Is the contextual interference effect generalizable to computer games?
The benefits of learning multiple tasks under an unstructured practice schedule have been extensively demonstrated in the laboratory. The purpose of the present study was to test contextual interference effects in a nonlaboratory setting using computer games as tasks. Undergraduate kinesiology and sport management majors (N = 19) played a computer game simulating the events of the winter Olympics. Participants were randomly assigned to either a Blocked or Random practice schedule, practicing 36 trials of three events. Delayed retention and transfer tests were performed after a 48-hr. retention interval. The dependent variable was time to complete an event. During transfer, participants in the Random schedule (M = 248 sec.) were significantly faster than Blocked (M = 263 sec.) participants. Results support and extend previous contextual interference findings. Transfer was facilitated for participants who learned the events in a Random practice order. Results are discussed in terms of the influence of task characteristics on learning.
Shewokis
P A
PA
Biomechanics/Motor Behavior Laboratory, Bowling Green State University, OH 43403, USA. pshewok@bgnet.bgsu.edu
D003201:Computers; D005260:Female; D005717:Games, Experimental; D006801:Humans; D008297:Male; D008568:Memory; D009068:Movement; D011597:Psychomotor Performance / Q000502:physiology*; D011897:Random Allocation; D013177:Sports; D013647:Task Performance and Analysis; D014163:Transfer, Psychology