Meta-analysis of the reduced relative feedback frequency effect on motor learning and performance

Guzheng Fingering Practice Assistant System Based on Gesture Recognition: Supporting Practice by Providing Feedback

“…The experiment shows that for children, providing 33% feedback frequency in low-difficulty teaching content can achieve the best learning effect, while providing 100% feedback frequency in high-difficulty teaching content can achieve better learning effect [32]. As one of the most influential viewpoints in motor skill learning [10], the Guidance Hypothesis holds that if additional feedback is presented too frequently, it will make the practitioner become dependent, and when it is not presented, the individual's achievement will drop [12]. In terms of feedback timing, it is more conducive to learning for practitioners to get feedback when the self-practice effect is good [33].…”

“…For example, through the control experiment, it is found that positive comparative feedback can improve the expressive force of children basketball players' free throws [28]; Providing timely feedback has a positive impact on beginners to learn piano and master related techniques [29]. However, researchers say that feedback is not always positive [10,26], the types of feedback and the scenarios provided may have different effects on learning [30], and the conditions for the implementation and success of feedback are complex and multifaceted [27]. Relevant empirical studies have also demonstrated these views.…”

“…The statement of feedback also includes four subcategories: (i) The timing of feedback; (ii) The frequency of feedback; (iii) Adaptive or non-adaptive; (iv) Form of presentation. Combining the application scenarios of Guzheng fingering and the effects of different types of feedback on different scenarios in related research, for example, positive feedback can promote students' learning motivation compared with negative feedback [18,34], instant feedback can avoid the formation of wrong practice habits in the early stage [3], but it is easy to cause dependence [10], and delayed feedback can promote students' comprehensive processing of knowledge [3]. We set the specific forms of feedback content subcategories and presentation subcategories, and divide them into different application scenarios according to the feedback functions of each subcategory, as shown in Table 3.…”

“…However, researchers also pointed out that the influence of feedback is not always positive, and different types of feedback may have different influences on learning outcomes in different situations [4,8,10]. For example, in terms of feedback timing, real-time feedback can avoid the formation of wrong muscle memory and cognition in the beginning of practice, but it is easy for practitioners, especially novices, to become dependent; delayed feedback can ensure that practitioners can completely retrieve what they have learned before receiving feedback information, and help them remember more learning content [3].…”

Low Prevalence of A Priori Power Analyses in Motor Behavior Research

“…Given the potential for power analyses to enhance the inferential value of studies and the myriad suboptimal strategies that may be employed, we chose to investigate the proportion of recent studies where motor behavior scientists reported a power analysis and their justification for their selected effect size. We focused on motor behavior research as recent meta-analyses have reported evidence of both underpowered research and substantial reporting bias in motor learning and sports science (Lohse et al, 2016;2022a, b;Mesquida et al, 2022). For example, a meta-analysis of the self-controlled motor learning literature estimated the average power of all studies conducted was 6%, while 48% of studies reported significant results on the focal measure (McKay et al, 2022b).…”