The impact of CAI emphasizing visual feedback on industrial distribution students at Texas A&M

2002 ◽  
Author(s):  
S.S. Villareal ◽  
A. Seetharam
Keyword(s):  
Visual Feedback ◽  
Industrial Distribution ◽  
The Impact

The Impact of Visual Feedback Type on the Mastery of Visuo-Motor Transformations

2012 ◽  
Vol 220 (1) ◽  
pp. 3-9 ◽  
Author(s):  
Sandra Sülzenbrück
Keyword(s):  
Empirical Research ◽  
Visual Feedback ◽  
Closed Loop ◽  
Motor Planning ◽  
Visual Input ◽  
Closed Loop Control ◽  
Loop Control ◽  
Feedback Type ◽  
Effective Use ◽  
The Impact

For the effective use of modern tools, the inherent visuo-motor transformation needs to be mastered. The successful adjustment to and learning of these transformations crucially depends on practice conditions, particularly on the type of visual feedback during practice. Here, a review about empirical research exploring the influence of continuous and terminal visual feedback during practice on the mastery of visuo-motor transformations is provided. Two studies investigating the impact of the type of visual feedback on either direction-dependent visuo-motor gains or the complex visuo-motor transformation of a virtual two-sided lever are presented in more detail. The findings of these studies indicate that the continuous availability of visual feedback supports performance when closed-loop control is possible, but impairs performance when visual input is no longer available. Different approaches to explain these performance differences due to the type of visual feedback during practice are considered. For example, these differences could reflect a process of re-optimization of motor planning in a novel environment or represent effects of the specificity of practice. Furthermore, differences in the allocation of attention during movements with terminal and continuous visual feedback could account for the observed differences.

The Impact of Haptic and Visual Feedback on Teaching

2020 ◽  
Author(s):  
Kern Qi ◽  
David Borland ◽  
Emily Jackson ◽  
Niall L. Williams ◽  
James Minogue ◽  
...  
Keyword(s):  
Visual Feedback ◽  
The Impact

scholarly journals Impact Loading During Distracted Running Before and After Auditory Gait Retraining

2018 ◽  
Vol 39 (14) ◽  
pp. 1075-1080 ◽  
Author(s):  
Eric Ching ◽  
Winko An ◽  
Ivan Au ◽  
Janet Zhang ◽  
Zoe Chan ◽  
...  
Keyword(s):  
Visual Feedback ◽  
Impact Loading ◽  
Auditory Feedback ◽  
Loading Rate ◽  
Real Life ◽  
Gait Retraining ◽  
Positive Acceleration ◽  
Before And After ◽  
The Impact ◽  
High Sound

AbstractVisual feedback gait retraining has been reported to successfully reduce impact loading in runners, even when the runners were distracted. However, auditory feedback is more feasible in real life application. Hence, this study compared the peak positive acceleration (PPA), vertical average (VALR) and instantaneous (VILR) loading rate during distracted running before and after a course of auditory feedback gait retraining in 16 runners. The runners were asked to land with softer footfalls with and without auditory feedback. Low or high sound pitch was generated according to the impact of particular footfall, when compared with the preset target. Runners then received a course of auditory gait retraining, and after the gait retraining, runners completed a reassessment. Runners before gait retraining exhibited lower PPA, VALR and VILR with augmented auditory feedback (p<0.049). We found a reduction in PPA, VALR and VILR after gait retraining, regardless of the presence of feedback (p<0.018). However, runners after gait retraining did not demonstrate further reduction in PPA and VALR with auditory feedback (p>0.104). A small effect of auditory feedback on VILR in runners after gait retraining was observed (p=0.032). Real time auditory feedback gait retraining is effective in impact loading reduction, even when the runners were distracted.

scholarly journals The Impact of Prior Knowledge about Visual Feedback on Motor Performance and Learning

2013 ◽  
Vol 03 (01) ◽  
pp. 1-9 ◽  
Author(s):  
James J. Burkitt ◽  
Lawrence E. M. Grierson ◽  
Victoria Staite ◽  
Digby Elliott ◽  
James Lyons
Keyword(s):  
Prior Knowledge ◽  
Visual Feedback ◽  
Motor Performance ◽  
The Impact

scholarly journals Acquisition of a precision walking skill and the impact of proprioceptive deficits in people with motor-incomplete spinal cord injury

2019 ◽  
Vol 121 (3) ◽  
pp. 1078-1084 ◽  
Author(s):  
Amanda E. Chisholm ◽  
Taha Qaiser ◽  
Alison M. M. Williams ◽  
Gevorg Eginyan ◽  
Tania Lam
Keyword(s):  
Spinal Cord ◽  
Spinal Cord Injury ◽  
Visual Feedback ◽  
Spinal Cord Injuries ◽  
Sensory Function ◽  
Joint Position ◽  
Incomplete Spinal Cord Injury ◽  
Cord Injury ◽  
Rate Of Learning ◽  
The Impact

Many people with motor-incomplete spinal cord injury (m-iSCI) experience difficulty navigating obstacles, such as curbs and stairs. The ability to relearn walking skills may be limited by proprioceptive deficits. The purpose of this study was to determine the capacity of participants to acquire a precision walking skill, and to evaluate the influence of proprioceptive deficits on the skill acquisition in individuals with m-iSCI. Sixteen individuals with m-iSCI and eight controls performed a precision walking task that required matching their foot height to a target during the swing phase. Proprioceptive deficits were quantified at the hip and knee for joint position and movement detection sense. Participants completed 600 steps of training with visual feedback. Pretraining and posttraining tests were conducted without visual feedback, along with a transfer test with an ankle weight. Posttraining and transfer tests were repeated 1 day later. Participants returned to the laboratory 1 wk later to repeat the training. Performance was calculated as the vertical distance between the target and actual foot height for each step. The posttraining and transfer performances were similar between groups. However, participants with m-iSCI had a slower rate of acquisition to achieve a similar performance level compared with controls. Acquisition rate and posttraining performance of the precision walking task were related to lower limb joint position sense among SCI participants. Although they can achieve a similar level of performance in a precision walking task, proprioceptive deficits impair the rate of learning among individuals with m-iSCI compared with able-bodied controls. NEW & NOTEWORTHY People with motor-incomplete spinal cord injuries are able to achieve the same level of performance accuracy on a precision walking task as able-bodied controls; however, the rate of learning is slower, indicating that more practice is required to stabilize performance. Our findings also show a relationship between impaired sensory function and reduced accuracy when performing a precision walking task after spinal cord injury.

Motivating continued knowledge sharing in crowdsourcing

2015 ◽  
Vol 39 (6) ◽  
pp. 795-811 ◽  
Author(s):  
Misook Heo ◽  
Natalie Toomey
Keyword(s):  
Knowledge Sharing ◽  
Visual Feedback ◽  
Mean Difference ◽  
Control Group ◽  
Willingness To Participate ◽  
Content Type ◽  
The Mean ◽  
The Impact ◽  
External Interventions ◽  
Willingness To Contribute

Purpose – The purpose of this paper is to investigate the impact of system-generated visual feedback and continued contribution on individuals’ motivation to share knowledge in a crowdsourcing environment. Design/methodology/approach – An experimental setting was designed to investigate participants’ motivation to contribute knowledge in a crowdsourcing environment. Responses from a total of 101 participants were analyzed. The independent variables were visual feedback and time. The dependent variable was the participants’ self-expressed willingness to further contribute in the experimental knowledge-sharing activity. Findings – A significant main effect of time was found, showing overall gains in the mean willingness to participate over time. It was also found that the mean willingness of the control and top assimilation groups were higher than the mean willingness of the rank contrast and status groups. The mean difference obtained for the control group was mainly during the first half of the knowledge-sharing tasks, while the mean difference obtained for the top assimilation group was mainly during the second half of the knowledge-sharing tasks. Originality/value – This study contributes to the literature related to motivation in knowledge sharing by providing theory-based, empirical evidence of the potential for external interventions to improve willingness to contribute and sustain knowledge sharing. The findings additionally provide practical implications for motivating and sustaining knowledge sharing.

The impact of concurrent visual feedback on coding of on-line and pre-planned movement sequences

2015 ◽  
Vol 155 ◽  
pp. 92-100 ◽  
Author(s):  
Peter Leinen ◽  
Charles H. Shea ◽  
Stefan Panzer
Keyword(s):  
Visual Feedback ◽  
Movement Sequences ◽  
On Line ◽  
The Impact

scholarly journals Effects of practice on a mechanical horse with an online feedback on performing a sitting postural coordination

2020 ◽  
Author(s):  
Héloïse Baillet ◽  
David Leroy ◽  
Eric Vérin ◽  
Claire Delpouve ◽  
Jérémie Boulanger ◽  
...  
Keyword(s):  
Visual Feedback ◽  
Coordination Pattern ◽  
Feedback Group ◽  
Postural Coordination ◽  
Post Test ◽  
Group 2 ◽  
Online Feedback ◽  
Coordination Patterns ◽  
The Impact ◽  
Group 1

AbstractThe present research aims at quantifying the impact of practicing a new coordination pattern with an online visual feedback on the postural coordination performed on a mechanical horse. Forty-four voluntary participants were recruited in this study. They were randomly assigned to four practice groups based on i) with or without feedback (i.e., group 1, control, did not receive the feedback; group 2, 3 and 4 received an online feedback during practice) and ii) the specific trunk/horse coordination to target during practice (group 1, target coordination = 180° (without feedback); group 2, target coordination = 0°; group 3, target coordination = 90°; group 4, target coordination = 180°). All participants performed pre-, practice, post- and retention sessions. The pre-, post- and retention sessions consisted of four trials, with one trial corresponding to one specific target coordination to maintain between their own oscillations and the horse oscillations (spontaneous, 0°, 90°, and 180°). The practice phase was composed of three different sessions during which participants received an online feedback about the coordination between their own oscillations and the horse oscillations.Results showed a significant change with practice in the trunk/horse coordination patterns which persisted even after one month (retention-test). However, all the groups did not show the same nature of change, evidenced by a high postural variability during post-test for 0° and 90° target coordination groups, in opposition to the 180° and spontaneous groups who showed a decrease in coordination variability for the 180° group. The coordination in anti-phase was characterized as spontaneously adopted by participants on the mechanical horse, explaining the ease of performing this coordination (compared to the 0° and 90° target coordination). The effect of online visual feedback appeared not only on the coordination pattern itself, but most importantly on its variability during practice, including concerning initially stable coordination patterns.

scholarly journals How recorded audio-visual feedback can improve academic language support

2019 ◽  
Vol 16 (4) ◽  
pp. 71-90
Author(s):  
Michelle Cavaleri ◽  
◽  
Satomi Kawaguchi ◽  
Bruno Di Biase ◽  
Clare Power ◽  
...  
Keyword(s):  
Language Proficiency ◽  
Undergraduate Students ◽  
Visual Feedback ◽  
Academic Writing ◽  
English Language ◽  
Academic Language ◽  
Language Support ◽  
Writing Practices ◽  
Quality Feedback ◽  
The Impact

Providing effective, high quality feedback that students engage with remains an important issue in higher education today, particularly in the context of academic language support where feedback helps socialise students to academic writing practices. Technology-enhanced feedback, such as audio and video feedback, is becoming more widely used, and as such, it is important to evaluate whether these methods help students engage with the feedback more successfully than conventional methods. While previous research has explored students’ perceptions of audio-visual feedback, this paper seeks to fill a gap in the literature by examining the impact of the audio-visual mode on undergraduate students’ engagement with feedback compared to written-only feedback. Evidence from an analysis of feedback comments (n = 1040) and corresponding revisions as well as interviews (n = 3) is used to draw conclusions about the value of providing audio-visual feedback to help students revise their writing more successfully. In line with multimedia learning theory (Mayer 2009), it is argued that the multimodal format, conversational tone, verbal explanations and personalised feel of audio-visual feedback allows for a more successful engagement with the feedback, particularly for students with a lower level of English language proficiency.

Sign in / Sign up

Export Citation Format

Share Document