AUGMENTED FEEDBACK ASSISTS CHILDREN TO LEARN COMPLEX TASKS
Fredenburg, K. B., Lee, A. M., & Solmon, M. (2001). The effects of augmented feedback on students' perceptions and performance. Research Quarterly for Exercise and Sport, 72, 232-242.
The effects of augmented feedback on perceptions of ability, practice behaviors, and performance during motor skill instruction of a novel task were investigated. Fourth-grade children (N = 103) were divided into four treatment groups: a) no feedback, b) motivational feedback, c) task feedback, and d) motivation and task feedback. The tasks involved simple and complex cup-stacking skills.
On simple tasks, the type of feedback did not have any significant effects on any of the three variables. However, on the more complex task, task-informational feedback was superior in affecting perceptions of ability, practice behaviors, and performance.
Implication. In very simple tasks performed by children, augmented feedback most probably will have very little effect. However, in complex tasks, task-relevant augmented feedback will assist learning and performance.
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