Abstract
The current study aimed to investigate the effect of errorless learning (ELL) and errorful learning (EFL) on a discrete aiming task (dart-throwing). Thirty university students (male, n = 15; female, n = 15) with age of 22 ± 2.0 years old (M = 21.2; SD = 1.08) without any prior experience in dart-throwing participated in this study. After the pre-experimental evaluation, participants were randomly assigned into two groups (ELL and EFL group) by matched-pair design. There were three phases in the study, which were the acquisition, retention, and transfer phases. Both groups did not receive any instructions regarding the dart-throw. The results of variable error showed that there was a significant reduction in the ELL group over trials seemed to indicate that participants in ELL can utilize the learning to become more consistent in dart-throwing performance compared to the EFL group. The results in retention and transfer phases showed that the ELL group performed with significantly less error than the EFL group. The ELL group practiced with errorless learning performed with increased consistency during the retention phase compared to participants who practiced with errorful learning. The study concluded that implicit learning in errorless learning has been beneficial for the individual to get better dart-throwing performance as it can reduce the errors and lower cognitive demand when performing the task.
Highlights
Implicit learning is unintentional learning in which is related to the passive accumulation of task knowledge that is a nonconscious process and difficult to verbalize (Masters & Maxwell, 2004; Masters et al, 2013)
We can see that the errorless learning (ELL) group performed with significantly less error than the errorful learning (EFL) group across the acquisition block trials
For the retention and transfer phases, the results revealed that there was a significant difference between group ELL and EFL in retention and transfer phases, t (28) = 10.202, p < .05, t (28) = 8.056, p < .05, respectively
Summary
Implicit learning is unintentional learning in which is related to the passive accumulation of task knowledge that is a nonconscious process and difficult to verbalize (Masters & Maxwell, 2004; Masters et al, 2013). Previous studies showed that implicit learners produced a better improvement in performance through practice where the learners required a certain little amount of working memory or attention mechanisms than explicit learners, which were less prone to disturbance from secondary tasks (Liao & Masters, 2001). Explicit motor learning can be defined as learning produced by the process relies on working memory with the verbal knowledge of the information about movement performance (Masters & Maxwell, 2004). Dornyei (2009) stated that explicit learning refers to the learner’s consciousness or awareness during mastering some skills and materials or solving problems. Explicit learning referred to a learning situation in which the individuals use problem-
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