Feedback after good versus poor trials enhances motor learning in children

Abstract

The present study investigated whether children would benefit from feedback (knowledge of results, KR) provided after relatively good as opposed to poor trials. The task required participants to throw beanbags at a circular target that was placed on the floor at a distance of 3 m. Twenty-eight elementary school children (mean age: 10.6 years) participated in this experiment. The practice phase consisted of 10 blocks of 6 trials. After each 6-trial block, one group (KR good) received KR on the 3 most accurate tosses, whereas another group (KR poor) was given KR on the 3 least accurate ones. Participants were not informed about the trials on which they were provided feedback. Immediately following the practice phase, participants completed the intrinsic motivation inventory. One day after the practice phase, a retention test consisting of 10 trials without KR was conducted. The results demonstrated that learning was enhanced by providing KR after good trials during practice. Furthermore, the questionnaire results revealed that learners' intrinsic motivation was increased by positive feedback. The present findings add to the accumulating evidence that the motivational effects of feedback have a direct impact on learning.