omparison of Augmented Feedback on the Learning and Error-Detection Capability in the Force Product

Abstract

This recent study aims to compare the effect of giving the knowledge of results feedback after the successful and unsuccessful trials on the learning and error detection capability. The participants practiced a task that required them to enter 70% maximal force to dynamometer while seating on the chair and their elbow was extension at 90 grades. They weren't able to see the monitor before and after force entering. The participants were divided into four groups based on the way of KR reception. The first group received KR (KR good) after successful trials. The second group received KR (KR poor) after unsuccessful trials. The third group received KR in combined form. The fourth group received no KR. The One-Way ANOVA, Repeated Measure and tuky test were used for comparison of the acquisition and retention phase's results. There was significant difference between the learning scores of the KR good and KR poor groups than the two other groups in the acquisition phase (p=0.000, p=0.003), but there was no significant difference between the learning scores of the KR good and KR poor and KR poor groups (p=0.165). there was also significant difference between the error detection capability scores of the KR good group than combined and control groups in this phase (p= 0.000, p= 0.002), but there was no significant difference between the KR good and KR poor groups (p= 0.415) and between the KR poor combined groups (p= 0.119). There was sig- nificant difference between the KR good group the other groups scores in the delay retention phase both in the learning and in the error-detection capability, but there was no significant difference between the KR poor and combined groups in the learning and error detection capability. These findings are representative of giving good feedback efficiency for better learning and more error-detection capability in the motor tasks that reduces the learners' dependency to extrinsic feedback. Therefore it is recommended that coaches give feedback of the suc- cessful trials at the time of teaching motor tasks for increasing the learners learning.