Effects of Different Observational Angles in Learner-Chosen Video Self-Modeling on Task Acquisition and Retention

Abstract

This study aimed to examine the influence of different observational angles in video self-modeling on task acquisition and retention. We randomly assigned 42 Japanese university students to three camera-angle groups, i.e., a front-angle, a rear-angle, and a control group. The participants performed a 3 × 6 × 3 cup-stacking task with three sequential laps. The front- and rear-angle groups viewed video self-modeling created from previously self-chosen videos. The retention phase was conducted 1 week after the acquisition phase. The rear-angle group demonstrated the fastest movement times in the acquisition phase. Our findings indicate that viewing learner-chosen video self-modeling from a rear angle enhances motor skill acquisition but does not contribute to motor skill learning.

Keywords:

• motor skill learning
• self-control
• information processing
• cognitive load

Acknowledgments

The authors thank all participants of the study.

Disclosure Statement

The authors declare no conflict of interest and report no competing interests.

Data Availability Statement

The data generated and analyzed during the current study are available from the corresponding author upon reasonable request.

Additional information

Funding

This research did not receive any specific grant from funding agencies in the public, commercial, or not-for-profit sectors.