Augmented visual, auditory, haptic, and multimodal feedback in motor learning: A review

It is generally accepted that augmented feedback, provided by a human expert or a technical display, effectively enhances motor learning. However, discussion of the way to most effectively provide augmented feedback has been controversial. Related studies have focused primarily on simple or artificial tasks enhanced by visual feedback. Recently, technical advances have made it possible also to investigate more complex, realistic motor tasks and to implement not only visual, but also auditory, haptic, or multimodal augmented feedback. The aim of this review is to address the potential of augmented unimodal and multimodal feedback in the framework of motor learning theories. The review addresses the reasons for the different impacts of feedback strategies within or between the visual, auditory, and haptic modalities and the challenges that need to be overcome to provide appropriate feedback in these modalities, either in isolation or in combination. Accordingly, the design criteria for successful visual, auditory, haptic, and multimodal feedback are elaborate

Focal Spot, Spring 1976

https://digitalcommons.wustl.edu/focal_spot_archives/1014/thumbnail.jp

The Effects of an Equine Riding Simulator as an Objective Feedback Modality on Learning Outcomes for Rider Competency on Performance Skills in Equestrian Riding Fundamentals

This study examined the effects of different feedback modalities provided during simulated-based practice on performance and perceptions. In addition, the research also addressed the relationship between participants\u27 feedback literacy, perceptions, and improvement scores. The purpose of this research was motivated by the emerging equine simulation technology that provides feedback on movement and coordination during complex motor skill acquisition. Selecting an effective feedback approach for simulation-based practice in motor skill learning is contingent on the complexity of the performance skill and the learner\u27s experience. However, the learner\u27s feedback literacy can result in contradictory performance and perceptions despite the feedback approach experienced. Feedback literacy is a concept that identifies a learner\u27s ability to uptake feedback. This mixed-methods study used the conceptual framework of Carless\u27s 3P Model of the Learner Experience of Feedback. Seventy-five participants completed the study, consisting of three 10-minute practice sessions with a pre/posttest and an exit survey at the end of their third session. The study demonstrated that the combination of instructor- and simulator-mediated feedback had the most significant impact on improvement scores by the completion of three practice sessions. Regardless of feedback modality, the novice participants had the most significant improvement score impact by the completion of three practice sessions. When an instructor provided feedback, participants had more positive perceptions of the practice experience. The study supported that the higher the participant\u27s feedback literacy, the more they engaged in practice, appreciated feedback, and improved on performance scores, regardless of feedback received. The lower a participant\u27s feedback literacy, the more negative they were about the experience and their perceived improvement, and the higher likelihood of disengaging during practice, regardless of feedback received. The results indicate that a multi-modality approach to feedback in simulation-based motor skill practice is effective. The findings also support that feedback literacy influences a learner\u27s engagement during practice, and instructor feedback can mitigate the negative influences of low feedback literacy. Conclusions from this research suggest that using a horseback riding simulator has the potential to improve riding seat skills and supports an equine welfare-minded approach to learning in equestrian sports

Teaching English for Beginning Level

This book is intended to provide unique perspectives of Teaching English for Beginning Level (TEBL). It includes concepts, strategies, examples, and exercises from both local and global knowledge

The influence of body positioning, trunk rotation (x-factor) and training effect on quality of the badminton forehand overhead smash

One of the dominant skills in badminton is the forehand overhead smash. This technique accounts for twenty percent of all attacks during a game. Unfortunately, no existing research has used full-body three-dimensional motion capture and modeling to examine the contribution of body positioning, trunk movement and training effect. The aims of the following two studies were to determine the influence of body positioning, trunk rotation and training effect on smash quality. Ten novices and fourteen skilled players were analyzed using three-dimensional motion capture and full-body biomechanical modeling. The results have revealed that the body positioning has a direct influence on shuttlecock release angle and clearance height (Study 1); and the trunk rotation is a key contributor to shuttlecock release speed and a unique whip-like movement (Study 2). In comparing the two groups, the results showed that training effect also has direct influence on smash quality

Volume 12 - Issue 1 - October, 1902

https://scholar.rose-hulman.edu/technic/1500/thumbnail.jp

Casco Bay Weekly : 23 May 1991

https://digitalcommons.portlandlibrary.com/cbw_1991/1020/thumbnail.jp