Real Practice and Virtual Practice Improve Basketball Free Throwing Skill Learning in Female Students: Examining the Role of Concurrent and Delayed Feedback
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引用次数: 0
Abstract
Background
Today, active video games, in which players' own body movements are used to control the avatar, can be used to teach students motor skills by providing concurrent feedback. The purpose of this study is to investigate the effectiveness of concurrent and delayed feedback on basketball free throw learning.
Methods
Thirty female students performed 10 trials of the free throw basketball (pre-test) in the real environment. Then, they were divided into three equal groups (concurrent feedback, delayed feedback and control group) by random assignment. Individuals in the concurrent and delayed feedback groups practiced 50 trials in each of four sessions over 2 weeks in a virtual and real environment in the acquisition phase. After the last acquisition session, the post-test, the retention test and the transfer test were performed for all three groups.
Results
The results of mixed ANOVA showed no significant difference between the delayed and concurrent feedback in acquisition, retention and transfer (ps > 0.05). Each of these methods was better than the control group in acquisition and retention (ps < 0.05).
Conclusions
Therefore, it is suggested that teachers can use the concurrent feedback method and delayed video feedback.
期刊介绍：
The Journal of Computer Assisted Learning is an international peer-reviewed journal which covers the whole range of uses of information and communication technology to support learning and knowledge exchange. It aims to provide a medium for communication among researchers as well as a channel linking researchers, practitioners, and policy makers. JCAL is also a rich source of material for master and PhD students in areas such as educational psychology, the learning sciences, instructional technology, instructional design, collaborative learning, intelligent learning systems, learning analytics, open, distance and networked learning, and educational evaluation and assessment. This is the case for formal (e.g., schools), non-formal (e.g., workplace learning) and informal learning (e.g., museums and libraries) situations and environments. Volumes often include one Special Issue which these provides readers with a broad and in-depth perspective on a specific topic. First published in 1985, JCAL continues to have the aim of making the outcomes of contemporary research and experience accessible. During this period there have been major technological advances offering new opportunities and approaches in the use of a wide range of technologies to support learning and knowledge transfer more generally. There is currently much emphasis on the use of network functionality and the challenges its appropriate uses pose to teachers/tutors working with students locally and at a distance. JCAL welcomes: -Empirical reports, single studies or programmatic series of studies on the use of computers and information technologies in learning and assessment -Critical and original meta-reviews of literature on the use of computers for learning -Empirical studies on the design and development of innovative technology-based systems for learning -Conceptual articles on issues relating to the Aims and Scope
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