• 기본간호학회지
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• 제25권2호
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• pp.146-154
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• 2018

Purpose: In this study, effects of positive, negative, and mixed verbal feedback were examined for accuracy of self-assessment, emotional responses, self-efficacy, and perceived quality of feedback in skill performance assessment. Methods: Participants were a convenience sample of 104 second-year nursing students who had completed their fundamentals of nursing class. Participants were assigned randomly to a positive, a negative or a mixed feedback group. All participants completed the performance measure and then received the assigned the type of feedback from an evaluator. After delivery of feedback, they assessed their own performance using the same sheet as the evaluator and completed the survey for emotional response, self-efficacy for learning, and quality of feedback. Results: There were no significant differences in accuracy of self-assessment and perceived quality of feedback among the three groups ($x^2=4.74$, p=.094; $x^2=3.30$, p=.192, respectively). The negative feedback group had significantly lower self-efficacy and positive emotions and more negative emotions than the other two groups (F=9.43, p=.009; $x^2=16.29$, p<.001; $x^2=5.69$, p=.005, respectively). Conclusion: Negative feedback can affect emotions and motivations for learning in nursing students and may interfere with the effectiveness of feedback, so instructors should pay more attention when providing negative feedback. Mixed feedback with an effect similar to positive feedback could be an alternative.

• PNF and Movement
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• 제19권1호
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• pp.31-42
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• 2021

Purpose: The purpose of this study was to investigate the effect of visual and auditory feedback combined with theraband exercise in rounded shoulder posture. Methods: There were 43 adults with rounded shoulder posture who had a distance of 2.5 cm or more from the posterolateral of the acromion to the table in the supine position that participated. The participants were randomly divided into four groups: those with visual feedback from the lateral view (visual feedback; VFB, n = 11) provided, those with auditory feedback of praise (auditory feedback; AFB, n = 10) provided, those with visual feedback and auditory feedback (visual auditory feedback; VAFB, n = 11) provided, and those without any feedback (control group; CON, n = 11). Theraband exercise with or without feedback was carried out three times per week for three weeks. To confirm the effect of theraband exercise with visual feedback and auditory feedback on pain, range of motion (ROM), posture, and psychological variables were measured before and after exercise in participants with rounded shoulder posture. Results: The VAFB group showed significant differences in pain, ROM, posture, and psychological variables when compared before and after treatment. However, the differences among the VAFB, VFB, AFB, and CON groups were significant in the ROM of abduction, the New York Posture Rating, and the scapular index. Conclusion: In conclusion, theraband exercise combined with visual feedback from the lateral view and auditory feedback by praise improved rounded shoulder posture. Moreover, auditory feedback was more significant statistically than visual feedback.

• 제어로봇시스템학회논문지
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• 제17권10호
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• pp.955-959
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• 2011

In this paper, we assume that an output sensor of a ball and beam system is coupled with AC measurement noise. We propose an output feedback controller for a ball and beam system under measurement noise of feedback sensor. Measurement noise makes feedback signals distorted, and results in performance degradation or even system failure. Therefore, we need to design a robust controller to accommodate the possible measurement noise in the feedback information. Our controller is equipped with a gain-scaling factor to minimize the effect of measurement noise in output feedback information. We give an analysis of the controlled system and illustrate the improved control performance via simulation and experiment for a ball and beam system.

• 한국전문물리치료학회지
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• 제7권1호
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• pp.55-63
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• 2000

Physical therapists have been using balance and weight shifting training to induce improvements in standing and walking. This study compared the effects of kinetic feedback frequency and concurrent kinetic feedback on the performance and learning of a weight shifting skill in young, nondisabled adults. Sixteen young adults without known impairment of the neuromusculoskeletal system volunteered for the study. Subjects in each of three kinetic feedback groups performed a weight shifting task in an attempt to minimize error between their effort and a center of pressure (COP) template for a 12 second period. Feedback was provided: 1) concurrently (concurrent feedback), 2) after each trial (100% feedback), 3) after every other trial (50% feedback). Immediate and delayed (24 hour) retention tests were performed without feedback. During acquisition phase, the concurrent feedback group exhibited less error than either of the post response feedback group. For the immediate retention test, the 50% feedback group exhibited less error than did the 100% feedback and concurrent feedback. During the delayed retention, 50% feedback group displayed less error than did the other groups. But no significant differences were found between groups. These results suggest that practice with concurrent feedback is beneficial for the immediate performance, but not for the learning of this weight shifting skill. Lower frequency of feedback resulted in more permanent changes in the subject's ability to complete the task.

• 한국산학기술학회논문지
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• 제16권5호
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• pp.3220-3229
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• 2015

본 연구의 목적은 환경적 요인으로서 팀 피드백 환경이 팀원들의 피드백 추구행동에 미치는 영향을 알아보고, 더 나아가 업무성장활력과 팀 몰입에 미치는 영향에 대해 검증하는 것이다. 또한, 개인적 요인으로서 팀원들의 자기효능감이 팀 피드백 환경 내에서 피드백 추구행동에 미치는 조절효과를 검증하고자 하였다. 201명의 직장인들로부터 설문자료를 수집하였고, 상관관계분석과 위계적 회귀분석, 조절회귀분석을 실시하였다. 가설검증 결과, 팀 피드백 환경은 팀원들의 피드백 추구행동과 양(+)의 관계를 나타냈고, 자기효능감이 높은 팀원일수록 팀 피드백 환경 내에서 피드백 추구행동을 더 활발하게 보이는 것으로 나타났다. 또한, 피드백 추구행동은 업무성장활력 및 팀 몰입과 양(+)의 관계를 나타냈다. 이러한 결과는 피드백 추구행동이 직무성과에는 물론 직무태도 및 일터에서의 활력 및 에너지에도 중요한 영향을 미친다는 것을 보여주고, 피드백 추구행동을 활성화시키는 긍정적인 팀 피드백 환경이 조성되는 것이 중요하다는 것을 시사한다.

• 한국간호교육학회지
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• 제25권2호
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• pp.186-196
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• 2019

Purpose: This study was conducted to identify types of peer feedback in nursing skills performance training and to investigate emotional response, perceived quality of feedback and self-efficacy for learning from peer feedback. Methods: A total of 110 second-year nursing students attending fundamentals of nursing classes at a university participated in 2017. Participants received peer feedback from one selected colleague who observed their skills performance, and completed a questionnaire. Contents of peer feedback video recordings were transcribed and classified into seven types of feedback. Data were analyzed using an independent t-test, ANOVA and Pearson correlation. Results: Participants mostly received feedback of 'correcting' and 'providing information.' Positive emotional responses from peer feedback were above medium, and negative emotional responses were low. The perceived quality of peer feedback was moderate and self-efficacy for learning was high. Quality of feedback correlated with negative emotional response (r=-.24, p=.014), and self-efficacy for learning (r=.35, p<.001). Self-efficacy for learning correlated with intimacy with peers (r=.24, p=.011) and positive emotional response (r=.21, p=.028). Conclusion: The results suggest that peer feedback in skill training could be used in terms of emotional response and self-efficacy for learning.

• 대한물리의학회지
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• 제16권4호
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• pp.125-137
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• 2021

PURPOSE: The growing number of people exposed to a static sitting posture has resulted in an increase in people with a poor posture out of the optimally aligned posture because of the low awareness of a correct sitting posture. Learning the correct sitting posture by applying sensory feedback is essential because a poor posture has negative consequences for the spine. Therefore, this study examined the effects of the sensory feedback types on learning correct sitting posture. METHODS: Thirty-six healthy adult males were assigned to a visual feedback group, a tactile feedback group, and a visuotactile feedback group to learn the correct sitting posture by applying sensory feedback. The spine angle, muscle activity, and muscle thickness were measured in the sitting position using retro-reflexive markers, electromyography, and ultrasound immediately after, five minutes, and 10 minutes after intervention. RESULTS: The intervention time was significantly shorter in the visuotactile feedback group than the visual feedback group (p < .05). Compared to the pre-intervention, the repositioning error angles of the thoracic and lumbar vertebrae of all groups were reduced significantly immediately after intervention and after five minutes. After 10 minutes, there was a significant difference in the thoracic and lumbar repositioning error angles of the tactile feedback group and the visuotactile feedback group (p < .05). No significant difference was noted at any time compared to the pre-intervention in all groups (p > .05). CONCLUSION: The use of tactile and visuotactile feedback in intervention to correct the sitting posture is proposed.

• 영어어문교육
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• 제15권4호
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• pp.237-264
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• 2009

The present study explores patterns of teachers' corrective feedback and learners' uptake in Korean EFL undergraduate classroom setting. It also examines consistencies and discrepancies in the perception of corrective feedback by teachers and learners. Teachers' and learners' preferences and perception of corrective feedback are further analyzed to determine whether or not those differ from actual practices in English language learning classrooms. The results of the study are as follows. First of all, teachers' corrective feedback type varied according to the learners' error type and English proficiency level. There was a lack of consistency between the teachers' feedback practices and the learners' error types. Second, for the phonological errors, learners' data witnessed the most frequent uptake on recast. For the other error types, however, the learners' uptake rates were high for the explicit corrective feedback. Third, the teachers' explicit knowledge of corrective feedback was rather low and the preferences differed from teacher to teacher. The teachers' feedback perception and preferences did not consistently reflect their actual practices. Finally, patterns of the learners' expectations of corrective feedback varied according to learners' proficiency level. Teachers' and learners' expectations of corrective feedback were also compared and some mismatches were detected.

• PNF and Movement
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• 제9권1호
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• pp.11-19
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• 2011

The purpose of this study was to investigate whether it makes difference to use of the Augmented Feedback Type(Verbal Feedback, VTR Feedback and Verbal & VTR Feedback) to hemiplegic adults on learning of motor skill. For the purpose 15 hemiplegic adults who are received rehabilitation program at H hospital in Hong-Sung, Choong-Nam Province. Subjects were classified into three groups by random assignment; the Verbal Feedback group, the VTR Feedback group and Verbal & VTR Feedback group. Each groups received 5 subjects from hemiplegic adults. Subjects were tested by Timed Up and Go test for 9 weeks. And to find out the improvement measured by Pre-Test, Acquisition Test and Retention Test. To find out the improvement of each group's measures took average and standard deviation. To probate the significance of difference between the improvement conducted the one-way ANOVA and to probate the significance of difference of Acquisition Test and Retention test conducted paired t-test. The results of this study were as follows; First, All of Augmented Feedback Types had a positive effect on hemiplegic adults to learning of motor skill. Second, The Verbal Feedback group and the VTR Feedback group had no significantly difference at Acquisition Test, But They had the most improvement at Retention Test. Third, In hemiplegic adults, the Verbal & VTR Feedback group had the highest Retention Effect.

• 한국멀티미디어학회논문지
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• 제20권2호
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• pp.313-321
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• 2017

The emergence of E-book have allowed readers to interact with other readers and to actively participate (e.g. social reading). Furthermore, there is a growing demand in writer's community to take the advantage of the feedback from their readers to update the content of E-book. To do that, they require the service that utilizes the user feedback while creating or updating the e-book content. This study aims to let authors collect and to apply the reader's feedback on E-book content. However, in order to apply the user feedback, users first need to explicitly type the feedback, and even if they do, authors need to develop the software to automatically analyze and to apply the user feedback. This makes difficult for authors without programming background to produce E-book with automatic content adaptation. In this paper, we propose Feedback Clue Model to generate, analyze and apply the user feedback into E-book content. Based on this model, we develop the block editor which allows easy implementation of E-book that can be dynamically updated.