Comparing laboratory and online settings: equivalence in training and transfer effects for training task-order...

Area of Science:

• Cognitive Psychology
• Neuroscience
• Human-Computer Interaction

Background:

• Dual-task training can reduce coordination costs but is resource-intensive.
• Investigating online assessments is crucial for scalable cognitive training studies.

Purpose of the Study:

• To compare the feasibility and effectiveness of online versus laboratory-based cognitive training for task-order coordination (TOC).
• To examine training and transfer effects of fixed versus random task order on TOC skills.

Main Methods:

• A 5-day training regimen with pre- and post-tests was conducted.
• Sixty-two participants trained either online or in a laboratory, with fixed or random task order.
• Performance metrics included reaction time and error rates for trained and untrained tasks.

Main Results:

• Random task order training significantly improved TOC for both trained and untrained tasks, whereas fixed order training did not.
• Training and transfer effects on TOC were observed in both laboratory and online settings.
• No reliable impact of the testing setting (laboratory vs. online) on outcomes was found.

Conclusions:

• Task-order coordination skills can be acquired through training, extending previous research on dual-task coordination.
• Online cognitive training is a viable and effective method for improving TOC skills, offering resource savings without compromising quality.
• The effectiveness of TOC training is independent of the specific tasks and the testing setting.