Alternating Task Modules in Isochronal Distributed Training of Complex Tasks

Abstract

We compared an alternating task modules (ATM) protocol—which alternated sessions on Space Fortress, Phoenix (video-game-like tasks), and algebra word problems—with a massed protocol, which blocked sessions on the tasks. The protocols were isochronal (equal in duration), each entailing one week of training and testing. ATM gave the men and women an advantage in learning and retention on Space Fortress and algebra word problems; it did not change their performance on Phoenix. Arousal, not confidence or motivation, was implicated in the ATM advantage. The practical implication of demonstrating and describing ATM benefits is that real-world training often requires minimal durations. This pragmatic constraint favors ATM over frequently investigated anisochronal schedules, in which spacing practice over long durations is more effective than massing practice in short durations. Evaluations of retention, arousal, motivation, and confidence began the process of testing theories that might be expanded to explain and enhance ATM benefits.

The Science of Training: A Decade of Progress

“…Results showed that the groups with game experience performed much better in subsequent test flights than did those with no game experience. Jentsch & Bowers (1998) and Goettl et al (1996) have reported similar findings.…”

“…Researchers have also studied the conditions of practice as they relate to learning. For example, Goettl et al (1996) compared an alternating task module protocol, which alternated sessions on video game-like tasks and algebra word problems, with a massed protocol, which blocked sessions on the tasks. The findings showed that alternating task modules provided an advantage in learning and retention in both the video games and algebra word problems.…”

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“…Although research suggests that interruptions generally impede information processing and performance (Cellier & Eyrolle, 1992; Gillie & Broadbent, 1989; Monk, Boehm‐Davis, & Trafton, 2004; Zijlstra, Roe, Leonora, & Krediet, 1999), research on alternating task protocols (e.g. Goettl, Yadrick, Connolly‐Gomez, Regian & Shebilske, 1996) suggests moving between different tasks can aid learning and retention. Thus, future research is needed that examines the mechanisms through which prompting self‐regulation enhances learning processes and outcomes.…”

Behavioral Science in Video Games for Children's Diet and Physical Activity Change: Key Research Needs

“…“training”) should build V parenting skills and self efficacy (Salas & Cannon-Bowers, 2001). VG simulating real world experiences have been sophisticated enough to train adults in learning to fly airplanes (Goettl & al., 1996; Gopher, Weil, & Bareket, 1994; Jentsch & Bowers, 1998). We are working on simulating the parent’s experience in parent-child feeding interactions to train parents in effective V parenting skills.…”