Primerjava učinkovitosti tehnik predstavljanja in opazovanja pri motoričnem učenju

Zibelnik, Jan (author), Komidar, Luka (mentor), Markič, Olga (comentor)

Predstavljanje so raziskovali že misleci v antiki, prve znanstvene raziskave pa je moč zaslediti že v 19. stoletju. Opazovanje je postalo za raziskovalce zanimivo v 60. letih 20. stoletja. V tej raziskavi sem preučeval učinke predstavljanja in opazovanja na učenje nove in kompleksne naloge postavljanja lončkov. Hipoteza, ki izhaja iz predhodnih raziskav, je, da bo opazovanje izvedbe naloge bolj učinkovito od predstavljanja in z nalogo nepovezane aktivnosti (tj. računanja). Hipoteza sloni na dveh predpostavkah. Prva je, da so športniki in umetniki, na katerih so najpogosteje izvedene raziskave, bolj izurjeni v predstavljanju od splošne populacije. Druga pa je, da ima raziskovalec boljši nadzor nad vsebino intervencije. Uspešnost izvedbe sem meril s časom in z natančnostjo izvedbe v pred- in pointervencijskih meritvah. Sposobnost predstavljanja sem meril z vprašalnikom VIMQ-2, ki sem ga prevedel in priredil za slovensko okolje. 45 udeležencev sem naključno razporedil v skupine, ki so izvajale: intervencijo z opazovanjem videoposnetka, intervencijo s predstavljanjem ali pa računanje aritmetičnih enačb med pred- in pointervencijskimi poskusi eksperimentalne naloge postavljanja lončkov. Analize so pokazale, da opazovanje videoposnetka izvedbe naloge ni imelo statistično značilnih prednosti pred predstavljanjem in kontrolno skupino v hitrosti in natančnosti izvedbe. Prav tako ni bilo statistično značilnih prednosti mentalne vadbe (predstavljanje ali opazovanje) pred kontrolnim pogojem. Udeleženci v kontrolni skupini so na pamet računali aritmetične enačbe, s čimer sem zavrl predstavljanje naloge med eksperimentalnim pogojem. Vse analize so pokazale vzorce, ki so skladni s posameznimi hipotezami, vendar so bili učinki majhni. Za trdnejše zaključke bi potreboval več udeležencev ali dlje trajajoče ter periodične intervencije. Nazadnje sem testiral še dobro znano hipotezo, da za predstavljanje aktivnosti in dejansko izvedbo aktivnosti potrebujemo podobno količino časa. Ugotovil sem, da časi za izvedbo naloge v pred- in pointervencijski fazi statistično značilno korelirajo s časi za predstave. V zaključni diskusiji sem navedel nekaj načinov, kako je mogoče interpretirati pridobljene rezultate glede na literaturo in kako bi bilo v prihodnjih raziskavah mogoče priti do trdnejših zaključkov.

• Language: Slovenian
• Keywords: predstavljanje
• Work type: Master's thesis/paper
• Typology: 2.09 - Master's Thesis
• Organization: PEF - Faculty of Education
• Year: 2021
• PID: 20.500.12556/RUL-130634
• COBISS.SI-ID: 76566787
• Publication date in RUL: 20.09.2021

Secondary language

• Language: English
• Title: Comparing the effectiveness of imagery and observation techniques for motor learning

Abstract

Mental imagery has been the subject of philosophical inquiry since ancient times. Scientific research about mental imagery began as early as the late 1800s. Action observation is a more recent concept that has been studied since the 1960s. In this thesis, I explored the effects of mental imagery and action observation on learning a novel and complex motor task of stacking cups. Based on previous research the hypothesis was that action observation will help improve performance better than mental imagery and an unrelated activity, i.e., simple arithmetic calculations. This hypothesis is based mostly on the assumption that the general population is less versed in mental imagery ability than professionals like artists and sportsmen who use mental imagery regularly. It is also proposed that action observation offers researchers and practitioners more control over the content of the intervention which should also positively affect the outcomes. Performance in the task was measured with time and accuracy across preand post-intervention trials. Mental imagery ability was measured with VMIQ-2, which was translated and adapted for use in the Slovenian environment and converted to digital form to assess whether this ability has any effects on learning using either method. Participants were randomly assigned to one of three groups. They performed either an action observation, mental imagery intervention, or solved arithmetic equations in between pre- and post-intervention trials of the experimental motor task of stacking cups. The results showed that action observation did not have statistically significant effects on performance in the task. I also concluded that action observation or mental imagery did not have statistically significant advantages over the control group which solved arithmetic problems to inhibit mental imagery. All of the analyses showed patterns that are consistent with the hypotheses that I was testing but had low statistical power and effect size. Finally, I tested the established hypothesis that a similar amount of time is needed for mental imagery and the actual performance of an action. This hypothesis was confirmed using correlations between the average time taken for all trials pre- and post-intervention compared to the average time needed for all mental imagery trials. I conclude this thesis with a discussion about how the results can be interpreted and how to mitigate the shortcomings of this investigation in future research.

• Keywords: action observation