Zahra Estiri; Elaheh Arab Ameri; Rasoul Hamayat Talab; Mahmoud Shiekh; Elaheh Hejazi; Roza Rahavi; Ali Chashmi
Abstract
There is no doubt that augmented feedback has an important role in improvinglearning. However, it is the content of the feedback which is challenging. The aimof the present study was to examine the effect of feedback on successful versusunsuccessful trials on simple and complex tracking tasks. For this ...
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There is no doubt that augmented feedback has an important role in improvinglearning. However, it is the content of the feedback which is challenging. The aimof the present study was to examine the effect of feedback on successful versusunsuccessful trials on simple and complex tracking tasks. For this purpose, 48undergraduate right-handed male and female students of Hakim Sabzevari TeacherTraining University (mean age = 23+1.8 yr) were selected from those students whohad taken general physical education course and were randomly divided into fourgroups (N=12) of feedback on successful and unsuccessful trials in simple andcomplex tasks. The tracking task was designed in two levels (simple and complex)in a computer software format to be performed by the participants with maximumspeed and the lowest number of errors. During the acquisition phase, participantsperformed 7 blocks of 6 trials in 8 days and they received feedback on two trials.The method of research was quasi–experimental and ANOVA for multiple factors,analysis of variance with repeated measures and Bonferroni post hoc test (P˂0.05)were used for data analysis. The results showed that in the acquisition test, themain effects of trial days and task complexity (in movement time) were significant.These factors did not significantly influence movement error and their interaction.In immediate retention test, the effects of the type of task and feedback (inmovement time) were significant while these factors did not significantly influencemovement error and their interaction. In delayed retention test, the effect of thetype of task was significant in movement time and movement error. The types offeedback and task were significant in transfer test (in movement time) and thesefactors and their interactions were not significant in movement error. The resultssuggested that the types of feedback and task can be regarded as effectiveindependent factors in learning. The types of feedback and task were more effectivefor movement time.
