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題名 Effects of Augmented Feedback with Error Self‑estimates on Vocational High School Students’ Motor Skill Learning 作者 余清祥
Yue, Ching‑Syang Jack
Lee, Yi‑Fang
Altschuld, James W.
Chiang, Fang‑Shen
Sung, Hsiu‑Te
Chang, Chun‑Hsin貢獻者 統計系 關鍵詞 Augmented feedback;Motor skill learning;Self-estimation of error;Vocational education and training 日期 2021-06 上傳時間 2022-04-12 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. 關聯 Vocations and Learning, pp.1-20 資料類型 article DOI https://doi.org/10.1007/s12186-021-09273-5 dc.contributor 統計系 dc.creator (作者) 余清祥 dc.creator (作者) Yue, Ching‑Syang Jack dc.creator (作者) Lee, Yi‑Fang dc.creator (作者) Altschuld, James W. dc.creator (作者) Chiang, Fang‑Shen dc.creator (作者) Sung, Hsiu‑Te dc.creator (作者) Chang, Chun‑Hsin dc.date (日期) 2021-06 dc.date.accessioned 2022-04-12 - dc.date.available 2022-04-12 - dc.date.issued (上傳時間) 2022-04-12 - dc.identifier.uri (URI) http://nccur.lib.nccu.edu.tw/handle/140.119/139841 - dc.description.abstract (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. dc.format.extent 1051891 bytes - dc.format.mimetype application/pdf - dc.relation (關聯) Vocations and Learning, pp.1-20 dc.subject (關鍵詞) Augmented feedback;Motor skill learning;Self-estimation of error;Vocational education and training dc.title (題名) Effects of Augmented Feedback with Error Self‑estimates on Vocational High School Students’ Motor Skill Learning dc.type (資料類型) article dc.identifier.doi (DOI) 10.1007/s12186-021-09273-5 dc.doi.uri (DOI) https://doi.org/10.1007/s12186-021-09273-5
