The Influence of Augmented Feedback on Skill Learning Depends on Characteristics of the Skill and the Learner

Abstract

Augmented feedback is a common component of the communication between instructor and student in skill learning. In this article, the argument is made that the effective use of augmented feedback depends on understanding the various effects of augmented feedback on skill learning and the conditions characterizing the occurrence of each effect. Four distinct relationships between augmented feedback and skill learning are presented: Augmented feedback is necessary for learning some skills; it is not needed to learn some skills; for some skills it enables the learner to acquire the skill faster achieve a higher level of performance than would be possible without and it can be provided in such a way that it hinders skill learning. These four relationships are also discussed in terms of their implications for skill instruction.