Wang Ziyi, Dong Xinchun, Chen Ye, Wang Zeyu, Marcin Białas
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引用次数: 0
Abstract
This article investigates whether the use of instruments providing quantifiable force feedback in manual skill learning can assist students with learning difficulties. Under the same theoretical teaching model, one group (intervention group, n = 10) received education with quantitative force feedback for manual skills, while the other group received traditional teaching methods (control group, n = 18). After conducting Levene's test to assess homogeneity of variances, t-tests were performed to compare point grades, and Mann–Whitney tests were used to compare rating grades between the groups. There is a significant difference in the point grades of the intervention group compared to the control group (p < 0.05), and also a significant difference in the rating evaluation grades (p < 0.05). Under the guidance of teachers, the application of feedback instruments providing a ‘time-force profile’ allows for the quantification of manual skill force, reinforcing students' practice of ‘force control’, leading to an enhancement in the manual skill proficiency of students with learning difficulties.
期刊介绍：
This well-established and respected journal covers the whole range of learning difficulties relating to children in mainstream and special schools. It is widely read by nasen members as well as other practitioners, administrators advisers, teacher educators and researchers in the UK and overseas. The British Journal of Special Education is concerned with a wide range of special educational needs, and covers all levels of education pre-school, school, and post-school.
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