Self-Controlled Feedback and Behavioral Outcomes in Motor Skill Learning: A Meta-Analysis.

Abstract

Providing feedback is a key instructional strategy in motor learning. Recently, interest has grown in self-controlled (SC) feedback, which allows learners to choose when to receive feedback. However, evidence on its effectiveness remains mixed, and its impact across different learning phases and populations is unclear. This meta-analysis assessed the effect of SC feedback on motor skill learning during acquisition, retention, and transfer phases, compared to passively received (PR) feedback and Yoked (YK) feedback groups. A comprehensive search of three datasets identified 29 studies comprising 1147 participants. Although SC feedback did not bring a significant advantage in the acquisition phase, it facilitated motor skill learning in both the retention and transfer phases. Moderator analyses revealed that cognitive status influenced SC feedback efficacy during the acquisition phase, with significant effects observed only in cognitively impaired individuals. Additionally, skill type moderated outcomes in the transfer phase, with series skills showing greater benefits than discrete skills, and this effect was significant only when compared to the YK group. In summary, SC feedback-enhanced motor skill learning in the retention and transfer phases, supporting its role in the consolidation and generalization of learning. Additionally, cognitively impaired individuals showed greater benefits during the acquisition phase, and series skills demonstrated more substantial gains in the transfer phase.