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

Autor/inn/en	Lee, Yi-Fang; Altschuld, James W.; Chiang, Fang-Shen; Yue, Ching-Syang Jack; Sung, Hsiu-Te; Chang, Chun-Hsin
Titel	Effects of Augmented Feedback with Error Self-Estimates on Vocational High School Students' Motor Skill Learning
Quelle	In: Vocations and Learning, 15 (2022) 1, S.1-20 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Lee, Yi-Fang)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1874-785X
DOI	10.1007/s12186-021-09273-5
Schlagwörter	Feedback (Response); Error Patterns; Vocational Education; High School Students; Welding; Skill Development; Job Skills; Self Efficacy; Self Evaluation (Individuals); Drills (Practice) + Suchen Sie Ihr Suchwort? Fehlertyp; Ausbildung; Berufsbildung; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Schweißen; Kompetenzentwicklung; Qualifikationsentwicklung; Produktive Fertigkeit; Self-efficacy; Selbstwirksamkeit
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01