Previous studies have shown that bimanual coordination learning is more resistant to the

removal of augmented feedback when acquired with auditory than with visual channel.

However, it is unclear whether this differential “guidance effect” between feedback modalities

is due to enhanced sensorimotor integration via the non-dominant auditory channel or

strengthened linkage to kinesthetic information under rhythmic input. The current study

aimed to examine how modalities (visual vs. auditory) and information types (continuous

visuospatial vs. discrete rhythmic) of concurrent augmented feedback influence bimanual

coordination learning. Participants either learned a 90°-out-of-phase pattern for three consecutive

days with Lissajous feedback indicating the integrated position of both arms, or

with visual or auditory rhythmic feedback reflecting the relative timing of the movement. The

results showed diverse performance change after practice when the feedback was removed

between Lissajous and the other two rhythmic groups, indicating that the guidance effect

may be modulated by the type of information provided during practice. Moreover, significant

performance improvement in the dual-task condition where the irregular rhythm counting

task was applied as a secondary task also suggested that lower involvement of conscious

control may result in better performance in bimanual coordination.