Effects of Augmented Feedback with Error Self-estimates on Vocational High School Students’ Motor Skill Learning

Yi-Fang Li*, James W. Altschuld, Fang Shen Chiang, Ching Syang Jack Yue, Hsiu-Te Sung, Chun Hsin Chang

*此作品的通信作者

研究成果: 雜誌貢獻期刊論文同行評審

摘要

The influence of augmented feedback and self-estimation of errors on the welding skill learning of vocational high school students was the focus of this study. A quasi-experimental research design was utilized by randomly assigning two classes of car repair students to an experimental group and a control group. Each participant had 9 practice trials, took 3 tests (pre, post, and delayed), and received augmented feedback 3 times during the skill acquisition phase. The experimental group was additionally requested to self-estimate their errors by reviewing their work in comparison to a benchmark piece, assessing the differences, and completing a checklist of criteria, while the control group did not undergo this process. The performance of participants improved through the practice period with the experimental group showing significantly greater changes than those in the control condition. For the delayed-test, both groups declined to some extent from the post-test, but the experimental subjects did better comparatively. Augmented feedback with self-estimation of errors appeared beneficial for vocational high school students’ motor skill learning.

原文英語
期刊Vocations and Learning
DOIs
出版狀態接受/付印 - 2021

ASJC Scopus subject areas

  • 教育

指紋

深入研究「Effects of Augmented Feedback with Error Self-estimates on Vocational High School Students’ Motor Skill Learning」主題。共同形成了獨特的指紋。

引用此