Magill (1994) The influence of augmented feedback on skill learning depends on characteristics of the skill and the learner

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The influence of augmented feedback on skill learning depends on characteristics of the skill and the learner

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CONTRIBUTORS:

Author:

Magill, R. A. (Louisiana State University-Baton Rouge)

JOURNAL:

Quest, 46(3), 314 - 327.

YEAR:

1994

PUB TYPE:

Journal Article

SUBJECT(S):

motor-skill; learning; feedback; correlation

DISCIPLINE:

Recreation, Sports & Leisure Studies

HTTP:

https://secure.sportquest.com/su.cfm?articleno=354273&title=354273

LANGUAGE:

English

PUB ID:

103-337-079 (Last edited on 2002/02/27 18:43:49 US/Mountain)

SPONSOR(S):

ABSTRACT:
Augmented feedback is a common component of the communication between instructor and student in skill learning. In this article, the argument is made that the effective use of augmented feedback depends on understanding the various effects of augmented feedback on skill learning and the conditions characterizing the occurence of each effect. Four distinct relationships between augmented feedback and skill learning are presented: Augmented feedback is necessary for learning some skills: it is not needed to learn some skills; for some skills it enables the learner to acquire the skill faster or achieve a higher level of performance than would be possible without it; and it can be provided in such a way that it hinders skill learning. These four relationships are also discussed in terms of their implications for skill instruction.

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