Dyad Practice Impacts Self-Directed Practice Behaviors and Motor Learning Outcomes in a Contextual Interference...

Area of Science:

• Cognitive Psychology
• Motor Learning
• Human-Computer Interaction

Background:

• Dyad practice, or learning with a partner, is common but its impact on self-directed learning is not fully understood.
• Understanding how social interaction influences individual practice strategies is crucial for optimizing skill acquisition.

Purpose of the Study:

• To investigate the effects of alternating practice blocks with a partner on self-directed practice scheduling.
• To determine how dyad practice influences learning outcomes and perceptions of practice.
• To examine the interplay between partner schedules and individual practice behaviors.

Main Methods:

• Participants were assigned roles as Partner 1 (P1) or Partner 2 (P2).
• P1 experienced blocked, random, or self-directed schedules; P2 always self-directed practice of three distinct keystroke sequences.
• Partner-dependent and error-dependent practice strategies were analyzed, alongside learning and timing accuracy.

Main Results:

• Partner 2 (P2) exhibited both error-dependent and partner-dependent practice behaviors.
• P2's sequence selection and switching frequency were influenced by P1's practice schedule.
• Random practice by P1 led to superior timing accuracy for both partners compared to blocked practice, evident in immediate and delayed retention tests.

Conclusions:

• Self-directed practice behaviors and learning are significantly modulated by a partner's practice schedule.
• Collaborative practice dynamics can influence individual learning trajectories and performance outcomes.
• The findings highlight the importance of considering social context in the design of effective learning environments.