu
Research Quarterly for Exercise and Sport
|September 20, 2001
Summary
Augmented feedback significantly impacts motor skill learning in children, especially for complex tasks. Informational feedback enhances engagement, self-perceptions of ability, and performance on challenging activities.
Area of Science:
- Motor Learning
- Educational Psychology
- Skill Acquisition
Background:
- Augmented feedback is crucial in motor skill acquisition.
- Understanding its impact on children's learning is vital.
- Novel tasks present unique challenges for feedback interpretation.
Purpose of the Study:
- To investigate the effects of different types of augmented feedback on children's perceptions of ability (SPA), practice behaviors, and performance.
- To determine if feedback effects vary based on task complexity.
- To identify optimal feedback strategies for motor skill instruction.
Main Methods:
- 103 fourth-grade students were randomly assigned to four feedback conditions: no feedback, motivational feedback, task feedback, or combined feedback.
- Participants practiced both simple and complex cupstacking tasks.
- Perceptions of ability, practice behaviors, and performance were measured.
Main Results:
- For a simple task, feedback type did not significantly affect SPA, practice behaviors, or performance.
- For a complex task, differential effects of feedback were observed.
- Informational feedback positively influenced engagement, SPA, and performance on the challenging task.
Conclusions:
- Informational feedback is key for improving motor skill learning in children, particularly for complex tasks.
- Feedback strategies should be tailored to task difficulty to maximize learning outcomes.
- Effective feedback can enhance student engagement and foster positive self-perceptions of ability.