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Investigating Motor Skill Learning Processes with a Robotic Manipulandum
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Autonomy Support via Instructionally Irrelevant Choice Not Beneficial for Motor Performance or Learning.

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Learners given choices (autonomy) in skill acquisition did not improve performance or self-efficacy. Contrary to OPTIMAL theory, autonomy led to greater errors in motor learning tasks.

Keywords:
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Area of Science:

  • Motor Learning
  • Skill Acquisition
  • Cognitive Psychology

Background:

  • Optimizing Performance Through Motivation and Attention for Learning (OPTIMAL) theory suggests learner choice enhances skill acquisition.
  • The theory recommends instructors offer practice task choices to improve performance and motor learning.

Purpose of the Study:

  • To test OPTIMAL theory predictions regarding learner choice in skill acquisition.
  • To investigate the effects of autonomy support and practice schedule on motor performance and learning.

Main Methods:

  • A 2x2 factorial design crossed autonomy support (choice vs. yoked) with practice schedule (constant vs. variable).
  • 128 participants practiced a novel non-dominant hand dart-throwing task, with pretest, acquisition, retention, and transfer tests.
  • Autonomy, self-efficacy, and performance were measured throughout the experiment.

Main Results:

  • Autonomy groups reported higher perceived autonomy but showed significantly greater error during acquisition and transfer.
  • No significant effects of autonomy on self-efficacy or unique motor performance improvements were found.
  • A practice schedule interaction showed constant practice was better during acquisition, while variable practice was better during transfer.

Conclusions:

  • The findings contradict OPTIMAL theory's predictions regarding the benefits of learner choice in skill acquisition.
  • Autonomy support, in this context, did not enhance motor learning and appeared to increase performance errors.