تأثیر مشاهده همزمان هر دو نوع توهم بصری ابینگهاوس، بر ادراک، خودکارآمدی و یادگیری پرتاب دارت

باباپور لشنلو, مهدی; دهقانی‌زاده, جلال; محمدزاده, حسن

doi:10.22089/spsyj.2025.18763.2632

تأثیر مشاهده همزمان هر دو نوع توهم بصری ابینگهاوس، بر ادراک، خودکارآمدی و یادگیری پرتاب دارت

نوع مقاله : مطالعه پژوهشی اصیل

نویسندگان

مهدی باباپور لشنلو

جلال دهقانی‌زاده

حسن محمدزاده

گروه رفتار حرکتی و مدیریت ورزشی، دانشکده علوم ورزشی، دانشگاه ارومیه، ارومیه، ایران

10.22089/spsyj.2025.18763.2632

چکیده

مقدمه: انتظارات افزایش‌یافته، عاملی کلیدی در نظریه یادگیری حرکتی بهینه است، اما اثرات آن در مهارت‌های هدف‌گیری با مداخلات آزمایشی مختلف هنوز به‌طور کامل بررسی نشده است. هدف این پژوهش بررسی تأثیر مشاهده همزمان هر دو نسخه توهم بصری ابینگهاوس، بر ادراک، یادگیری حرکتی و خودکارآمدی، در افراد مبتدی بود.

روش: این مطالعه به‌صورت نیمه‌تجربی و با استفاده از روش نمونه‌گیری در دسترس انجام شد. 36 شرکت‌کننده پسر مقطع کارشناسی به‌طور داوطلبانه و تصادفی در گروه ادراک توهم کوچک (میانگین سنی 66/20) و ادراک توهم بزرگ (میانگین سنی 72/20) قرار گرفتند. پس از آشنایی با تکلیف، پیش‌آزمون (بدون توهم) و تمرینات پرتاب دارت (50 کوشش) اجرا شد. ادراک و خودکارآمدی پیش و پس از تمرین ارزیابی شدند. در آزمون یادداری 48 ساعت بعد، ادراک، خودکارآمدی عملکرد اندازه‌گیری شد.

یافته‌ها: سطح یادگیری با تحلیل واریانس یک‌طرفه (پیش‌آزمون و یادداری) و عملکرد در مرحله تمرین با تحلیل واریانس با اندازه‌گیری مکرر، ادراک هدف و خودکارآمدی با تحلیل واریانس یک‌طرفه و با تحلیل واریانس با اندازه‌گیری مکرر بررسی شد. نتایج نشان داد که گروه در شرایط ادارک بزرگ‌تر از ادراک، خود‌کارآمدی و عملکرد بهتری در طول تمرین داشته است. با این حال، در آزمون یادداری، تفاوت معنی داری بین گروه‌ها مشاهده نشد.

نتیجه‌گیری: با مشاهده همزمان توهمات می‌توان موقتاً بر عملکرد حرکتی اثر گذاشت؛ اما در غیاب توهمات بصری انتظارات و ادراک کاهش یافته و در پی آن دقت عملکرد کاهش می‌یابد. مطالعات آینده به تمرینات بیشتر در نمونه‌های متفاوت و اندازه‌گیری‌های دقیق‌تر در فاکتورهای انگیزشی مداخله‌گر بر یادگیری حرکتی نیاز می‌باشد.

کلیدواژه‌ها

خودکارآمدی

ادراک

توهم بصری

ابینگهاوس

یادگیری

عنوان مقاله English

The effect of simultaneously observing both types of the Ebbinghaus visual illusion on perception, self-efficacy, and dart-throwing learning

نویسندگان English

Mahdi Babapour Lashanlou

Jalal Dehghanizadeh

Hasan Mohammadzadeh

Department of Motor Behavior and Sport Management, Faculty of Sport Sciences, Urmia University, Urmia, Iran

چکیده English

Purpose: The aim of this study was to investigate the effect of simultaneous observation of both versions of the Ebbinghaus visual illusion on perception, motor learning, and self-efficacy in novice individuals.
Materials and Methods: This study was conducted as a quasi-experimental study using convenience sampling. 36 male undergraduate participants were voluntarily and randomly assigned to either the small illusion perception group (mean age 20.66) or the large illusion perception group (mean age 20.72). After familiarization with the task, a pretest (without illusion) and dart-throwing practice (50 trials) were performed. Perception and self-efficacy were assessed before and after practice. In the 48-hour retention test, perception, self-efficacy, and performance were measured.
Results: The level of learning was examined using one-way ANOVA (pretest and retention) , and performance during the practice phase was analyzed using repeated-measures ANOVA. Target perception and self-efficacy were assessed using one-way ANOVA and repeated-measures ANOVA. The results showed that the group in the larger perception condition had better perception, self-efficacy, and performance during practice. However, in the retention test, no significant difference was observed between the groups.
Conclusion: Simultaneous observation of illusions can temporarily affect motor performance; however, in the absence of visual illusions, expectations and perception decrease, followed by a decline in performance accuracy. Future studies are needed with more practice sessions in different samples and more precise measurements of motivational factors intervening in motor learning.

کلیدواژه‌ها English

Self-Efficacy

Perception

Visual Illusion

Ebbinghaus

Learning

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