Skip to main content

Advertisement

SpringerLink
Log in

The effects of blocked and massed practice opportunities on learning software applications with video tutorials

  • Published:
Journal of Computers in Education Aims and scope Submit manuscript

Abstract

The purpose of the current study was to investigate the effect and use of two practice opportunities (blocked practice vs. massed practice) in the context of complex software training in higher education. The effectiveness of these practice opportunities lies in the contextual interference effect, a motor learning method that is experienced when practising multiple skills within one session. The most fascinating facet of the contextual interference effect is the inverse relationship between performance during training and performance after training. This study employed an experiment to compare the contribution of blocked practice and massed practice on task performance. Additionally, mental effort as an indicator of cognitive load and motivational constructs (self-efficacy, flow, and motivation) was explored for experimental purposes. A cohort of computer science undergraduates with high information communication technology skills (N = 118) participated in this study. Individuals practised three tasks in either a blocked or massed schedule. The results showed an effect of practice arrangement (favouring blocked practice) during training (p < .02), but no effect of practice arrangement after training for this user demographic. Moreover, blocked practice contributed to self-efficacy, flow, and motivation. The paper concludes with a discussion of the findings and recommendations for enhancing the effectiveness of video tutorials.

This is a preview of subscription content, log in via an institution to check access.

Access this article

Log in via an institution

Price excludes VAT (USA)
Tax calculation will be finalised during checkout.

Instant access to the full article PDF.

Institutional subscriptions

Fig. 1
Fig. 2

Similar content being viewed by others

Data availability

The data that support the findings of this study are not publicly available due to privacy restrictions.

References

  • Alpizar, D., Adesope, O. O., & Wong, R. M. (2020). A meta-analysis of signaling principle in multimedia learning environments. Educational Technology Research and Development, 68(5), 2095–2119.

    Article  Google Scholar 

  • Anderson, D. I., Magill, R. A., Mayo, A. M., & Steel, K. A. (2019). Enhancing motor skill acquisition with augmented feedback. In N. J. Hodges, & A. M. Williams (Eds.), Skill acquisition in sport: Research, theory, and practice. Routledge.

  • Anderson, J. R. (2000). Learning and memory: An integrated approach (2nd ed.). John Wiley and Sons Inc.

    Google Scholar 

  • Baars, M., Wijnia, L., de Bruin, A., & Paas, F. (2020). The relation between students effort and monitoring judgments during learning: A meta-analysis. Educational Psychology Review, 32(4), 979–1002. https://doi.org/10.1007/s10648020-09569-3.

  • Bandura, A. (1986). Social foundations of thought and actions: A social cognitive theory. Prentice Hall.

    Google Scholar 

  • Bandura, A. (1997). Self-efficacy. The exercise of control. Freeman and Company.

    Google Scholar 

  • Bandura, A. (2006). Guide for constructing self-efficacy scales. Self-Efficacy Beliefs of Adolescents, 5(1), 307–337.

    Google Scholar 

  • Barreiros, J., Figueiredo, T., & Godinho, M. (2007). The contextual interference effect in applied settings. European Physical Education Review, 13(2), 195–208.

    Article  Google Scholar 

  • Battig, W. F. (1972). Intratask interference as a source of facilitation in transfer and retention. Topics in learning and performance. Academic Press.

    Google Scholar 

  • Biard, N., Cojean, S., & Jamet, E. (2018). Effects of segmentation and pacing on procedural learning by video. Computers in Human Behavior, 89, 411–417. https://doi.org/10.1016/j.chb.2017.12.002

    Article  Google Scholar 

  • Brady, F. (1998). A theoretical and empirical review of the contextual interference effect and the learning of motor skills. Quest, 50(3), 266–293. https://doi.org/10.1080/00336297.1998.10484285

    Article  Google Scholar 

  • Brady, F. (2008). The contextual interference effect and sport skills. Perceptual and Motor Skills, 106(2), 461–472.

    Article  Google Scholar 

  • Brar, J., & van der Meij, H. (2017). Complex software training: Harnessing and optimizing video instructions. Computers in Human Behavior, 70, 1–11. https://doi.org/10.1016/j.chb.2017.01.014

    Article  Google Scholar 

  • Broadbent, D. P., Causer, J., Williams, A. M., & Ford, P. R. (2017). The role of error processing in the contextual interference effect during the training of perceptual-cognitive skills. Journal of Experimental Psychology: Human Perception and Performance, 43(7), 1329.

    Google Scholar 

  • Brunmair, M., & Richter, T. (2019). Similarity matters: A meta-analysis of interleaved learning and its moderators. Psychological Bulletin, 145(11), 1029–1052. https://doi.org/10.1037/bul0000209

    Article  Google Scholar 

  • Buszard, T., Reid, M., Krause, L., Kovalchik, S., & Farrow, D. (2017). Quantifying contextual interference and its effect on skill transfer in skilled youth tennis players. Frontiers in Psychology, 8, 1931.

    Article  Google Scholar 

  • Castro-Alonso, J. C., de Koning, B. B., Fiorella, L., & Paas, F. (2021). Five strategies for optimizing instructional materials: Instructor-and learner-managed cognitive load. Educational Psychology Review. https://doi.org/10.1007/s10648-021-09606-9.

  • Chen, O., Castro-Alonso, J. C., Paas, F., & Sweller, J. (2018). Extending cognitive load theory to incorporate working memory resource depletion: Evidence from the spacing effect. Educational Psychology Review, 30(2), 483–501.

    Article  Google Scholar 

  • Chen, O., Paas, F., & Sweller, J. (2021). Spacing and interleaving effects require distinct theoretical bases: A systematic review testing the cognitive load and discriminative-contrast hypotheses. Educational Psychology Review. https://doi.org/10.1007/s10648-021-09613-w.

  • Csikszentmihalyi, M. (1975). Beyond boredom and anxiety. Jossey-Bass Publishers.

    Google Scholar 

  • Csikszentmihalyi, M., & Larson, R. (2014). Validity and reliability of the experience-sampling method. Flow and the foundations of positive psychology (pp. 35–54). Springer.

    Google Scholar 

  • Dunlosky, J., Rawson, K. A., Marsh, E. J., Nathan, M. J., & Willingham, D. T. (2013). Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, 14(1), 4–58.

    Article  Google Scholar 

  • Ericsson, K. A. (2006). The influence of experience and deliberate practice on the development of superior expert performance. The Cambridge Handbook of Expertise and Expert Performance, 38(685–705), 2–2.

    Google Scholar 

  • Ertelt, A. (2007). On-screen videos as an effective learning tool. The effect of instructional design variants and practice on learning achievements, retention, transfer, and motivation (Unpublished doctoral dissertation). Germany: Albert-Ludwigs Universität Freiburg.

  • Farrow, D., & Buszard, T. (2017). Exploring the applicability of the contextual interference effect in sports practice. Progress in Brain Research, 234, 69–83.

    Article  Google Scholar 

  • Fiorella, L., & Mayer, R. E. (2018). What works and doesn't work with instructional video. Computers in Human Behavior, 89, 465–470.

  • Grossman, R., Salas, E., Pavlas, D., & Rosen, M. A. (2013). Using instructional features to enhance demonstration-based training in management education. Academy of Management Learning & Education, 12(2), 219e243. https://doi.org/10.5465/amle.2011.0527.

  • Johnson, C. I., & Priest, H. A. (2014). The feedback principle in multimedia learning. In R. E. Mayer (Ed.), The Cambridge handbook of multimedia learning (2nd edn, pp. 449– 463). New York, N.Y.: Cambridge University Press.

  • Keller, J. (2010). Motivational design for learning and performance: The ARCS model approach. Springer.

    Book  Google Scholar 

  • Khacharem, A., Spanjers, I. A., Zoudji, B., Kalyuga, S., & Ripoll, H. (2013). Using segmentation to support the learning from animated soccer scenes: An effect of prior knowledge. Psychology of Sport and Exercise, 14(2), 154–160.

    Article  Google Scholar 

  • Kim, T., Chen, J., Verwey, W. B., & Wright, D. L. (2018). Improving novel motor learning through prior high contextual interference training. Acta Psychologica, 182, 55–64.

    Article  Google Scholar 

  • Krigolson, O. E., Ferguson, T. D., Colino, F. L., & Binsted, G. (2021). Distribution of practice combined with observational learning has time dependent effects on motor skill acquisition. Perceptual and Motor Skills, 128(2), 885–899.

    Article  Google Scholar 

  • Lee, T. D., & Magill, R. A. (1985). Can forgetting facilitate skill acquisition?. In Advances in psychology, 27, 3–22. North-Holland.

  • Leutner, D. (2000). Double-fading support–a training approach to complex software systems. Journal of Computer Assisted Learning, 16(4), 347–357.

    Article  Google Scholar 

  • Loorbach, N., Peters, O., Karreman, J., & Steehouder, M. (2015). Validation of the instructional materials motivation survey (IMMS) in a self-directed instructional setting aimed at working with technology. British Journal of Educational Technology, 46(1), 204–218.

    Article  Google Scholar 

  • Manovich. (2013). Software takes command (A & C Black (ed.)).

  • Mayer, R. E. (2021). Evidence-based principles for how to design effective instructional videos. Journal of Applied Research in Memory and Cognition, 10(2), 229–240. https://doi.org/10.1016/j.jarmac.2021.03.007.

  • Mayer, R. E., & Pilegard, C. (2014). Principles for managing essential processing in multimedia learning: Segmenting, pretraining, and modality principles. The Cambridge Handbook of Multimedia Learning. https://doi.org/10.1017/CBO9781139547369.016

    Article  Google Scholar 

  • Meigh, K. M., & Kee, E. (2020). Dissimilar phonemes create a contextual interference effect during a nonword repetition task. Frontiers in Psychology, 11, 3018.

    Article  Google Scholar 

  • Paas, F. G. (1992). Training strategies for attaining transfer of problem-solving skill in statistics: A cognitive-load approach. Journal of Educational Psychology, 84(4), 429.

    Article  Google Scholar 

  • Raisbeck, L. D., Regal, A., Diekfuss, J. A., Rhea, C. K., & Ward, P. (2015). Influence of practice schedules and attention on skill development and retention. Human Movement Science, 43, 100–106. https://doi.org/10.1016/j.humov.2015.07.004

    Article  Google Scholar 

  • Rendell, M. A., Masters, R. S., Farrow, D., & Morris, T. (2010). An implicit basis for the retention benefits of random practice. Journal of Motor Behavior, 43(1), 1–13.

    Article  Google Scholar 

  • Rheinberg, F., & Vollmeyer, R. (2003). Flow experience in a computer game under experimentally controlled conditions. Zeitschrift Fur Psychologie, 211(4), 161–170.

    Article  Google Scholar 

  • Rohrer, D., Dedrick, R. F., Hartwig, M. K., & Cheung, C. N. (2020). A randomized controlled trial of interleaved mathematics practice. Journal of Educational Psychology, 112(1), 40. https://doi.org/10.1037/edu0000367

    Article  Google Scholar 

  • Schalk, L., Roelle, J., Saalbach, H., Berthold, K., Stern, E., & Renkl, A. (2020). Providing worked examples for learning multiple principles. Applied Cognitive Psychology, 34(4), 813–824.

    Article  Google Scholar 

  • Scheiter, K., Ackerman, R., & Hoogerheide, V. (2020). Looking at mental effort appraisals through a metacognitive lens: Are they biased? Educational Psychology Review, 32(4), 1003–1027. https://doi.org/10.1007/s10648-020-09555-9.

  • Schorn, J. M., & Knowlton, B. J. (2021). Interleaved practice benefits implicit sequence learning and transfer. Memory & Cognition. https://doi.org/10.3758/s13421-021-01168-z.

  • Shea, J. B., & Morgan, R. L. (1979). Contextual interference effects on the acquisition, retention, and transfer of a motor skill. Journal of Experimental Psychology: Human Learning and Memory, 5(2), 179.

    Google Scholar 

  • Shernoff, D. J., Csíkszentmihályi, M., Schneider, B., & Shernoff, E. S. (2014). Student engagement in high school classrooms from the perspective of flow theory. In Applications of flow in human development and education (pp. 475–494). Dordrecht: Springer.

  • Spanjers, I. A. E., van Gog, T., Wouters, P., & van Merriënboer, J. J. G. (2012). Explaining the segmentation effect in learning from animations: The role of pausing and temporal cueing. Computers & Education, 59, 274–280. https://doi.org/10.1016/j.compedu.2011.12.024

    Article  Google Scholar 

  • van der Meij, H. (2014). Developing and testing a video tutorial for software training. Technical Communication, 61(2), 110–122.

    Google Scholar 

  • van der Meij, H. (2018). Cognitive and motivational effects of practice with videos for software training. Technical Communication, 65(3), 265–279.

    Google Scholar 

  • van der Meij, H., & Dunkel, P. (2020). Effects of a review video and practice in video-based statistics training. Computers and Education. https://doi.org/10.1016/j.compedu.2019.103665

    Article  Google Scholar 

  • van der Meij, H., & Maseland, J. (2021). Practice schedules in a video-based software training arrangement. Social Sciences & Humanities Open, 3(1), 100133.

  • van der Meij, H., Rensink, I., & van der Meij, J. (2018). Effects of practice with videos for software training. Computers in Human Behavior. https://doi.org/10.1016/j.chb.2017.11.029

    Article  Google Scholar 

  • van der Meij, H., & van der Meij, J. (2013). Eight guidelines for the design of instructional videos for software training. Technical Communication, 60(3), 205–228.

    Google Scholar 

  • van der Meij, H., & van der Meij, J. (2016). The effects of reviews in video tutorials. Journal of Computer Assisted Learning, 32, 332–344. https://doi.org/10.1111/jcal.12136

    Article  Google Scholar 

  • Wright, D., Verwey, W., Buchanen, J., Chen, J., Rhee, J., & Immink, M. (2016). Consolidating behavioral and neurophysiologic findings to explain the influence of contextual interference during motor sequence learning. Psychonomic Bulletin & Review, 23(1), 1–21.

    Article  Google Scholar 

  • Yan, V. X., & Sana, F. (2021). Does the interleaving effect extend to unrelated concepts? Learners’ beliefs versus empirical evidence. Journal of Educational Psychology, 113(1), 125–137. https://doi.org/10.1037/edu0000470

    Article  Google Scholar 

  • Yan, V. X., Soderstrom, N. C., Seneviratna, G. S., Bjork, E. L., & Bjork, R. A. (2017). How should exemplars be sequenced in inductive learning? Empirical evidence versus learners’ opinions. Journal of Experimental Psychology: Applied, 23(4), 403–416.

    Google Scholar 

  • Zhang, L., Fang, Q., Gabriel, F. C., & Szücs, D. (2014). The componential processing of fractions in adults and children: Effects of stimuli variability and contextual interference. Frontiers in Psychology, 5, 981.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Department of Early Childhood, University of Thessaly, Argonafton & Filellinon, 38221, Volos, Greece

    Vasiliki Ragazou & Ilias Karasavvidis

Authors
  1. Vasiliki Ragazou
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Ilias Karasavvidis
    View author publications

    You can also search for this author in PubMed Google Scholar

Contributions

VR: Conceptualization, Formal analysis, Writing IK: Supervision, Conceptualization, Formal analysis, Writing—review & editing.

Corresponding author

Correspondence to Vasiliki Ragazou.

Ethics declarations

Conflict of interest

The authors declare that they have no conflict of interest.

Ethical approval

Appropriate permissions and ethical approval for the participation was requested and approved.

Consent to participate

This study was conducted after informed consent of the participants.

Consent for publication

Informed consent to publish the results was obtained from all individual participants of the study.

Additional information

Publisher's Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Supplementary Information

Rights and permissions

Reprints and permissions

About this article

Check for updates. Verify currency and authenticity via CrossMark

Cite this article

Ragazou, V., Karasavvidis, I. The effects of blocked and massed practice opportunities on learning software applications with video tutorials. J. Comput. Educ. 9, 173–193 (2022). https://doi.org/10.1007/s40692-021-00198-5

Download citation

  • Received:

  • Revised:

  • Accepted:

  • Published:

  • Issue Date:

  • DOI: https://doi.org/10.1007/s40692-021-00198-5

Keywords

Search

Navigation