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Related Experiment Video

Updated: May 14, 2026

Using Virtual Reality to Transfer Motor Skill Knowledge from One Hand to Another

Using Virtual Reality to Transfer Motor Skill Knowledge from One Hand to Another

Published on: September 18, 2017

Learner-Controlled Self-Observation is Advantageous for Motor Skill Acquisition.

Diane M Ste-Marie¹, Kelly A Vertes, Barbi Law

¹School of Human Kinetics, University of Ottawa Ottawa, ON, Canada.

Frontiers in Psychology

|January 29, 2013

Summary

Learner-controlled video feedback significantly enhances motor skill acquisition and retention in children. This approach boosts self-efficacy, intrinsic motivation, and perceived choice for better learning outcomes.

Keywords:

intrinsic motivation observational learning self-control self-efficacy

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Area of Science:

Motor Learning
Educational Psychology
Self-Regulated Learning

Background:

Video feedback of the self (self-observation) is a tool for motor skill development.
Learner control over feedback delivery may influence learning processes and outcomes.
Self-regulatory mechanisms like self-efficacy and intrinsic motivation are crucial for skill acquisition.

Purpose of the Study:

To compare the effectiveness of learner-controlled (LC) versus experimenter-controlled (EC) video self-observation for motor skill learning.
To investigate differences in self-efficacy, intrinsic motivation, and perceived choice between LC and EC conditions.
To examine the role of self-regulation in motor skill learning through video feedback.

Main Methods:

Two groups of children (aged ~11 years) learned trampoline skills over two days.
Video self-observation was available, with either learner-controlled (LC) or experimenter-controlled (EC) access.
A retention test assessed skill progression, self-efficacy, intrinsic motivation, and perceived choice one day after acquisition.

Main Results:

The LC group showed greater increases in self-efficacy during acquisition compared to the EC group.
During retention, the LC group demonstrated higher skill progression scores.
The LC group also reported significantly higher intrinsic motivation and perceived choice than the EC group.

Conclusions:

Providing learners with control over video self-observation enhances motor skill learning and retention.
Learner control positively impacts self-efficacy, intrinsic motivation, and perceived choice, aligning with self-regulated learning models.
Self-efficacy and group assignment are key predictors of performance benefits in motor skill acquisition with video feedback.