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Related Experiment Videos

Does Narrative Feedback Enhance Children's Motor Learning in a Virtual Environment?

Danielle E Levac1, Amy S Lu2,3

  • 1a Department of Physical Therapy, Movement and Rehabilitation Sciences , Bouve College of Health Sciences, Northeastern University , Boston , MA , USA.

Journal of Motor Behavior
|May 1, 2018
PubMed
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Narrative feedback in virtual environments did not enhance motor learning in children compared to standard feedback. Engagement, however, positively correlated with learning outcomes across both feedback types.

Area of Science:

  • Motor learning research
  • Human-computer interaction
  • Educational psychology

Background:

  • Augmented feedback in virtual environments (VEs) offers motivational and informational benefits for motor skill acquisition.
  • Narrative feedback, a story-based approach, is explored as a novel method to enhance engagement and learning in VEs.
  • Understanding feedback mechanisms is crucial for optimizing motor rehabilitation and training in virtual settings.

Purpose of the Study:

  • To compare the effects of narrative feedback versus standard feedback on motor learning, motivation, and engagement in typically developing children.
  • To investigate the relationship between self-reported engagement and motor learning outcomes (acquisition, retention, transfer) in a VE task.
  • To determine if narrative feedback provides an additive benefit over standard feedback in a virtual motor learning context.
Keywords:
augmented feedbackchildrenengagementmotivationmotor learningnarratives

Related Experiment Videos

Main Methods:

  • Thirty-eight typically developing children practiced a virtual path navigation task.
  • Participants received either narrative (story-based) or non-narrative (standard) augmented feedback after each trial.
  • Motor performance was assessed for acquisition, retention, and transfer, alongside self-reported engagement levels.

Main Results:

  • All children demonstrated improved performance in retention, but not in transfer tasks, with no significant differences between the narrative and standard feedback groups.
  • Self-reported engagement was positively associated with motor learning across all phases (acquisition, retention, transfer) for both feedback conditions.
  • The narrative feedback approach did not yield superior motor learning outcomes compared to standard feedback.

Conclusions:

  • Narrative feedback in virtual environments does not appear to offer an additional advantage for motor learning in typically developing children compared to standard feedback.
  • Learner engagement is a significant factor associated with motor skill acquisition, retention, and transfer in virtual environments, irrespective of feedback type.
  • Further research is needed to explore other affective advantages of augmented feedback within virtual reality for motor learning.