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Examining Learner-Controlled Role-Switching in Dyad Practice for the Learning of a Speed Cup-Stacking Task
Molly Brillinger1, April Karlinsky2, Jae Patterson3
1Faculty of Kinesiology & Physical Education, Centre for Motor Control, University of Toronto, Toronto, ON, Canada.
Journal of Motor Behavior
|November 17, 2023
Summary
Dyad practice enhances motor skill learning. Learners in pairs effectively controlled role-switching, demonstrating this method
Area of Science:
- Motor learning and skill acquisition.
- Human-computer interaction and learning environments.
Background:
- Dyad practice is more effective for motor learning than individual practice.
- Learner control over practice conditions improves skill acquisition.
Purpose of the Study:
- To investigate learner-controlled role-switching in dyad practice.
- To determine if learner control over switching impacts motor learning outcomes.
Main Methods:
- Participants practiced a speed cup-stacking task in dyads.
- Two conditions: trial-to-trial role alternation and learner-controlled role switching.
- Learning assessed via retention and transfer tests after 24 hours.
Main Results:
- No significant differences in learning between dyad conditions.
- Learners successfully controlled role-switching without hindering skill acquisition.
- Observers switched roles more frequently than actors, indicating dynamic interaction.
Conclusions:
- Dyad practice with learner-controlled role-switching is an effective method for motor skill learning.
- Learners can dynamically manage practice roles to optimize learning.
- This approach supports the dynamic and adaptive nature of dyad practice.
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