von Lindern Aaron D, Fairbrother Jeffrey T
Department of Health Science, College of Western Idaho, Nampa, ID, United States.
School of Kinesiology, Auburn University, Auburn, AL, United States.
Front Sports Act Living. 2022 Mar 29;4:816571. doi: 10.3389/fspor.2022.816571. eCollection 2022.
A growing body of research has demonstrated that providing learners with self-control over aspects of the learning environment facilitates the learning of a motor skill. In applied group settings, however, the provision of feedback is at times constrained by factors such as instructor availability. The purpose of the present study, therefore, was to examine how learners ostensibly provided self-control over feedback responded when the actual availability of feedback was constrained by a predetermined schedule of a virtual coach's availability to provide feedback. Participants were divided into four feedback groups and completed 72 practice trials of a sequential key-pressing task, with three different goal movement times (900, 1,200, 1,500 ms). The KR100 group received knowledge of results (KR) after every practice trial. The KR50 group received KR on an evenly distributed quasi-randomly determined schedule after 50% of the trials. The SC group had the opportunity to request KR after every trial, but KR was only available for 50% of practice trials according to the same schedule used for the KR50 group. The YK (i.e., yoked) group received KR according to the schedule of KR received by counterparts in the SC group. Approximately 24 h after acquisition, each participant returned to complete retention and transfer tests. The retention test consisted of 15 no-KR trials of the acquisition tasks (five trials for each goal time-900, 1,200, 1,500 ms). The transfer test consisted of 15 no-KR trials with new time goals (1,300, 1,600, 1,900 ms). Results revealed a significantly lower absolute constant error (ACE) score for the SC group during transfer ( < 0.05), suggesting that SC effects can occur in a reduced feedback availability environment. Other measures, however, failed to show significant advantages for the SC group during any phase of the study suggesting that effects were not as robust as previous research has indicated. The results also provided some indication that perceived scarcity might have played a role in elevating the number of feedback requests in response to the reduced autonomy environment.
越来越多的研究表明，让学习者对学习环境的各个方面进行自我控制有助于运动技能的学习。然而，在应用的小组环境中，反馈的提供有时会受到诸如教师可用性等因素的限制。因此，本研究的目的是考察当虚拟教练提供反馈的实际可用性受到预定时间表的限制时，表面上被给予反馈自我控制权的学习者会有怎样的反应。参与者被分为四个反馈组，并完成了72次连续按键任务的练习试验，有三种不同的目标运动时间（900、1200、1500毫秒）。KR100组在每次练习试验后都收到结果知识（KR）。KR50组在50%的试验后按照均匀分布的准随机确定的时间表收到KR。SC组在每次试验后有机会请求KR，但根据与KR50组相同的时间表，KR仅在50%的练习试验中可用。YK（即配对）组根据SC组对应人员收到KR的时间表接收KR。习得后约24小时，每位参与者返回完成保持和迁移测试。保持测试包括15次无KR的习得任务试验（每个目标时间——900、1200、1500毫秒各5次试验）。迁移测试包括15次有新时间目标（1300、1600、1900毫秒）的无KR试验。结果显示，在迁移过程中，SC组的绝对恒定误差（ACE）得分显著更低（<0.05），这表明在反馈可用性降低的环境中也会出现自我控制效应。然而，其他测量结果未能显示SC组在研究的任何阶段有显著优势，这表明效应并不像先前研究所表明的那样强大。结果还提供了一些迹象，表明感知到的稀缺性可能在因自主性降低的环境而增加反馈请求数量方面起到了作用。
