One Step Further

In this qualitative research study, a bidirectional ARS was integrated into a lecture. Students’ perceptions were explored by focusing on their preferences on different question and feedback types, sharing of posts, nickname use, problems, and design suggestions. A total of 25 students participated in focus group interviews. The results showed that students liked the multiple-choice type questions due to the easy answer characteristics, and they found it difficult to text their responses for open-ended questions. The majority of the students preferred getting feedback immediately after asking a question. Students also stated that using ARS ease their shyness. The findings can significantly contribute for understanding the potential of an ARS supporting two-way communication during a lecture-based approach of instruction, also demonstrate that thinking level of the questions with the feasibility of ARS should be investigated together, and the different preferences of students on the question type, feedback type, and nickname use highlight the importance of student characteristics.

Effects of Concurrent and Terminal Visual Feedback on Ankle Co-Contraction in Older Adults during Standing Balance

This preliminary investigation studied the effects of concurrent and terminal visual feedback during a standing balance task on ankle co-contraction, which was accomplished via surface electromyography of an agonist–antagonist muscle pair (medial gastrocnemius and tibialis anterior muscles). Two complementary mathematical definitions of co-contraction indices captured changes in ankle muscle recruitment and modulation strategies. Nineteen healthy older adults received both feedback types in a randomized order. Following an analysis of co-contraction index reliability as a function of surface electromyography normalization technique, linear mixed-effects regression analyses revealed participants learned or utilized different ankle co-contraction recruitment (i.e., relative muscle pair activity magnitudes) and modulation (i.e., absolute muscle pair activity magnitudes) strategies depending on feedback type and following the cessation of feedback use. Ankle co-contraction modulation increased when concurrent feedback was used and significantly decreased when concurrent feedback was removed. Ankle co-contraction recruitment and modulation did not significantly change when terminal feedback was used or when it was removed. Neither ankle co-contraction recruitment nor modulation was significantly different when concurrent feedback was used compared to when terminal feedback was used. The changes in ankle co-contraction recruitment and modulation were significantly different when concurrent feedback was removed as compared to when terminal feedback was removed. Finally, this study found a significant interaction between feedback type, removal of feedback, and order of use of feedback type. These results have implications for the design of balance training technologies using visual feedback.

Evaluation of Intervention Effectiveness of Sensory Compensatory Training with Tactile Discrimination Feedback on Sensorimotor Dysfunction of the Hand after Stroke

We investigated the intervention effect of training using a feedback-type tactile discrimination system on sensorimotor dysfunction of the hand after a stroke. A human male subject with sensorimotor dysfunction in his left hand after a stroke was asked to perform peg manipulation practice, a building block stacking task, and a material identification task for 10 min each for six weeks. During the activities, a tactile discrimination feedback system was used. The system is a device that detects the vibration information generated when touching an object with a hand and that feeds back the captured information in real time as vibration information. After the intervention, in addition to the reorganization of the sensorimotor areas, the deep sensation, sense of agency, numbness, amount of use, and quality of the left-hand movement improved. Our results suggest that training with the use of a feedback system could be a new form of rehabilitation for sensorimotor dysfunction of the hand.

The Influence of Feedback Types on the Use of Automation During Learning

This study investigated two feedback types to see if there was a relationship between level of elaborative feedback and participant’s ability to learn a task while also looking at their use of automation. The task was a rule-based problem solving task where participants needed to learn the rules of selecting one pair (Ranger and Hiker) on a gridded map. Ten trials were randomly presented to participants who were asked to make pair selections based on rules (two stated and one unknown to the participant when starting) of correct matches. Results indicated that feedback type significantly influenced accuracy, while trial difficulty influenced use of automation. Results from this study can be applied in education and training of declarative knowledge tasks when rules must be inferred.

The Effects of Different Feedback Types on Learning With Mobile Quiz Apps

Testing is an effective learning method, and it is the basis of mobile quiz apps. Quiz apps have the potential to facilitate remote and self-regulated learning. In this context, automatized feedback plays a crucial role. In two experimental studies, we examined the effects of two feedback types of quiz apps on performance, namely, the standard corrective feedback of quiz apps and a feedback that incorporates additional information related to the correct response option. We realized a controlled lab setting (n = 68, Study 1) and an unsupervised mobile setting (n = 150, Study 2). In the learning phase, participants used the quiz app and received feedback. They also completed a subsequent test as well as a follow-up test 1 week later by using the same quiz app. Irrespective of feedback type and setting, cognitive outcomes (quiz scores) and metacognitive outcomes (response certainty) increased similarly in the short term and long term. Feedback effects were not moderated by participants' overall response certainty during learning, their prior knowledge, and the difficulty of quiz items. Moreover, we found that participants perceived the quiz app to be similarly attractive, interesting, and enjoyable in both feedback conditions and that they spent slightly more time to process quiz items in the lab setting. We discuss these results in detail, including the role of moderating and mediating factors and prospects for further research and practice. Overall, our results underline that quiz apps are useful and effective tools that can support the acquisition and retention of semantic knowledge in different learning settings.

Grasping Embodiment: Haptic Feedback for Artificial Limbs

Upper-limb prostheses are subject to high rates of abandonment. Prosthesis abandonment is related to a reduced sense of embodiment, the sense of self-location, agency, and ownership that humans feel in relation to their bodies and body parts. If a prosthesis does not evoke a sense of embodiment, users are less likely to view them as useful and integrated with their bodies. Currently, visual feedback is the only option for most prosthesis users to account for their augmented activities. However, for activities of daily living, such as grasping actions, haptic feedback is critically important and may improve sense of embodiment. Therefore, we are investigating how converting natural haptic feedback from the prosthetic fingertips into vibrotactile feedback administered to another location on the body may allow participants to experience haptic feedback and if and how this experience affects embodiment. While we found no differences between our experimental manipulations of feedback type, we found evidence that embodiment was not negatively impacted when switching from natural feedback to proximal vibrotactile feedback. Proximal vibrotactile feedback should be further studied and considered when designing prostheses.