• PNF and Movement
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• v.9 no.1
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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.

• Journal of the Korea Convergence Society
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• v.10 no.12
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• pp.503-510
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• 2019

This study aimed to analyze the effects of nursing students' learning motivation, learning attitude and academic self-efficacy on their application of reflective journal with teaching feedback. For this retrospective comparative study data from 190 undergraduate students in the health assessment skills course from 2018 to 2019. The collected data were analyzed by chi-square test, independent t-test, Ancova. After writing reflection journal with teaching feedback showed significant difference in learning motivation(t=2.10, p=.037) and learning attitude (t= 4.54, p=.034) compared to writing reflection journal without teaching feedback. However, no significant difference was found between reflection journal with teaching feedback and reflection journal without teaching feedback. These results suggest writing reflection with teaching feedback is an effective strategy for improving learning motivation and learning attitude.

• 제어로봇시스템학회:학술대회논문집
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• 2004.08a
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• pp.1981-1986
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• 2004

In this study, the basic motor control system had been investigated. The controller for this study consists of two main parts, a feedforward controller part and a feedback controller part. Each part will deals with different control problems. The feedback controller deals with robustness and stability, while the feedforward controller deals with response speed. The feedforward controller, used to solve the tracking control problem, is adaptable. To make such a tracking perfect, an adaptive law based on Feedback Error Learning (FEL) is designed so that the feedforward controller becomes an inverse system of the controlled plant. The novelty of FEL method lies in its use of feedback error as a teaching signal for learning the inverse model. The theory in $H^{\infty}$-Control is selected to be applied in the feedback part to guarantee the stability and solve the robust stabilization problems. The simulation of each individual part and the integrated one are taken to clarify the study.

• Physical Therapy Korea
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• v.5 no.3
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• pp.1-10
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• 1998

In motor learning, the relative frequency of external feedback is the proportion of external feedback presentations divided by the total number of practice trials. In earlier studies, increasing the percentage of body weight loading on the affected leg of hemiplegic patients, external feedback was continuously produced as the patient attempted to perform a movement. This feedback was produced to enhance the learning effect. However, recent studies in nondisabled populations have suggested that compared with 100% relative frequency conditions, practice with lower relative frequencies is more effective. My study compared the effect of 100% relative frequency conditions with 67% relative frequency conditions to determine what effect they exerted on motor learning for increasing the percentage of body weight loading on the affected lower limbs of patients with hemiplegia. Twenty-four hemiplegic patients were randomly assigned to one of two experimental groups. Each group practiced weight transfer motor learning on a machine. During practice, visual feedback was offered to all subjects. The experiment was carried out with full visual feedback for patients in group one but only 67% visual feedback for patients in group two. The percentage of loading on the affected leg was recorded four times: before learning (baseline value), immediately after learning, 30 minutes after learning, 24 hours after learning. The results were as follows: 1. In the 100% visual feedback group, the percentage of loading on the affected leg increased significantly in all three testing modes over the baseline value. 2. In the 67% visual feedback group, the percentage of loading on the affected leg increased significantly in all three measurements. 3. Immediately after learning, the learning effect was not significantly different between the two groups, but was significantly greater after both the 30 minutes delay and the 24 hours period. These results suggest that the 33% reduction in the provision of visual feedback may enhance the learning effect of increasing the percentage of body weight loading on the affected leg in patients with hemiplegia.

• Physical Therapy Korea
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• v.7 no.1
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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.

• Asia Marketing Journal
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• v.15 no.3
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• pp.159-172
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• 2013

In the present study, we apply the multiple cue probability learning (MCPL) paradigm to examine consumer learning from feedback in repeated trials. This paradigm is useful in investigating consumer learning, especially learning the relationships between the overall quality and attributes. With this paradigm, we can analyze what people learn from repeated trials by using the lens model, i.e., whether it is knowledge or consistency. In addition to introducing this paradigm, we aim to demonstrate that knowledge people gain from repeated trials with feedback is robust enough to weaken one of the most often examined contextual effects, the asymmetric dominance effect. The experiment consists of learning session and a choice task and stimuli are sport rafting boats with motor engines. During the learning session, the participants are shown an option with three attributes and are asked to evaluate its overall quality and type in a number between 0 and 100. Then an expert's evaluation, a number between 0 and 100, is provided as feedback. This trial is repeated fifteen times with different sets of attributes, which comprises one learning session. Depending on the conditions, the participants do one (low) or three (high) learning sessions or do not go through any learning session (no learning). After learning session, the participants then are provided with either a core or an extended choice set to make a choice to examine if learning from feedback would weaken the asymmetric dominance effect. The experiment uses a between-subjects experimental design (2 × 3; core set vs. extended set; no vs. low vs. high learning). The results show that the participants evaluate the overall qualities more accurately with learning. They learn the true trade-off rule between attributes (increase in knowledge) and become more consistent in their evaluations. Regarding the choice task, there is a significant decrease in the percentage of choosing the target option in the extended sets with learning, which clearly demonstrates that learning decreases the magnitude of the asymmetric dominance effect. However, these results are significant only when no learning condition is compared either to low or high learning condition. There is no significant result between low and high learning conditions, which may be due to fatigue or reflect the characteristics of learning curve. The present study introduces the MCPL paradigm in examining consumer learning and demonstrates that learning from feedback increases both knowledge and consistency and weakens the asymmetric dominance effect. The latter result may suggest that the previous demonstrations of the asymmetric dominance effect are somewhat exaggerated. In a single choice setting, people do not have enough information or experience about the stimuli, which may lead them to depend mostly on the contextual structure among options. In the future, more realistic stimuli and real experts' judgments can be used to increase the external validity of study results. In addition, consumers often learn through repeated choices in real consumer settings. Therefore, what consumers learn from feedback in repeated choices would be an interesting topic to investigate.

• Journal of Engineering Education Research
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• v.21 no.1
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• pp.37-43
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• 2018

The purpose of this study is to investigate the effects of peer tutoring and feedback on academic learning in university mathematics. We compared subject satisfaction and academic achievement between the test group and the control group. We classified the test group(82 participants) and the control group(134 non-participants) and then applied peer tutoring and feedback to the test group. The rest of the environment was the same except for participation in the program. According to results, it was confirmed that the subject satisfaction were significantly higher(significance level .05) in the test group, where the subject satisfaction were learning objectives and expectation, learning satisfaction, and learning effect. Furthermore, in the change of academic achievement, the rate of decrease was lower and the rate of increase was higher in the test group than the control group. The satisfaction of participants was 4.33(Likert scale 5), and this trend tended to be same regardless of gender, high school course, or admission process.

• Journal of The Korean Association of Information Education
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• v.8 no.3
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• pp.307-317
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• 2004

In web-based education environment, it is necessary to provide individually adjusting feedback according to learner's characteristic. Despite this necessity, it is a current state that there are difficulties in deriving the variables of learners' characteristics and lack in developing the systematic strategies and practical tools for providing individually adjusting feedback. This study analyzed the learners' learning patterns, one of learner's characteristic variables regarded as important in web-based teaching and learning environment by employing Apriori algorithm, and also grouped the learners by learning pattern. Under this framework, the e-SRM feedback system was designed and developed to provide learning content, learning channel, and learning situation, etc. for individual learners. The proposed system in this study is expected to provide an optimal learning environment complying with learner's characteristic.

• The Journal of Korea Robotics Society
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• v.17 no.3
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• pp.264-272
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• 2022

Human-robot cooperative tasks are increasingly required in our daily life with the development of robotics and artificial intelligence technology. Interactive reinforcement learning strategies suggest that robots learn task by receiving feedback from an experienced human trainer during a training process. However, most of the previous studies on Interactive reinforcement learning have required an extra feedback input device such as a mouse or keyboard in addition to robot itself, and the scenario where a robot can interactively learn a task with human have been also limited to virtual environment. To solve these limitations, this paper studies training strategies of robot that learn table balancing tasks interactively using deep reinforcement learning with human's facial expression feedback. In the proposed system, the robot learns a cooperative table balancing task using Deep Q-Network (DQN), which is a deep reinforcement learning technique, with human facial emotion expression feedback. As a result of the experiment, the proposed system achieved a high optimal policy convergence rate of up to 83.3% in training and successful assumption rate of up to 91.6% in testing, showing improved performance compared to the model without human facial expression feedback.

• Journal of the Korean Society of Physical Medicine
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• v.16 no.4
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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.