This study manipulated common practices variables of contextual interference (CI) and frequencies of augmented feedback in order to determine the optimal practice conditions for beginner and experienced performers of a computer-based task. Twenty participants performed 36 trials in the acquisition of a task that involved moving a computer mouse to click 10 on-screen targets as quickly and accurately as possible. Acquisition trials consisted of either blocked practice with knowledge of results (KR) feedback provided on every trial or random practice with a faded feedback schedule. The extent of learning that occurred was gauged by 24-hour retention and transfer tests of two dependent variables: average response time and average accuracy. In line with the predictions of the challenge point framework, beginner participants demonstrated improved learning through low levels of CI and KR feedback after every trial, while experienced participants benefitted from a high CI and faded KR feedback environment. These findings provide insight about the viability of the challenge point framework and how practice can be structured in distinctive ways to foster skill learning for performers of different skill levels.
|Advisor:||Young, Douglas E.|
|Commitee:||Crussemeyer, Jill, Scott, Kristen|
|School:||California State University, Long Beach|
|School Location:||United States -- California|
|Source:||MAI 58/01M(E), Masters Abstracts International|
|Keywords:||Augmented feedback, Challenge point framework, Computer game learning, Contextual interference, Motor learning|
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