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The effects of augmented feedback on skills acquisition and retention of a series of motor tasks in fencing in an immersive virtual reality learning environment
An increased interest in Immersive Virtual Reality Learning Environments (IVRLE) necessitates understanding how augmented feedback can be used effectively to improve motor skills learning in such an environment. In this study, a motor task in the context of sports fencing was designed within an IVRE to study the effects of the types of augmented feedback, Knowledge of Performance (KP) and Knowledge of Results (KR), and the modes of augmented feedback; unimodal auditory augmented feedback and multimodal auditory-visual augmented feedback, on learning motor skills.
All 58 participants experienced the VR Fencing Coach Simulator IVRLE, where they each learnt to perform three fencing motor skill tasks in three different augmented feedback conditions. The participants were divided into two groups: one experiencing no feedback and unimodal KP and KR augmented feedback. In contrast, the second group experienced no feedback and multimodal KP and KR augmented feedback. The order of the KP and KR simulation sessions was randomised to ensure no carryover effects. All participants also took part in a retention test and a post-experiment interview.
The experimental design approach was used, deploying appropriate statistical tests, such as paired-sample t-tests and ANOVA and an embedded qualitative survey. The study's results affirm the IVRLE's ability to provide automated augmented feedback during virtual training, improving participant performance and enabling retention and transfer of the learnt skills. However, further examination of the types and modes of feedback found no significant difference in either condition, leading the researcher to propose that effective augmented feedback types and modes in the IVRLE could better be provided in combination rather than in isolation. This research advances the role of the IVRLE from one of novelty to a serious learning solution and informs upon the further development of IVRLEs for learning across different disciplines.