[[alternative]]The Effect of Self-Regulating Task Difficulty in Learning the Roller ball Task

[[abstract]]Base on the framework of the self-controlled learning, this study investigated the differences between the practice schedule of progressively increasing difficulty and the self-controlled task difficulty in learning the Roller ball Task. There were 27 volunteers participated in this study who were evenly divided into three groups. One group practiced the task with a “Self-Controlled Task Difficulty” strategy (SCTD), the others practiced following a “Progressively Increasing Difficulty by 5% and 20%” strategy (PID5, PID20). All participants went through 30 trials pre test, followed by 250 practice trials over 5 days, and an immediate retention test and a two-week retention test. The success rates and improvement rates in three groups were analyzed using one way ANOVA and mixed design two way ANOVA, respectively. The results showed that the SCTD group had a higher success rate during practice and also had better improvement rate for the retention tests. The 2-week retention performance was better than the immediate retention performance. From the different strategies observed in the SCTD group along with the corresponding improvement rates in the post tests, several principles for improvement are proposed. First, enough practice trials and high success rate are the bases to improvement. Second, do not fall into a groove of unsuccessful trials for too long, prolonged unsuccessful experience may induce negative influence to the “to-be-learned” dynamics. Third, make sure to end a practice session with successful performances in order to let the positive consolidation/integration continue during the following break. Self-controlled learning strategy may not always be optimal. The helpful characteristics of the self-controlled strategy that were uncovered in the study may be used in constructing practice plan for the learners so that they do not have to explore too long to benefit from the self-controlled learning strategy.

The Effect of Self-Regulating Task Difficulty in Learning the Roller ball Task

[[abstract]]Base on the framework of the self-controlled learning, this study investigated the differences between the practice schedule of progressively increasing difficulty and the self-controlled task difficulty in learning the Roller ball Task. There were 27 volunteers participated in this study who were evenly divided into three groups. One group practiced the task with a “Self-Controlled Task Difficulty” strategy (SCTD), the others practiced following a “Progressively Increasing Difficulty by 5% and 20%” strategy (PID5, PID20). All participants went through 30 trials pre test, followed by 250 practice trials over 5 days, and an immediate retention test and a two-week retention test. The success rates and improvement rates in three groups were analyzed using one way ANOVA and mixed design two way ANOVA, respectively. The results showed that the SCTD group had a higher success rate during practice and also had better improvement rate for the retention tests. The 2-week retention performance was better than the immediate retention performance. From the different strategies observed in the SCTD group along with the corresponding improvement rates in the post tests, several principles for improvement are proposed. First, enough practice trials and high success rate are the bases to improvement. Second, do not fall into a groove of unsuccessful trials for too long, prolonged unsuccessful experience may induce negative influence to the “to-be-learned” dynamics. Third, make sure to end a practice session with successful performances in order to let the positive consolidation/integration continue during the following break. Self-controlled learning strategy may not always be optimal. The helpful characteristics of the self-controlled strategy that were uncovered in the study may be used in constructing practice plan for the learners so that they do not have to explore too long to benefit from the self-controlled learning strategy.