External Control of Knowledge of Results: Learner Involvement Enhances Motor Skill Transfer

Figueiredo, Lucas Savassi; Ugrinowitsch, Herbert; Freire, A B; Shea, John B.; Benda, Rodolfo Novellino

doi:10.1177/0031512517753503

Cited by 11 publications

(10 citation statements)

References 32 publications

(74 reference statements)

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“…Feedback is a powerful tool for motor skill learning and helps with the sensory perceptual information as part of performing and learning a skill [6]. The accuracy of exercise performance with feedback in physiotherapy influences the healing process of the patient greatly.…”

Section: Introductionmentioning

confidence: 99%

A Quality of Experience assessment of haptic and augmented reality feedback modalities in a gait analysis system

et al. 2020

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Gait analysis is a technique that is used to understand movement patterns and, in some cases, to inform the development of rehabilitation protocols. Traditional rehabilitation approaches have relied on expert guided feedback in clinical settings. Such efforts require the presence of an expert to inform the re-training (to evaluate any improvement) and the patient to travel to the clinic. Nowadays, potential opportunities exist to employ the use of digitized "feedback" modalities to help a user to "understand" improved gait technique. This is important as clear and concise feedback can enhance the quality of rehabilitation and recovery. A critical requirement emerges to consider the quality of feedback from the user perspective i.e. how they process, understand and react to the feedback. In this context, this paper reports the results of a Quality of Experience (QoE) evaluation of two feedback modalities: Augmented Reality (AR) and Haptic, employed as part of an overall gait analysis system. The aim of the feedback is to reduce varus/valgus misalignments, which can cause serious orthopedics problems. The QoE analysis considers objective (improvement in knee alignment) and subjective (questionnaire responses) user metrics in 26 participants, as part of a within subject design. Participants answered 12 questions on QoE aspects such as utility, usability, interaction and immersion of the feedback modalities via post-test reporting. In addition, objective metrics of participant performance (angles and alignment) were also considered as indicators of the utility of each feedback modality. The findings show statistically significant higher QoE ratings for AR feedback. Also, the number of knee misalignments was reduced after users experienced AR feedback (35% improvement with AR feedback relative to baseline when compared to haptic). Gender analysis showed significant differences in performance for number of misalignments and time to correct valgus misalignment (for males when they experienced AR feedback). The female group self-reported higher utility and QoE ratings for AR when compared to male group.A QoE assessment of haptic and augmented reality feedback modalities in a gait analysis system PLOS ONE | https://doi.This section contains a critique of related research in terms of multimodal gait feedback systems and QoE assessments approaches for Haptic and AR (not all are specific to gait feedback). Each of these aspects are relevant to the scope of this work. PLOS ONEA QoE assessment of haptic and augmented reality feedback modalities in a gait analysis system PLOS ONE | https://doi.

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Section: Introductionmentioning

confidence: 99%

A Quality of Experience assessment of haptic and augmented reality feedback modalities in a gait analysis system

et al. 2020

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“…When KR is SC, learners can determine when to receive KR during practice by requesting this information in accordance with their own needs instead of receiving it on some extrinsically defined schedule. Although there have been specific conditions when SC versus externally controlled KR did not result in superior learning (e.g., see Bokums, Meira, Neiva, Oliveira, & Maia, 2012; Ferreira et al., 2019), most studies have shown that personal control over KR scheduling positively affected motor skill learning, retention, and transfer (e.g., Carter, Rathwell & Ste-Marie, 2016; Chiviacowsky & Wulf, 2002; Figueiredo, Ugrinowitsch, Freire, Shea, & Benda, 2018; Grand et al., 2015; Hansen, Pfeiffer, & Patterson, 2011).…”

Section: Introductionmentioning

confidence: 99%

“…It has been proposed that, learners with control over KR achieve greater information processing (Chiviacowsky & Wulf, 2005; Figueiredo et al., 2018; Grand et al., 2015). This is probably due to learners’ constant need to evaluate their own performance in order to determine when to request KR.…”

Section: Introductionmentioning

confidence: 99%

“…Many motor learning investigations of SC KR used laboratory or simple tasks with few degrees of freedom. These tasks involved mainly manual actions such as key pressing (Chiviacowsky & Wulf, 2002, 2005; Ferreira et al., 2019; Hansen et al., 2011; Patterson & Carter, 2010; Patterson, & Carter, & Hansen, 2013), linear positioning (Carter & Patterson, 2012), beanbag or ball throwing to a target (Chiviacowsky, de Medeiros, Kaefer, Wally, & Wulf, 2008; Fairbrother, Laughlin, & Nguyen, 2012; Grand et al., 2015; Hemayattalab, Arabameri, Pourazar, Ardakani, & Kashefi, 2013; Janelle et al., 1995, 1997), force control (Chiviacowsky, Medeiros, & Kaefer, 2007), golf putting (Ko, Kim, & Kim, 2007), anticipatory timing (Chiviacowsky, 2014; Chiviacowsky et al., 2012), ball transport (Figueiredo et al., 2018), and extension-flexion reversal of the forearm (Carter & Ste-Marie, 2017). Although these studies have provided relevant insights regarding motor skill learning and particularly regarding the effects of SC KR, some aspects of these tasks (i.e., the use of few simultaneous articulations of the body) may limit their applicability to applied complex motor skills like those in sports training for which there are requirements of more cognition and degrees of freedom (Schaefer & Hengge, 2016; Wulf & Shea, 2002).…”

Section: Introductionmentioning

confidence: 99%

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Effects of Self-Controlled Knowledge of Results on Learning a Taekwondo Serial Skill

et al. 2019

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Allowing learners to control feedback has been an effective strategy in motor skills learning. However, most studies of self-controlled (SC) feedback have used simple tasks that may be dissimilar to sports skills that generally demand more degrees of freedom and cognition. Thus, this study investigated the effects of SC knowledge of results (KR) on learning a complex Taekwondo skill. Twenty-four undergraduate volunteers of both sexes, aged 18-35 years, practiced a specific serial Taekwondo skill that was novel to them. We divided participants randomly into SC and yoked groups and compared their performance after they learned a specific displacement sequence, finishing with a lateral kick (bandal-tchagui) at a punching bag within a target time span. During acquisition, all participants performed 48 trials divided into six blocks and, on a retention test 24 hours later, they performed 10 more trials. We found that both groups reduced their errors from the first to the last block of the acquisition phase and that the SC group showed a better performance on the retention test, relative to the yoked control group. SC KR participants requested KR mainly after good trials, though they showed no statistically significant differences between trials with and without KR. Their inefficiency in estimating their own errors may have been due to task complexity, since many aspects of the task beyond its temporal requirement demanded the learners’ attention. Our results, using a novel Taekwondo serial skill, confirm and extend the benefits of SC KR from just simple motor learning in past studies to learning complex motor skills.

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“…The learner acquires control over one aspect of practice, filling the basic psychological need for autonomy (Sanli, Patterson, Bray, & Lee, 2013) and he or she can seek KR after perceived good trials, resulting in enhanced perceived competence and self-efficacy (Chiviacowsky, 2014). The increased sense of autonomy and competence results in enhanced intrinsic motivation (Figueiredo, Ugrinowitsch, Freire, Shea, & Benda, 2018). On the other hand, the informational hypothesis asserts that self-controlled KR benefits are primarily obtained by a well-developed mechanism of error detection and movement correction (Carter & Patterson, 2012).…”

Section: Introductionmentioning

confidence: 99%

Self-Controlled Feedback and Learner Impulsivity in Sequential Motor Learning

et al. 2018

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Many studies have attributed self-controlled feedback benefits associated with motor learning to learners' greater information processing during practice. However, individual learner characteristics like their impulsivity can also influence how people engage cognitively during learning. We investigated possible dissociations between the types of interaction in self-controlled knowledge of results (KR) and learner impulsivity levels in learning a sequential motor task. Ninety volunteers responded to the self-restraint section of the Barkley deficits in executive functioning scale, and those 60 participants with the highest (n ¼ 30) and lowest (n ¼ 30) impulsivity scores practiced a motor task involving sequential pressing of four keys in predetermined absolute and relative times. We further divided participants into four experimental groups by assigning the high-and low-impulsivity groups to two forms of KR-selfcontrolled absolute and yoked. Study results showed no interaction effect between impulsivity and self-controlled KR, and, contrary to expectation, self-controlled KR did not benefit learning, independently of impulsivity. However, low-impulsivity participants performed better than high-impulsivity participants on the absolute dimension of the transfer task, while high-impulsivity learners were better at the relative

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External Control of Knowledge of Results: Learner Involvement Enhances Motor Skill Transfer

Cited by 11 publications

References 32 publications

A Quality of Experience assessment of haptic and augmented reality feedback modalities in a gait analysis system

A Quality of Experience assessment of haptic and augmented reality feedback modalities in a gait analysis system

Effects of Self-Controlled Knowledge of Results on Learning a Taekwondo Serial Skill

Self-Controlled Feedback and Learner Impulsivity in Sequential Motor Learning

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