An integrated theory for improved skill acquisition and retention in the three stages of learning

Kim, Jong W.; Ritter, Frank E.; Koubek, Richard J.

doi:10.1080/1464536x.2011.573008

Cited by 96 publications

(99 citation statements)

References 39 publications

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“…Figure 2 represents learning and the corresponding forgetting in the three stages based on our summary (Kim, Ritter, & Koubek, 2013 It is interesting to consider what kinds of knowledge are forgotten in each stage. In the first stage, declarative knowledge would be degraded without practice, as shown in Figure 2.…”

Section: An Integrated Understanding Of Learning and Forgettingmentioning

confidence: 99%

“…There is a theoretical consensus about the stages of learning reviewed in Kim, Ritter, and Koubek (2013). Many theories propose a three-stage process of learning as shown in Figure 1: (a) the first stage for acquiring declarative knowledge to perform a procedural task-that is, enough knowledge to generate behavior using the declarative knowledge structure, like following a script or a recipe; (b) the second stage for consolidating the acquired knowledge; and (c) the final stage for tuning the knowledge toward overlearning.…”

Section: Learning In Act-rmentioning

confidence: 99%

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Learning, Forgetting, and Relearning for Keystroke- and Mouse-Driven Tasks: Relearning Is Important

Kim

Ritter

2014

Human–Computer Interaction

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We investigate performance change arising through learning, forgetting, and relearning. Participants learned a spreadsheet task with either keystrokedriven (keyboard, n D 30) or mouse-based menu-driven (mouse, n D 30) commands. Their performance confirmed the power law of practice. The keyboard users learned to complete the task faster than the mouse users on the last learning session (Day 4). At a 6-day retention interval, the mouse users were observed to forget more-they took more time to complete the task than the keyboard users. Of interest, the participants in the two modality groups showed no reliable differences in their forgetting under the retention of 12 and 18 days. With additional practice, the mouse group users with the 6-day retention relearned more-they reliably reduced the time to complete the task in comparison to the paired keyboard group. These results help understand why people may choose to use a mouse-driven graphical user interface rather than a keystroke-driven interface: People choosing to use a mouse-based menu-driven interface may not need to use a knowledge-in-the-head strategy but knowledge-in-the-world, and may be doing so because this strategy provides better relearning, rather than because it is faster or easier initially or because it is better for learning or forgetting. These results provide a richer explanation of why menu-driven interfaces (knowledge-in-the-world) are more ubiquitous and suggests when they can be replaced, for example, where use is infrequent but often enough that forgetting does not substantially occur. Our results provide preliminary suggestions for choosing optimal training strategies and supporting these strategies in terms of the three stages of learning and forgetting. ) is a cognitive scientist with an interest in human-computer interaction and cognitive modeling; he is a Research Scientist at the University of Central Florida. Frank E. Ritter (frank.ritter@psu.edu) is a cognitive scientist with an interest in human-computer interaction and cognitive modeling; he is a Professor in the College of Information Sciences and Technology, and in CSE and Psychology at the Pennsylvania State University.Color versions of one or more of the figures in the article can be found online at www.tandfonline. com/hhci.

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Section: An Integrated Understanding Of Learning and Forgettingmentioning

confidence: 99%

Section: Learning In Act-rmentioning

confidence: 99%

Learning, Forgetting, and Relearning for Keystroke- and Mouse-Driven Tasks: Relearning Is Important

Kim

Ritter

2014

Human–Computer Interaction

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“…In summary, this theory posits that because they are rare, preparedness for MCI decays or decrements as a function of this lack of practice. Some more recent work expands on this idea to claim that learning and skill are functions of the evolution of declarative knowledge (knowing that) into procedural knowledge (knowing how), the latter being essential in effective practice in stressful and time-constrained domains [7].…”

Section: Summit For Learningmentioning

confidence: 99%

Modeling Meaningful Use as Utility in Emergency Medical Services

Haynes

Winkler

Ritter

2013

2013 IEEE International Conference on Healthcare Informatics

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This paper describes a case study focused on identifying and modeling opportunities to support emergency medical services (EMS) with next-generation interactive technologies. The method used is a novel integration of different approaches including scenario-based design, task analysis, and utility-based interaction modeling. The goal of the project is to develop a structured model of EMS activity and to identify where and how this activity can be supported with current and emerging information technologies. Of particular importance is identifying tasks with the highest potential for meaningful use of these technologies. The SUMMIT method and tool set is being used to model meaningful use as a function of the overall utility (benefits, costs, and risks) potentially derived from technology support. The paper provides a description and rationale for the approach and gives lessons learned from the early phases of the project. The SUMMIT approach may be generally useful for organizations that need to understand how new interactive technologies might provide meaningful support for healthcare operations. These models may also be an effective resource for promoting continuous learning and reflection on EMS skills.

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“…Kim et al [4] suggest that declarative knowledge deteriorates over time, sometimes catastrophically (leaving the learner unable to perform the task at all) while procedural knowledge is much more resilient. The longer gaps between programming activities for part-time students means there is more opportunity to forget key skills, making the reinforcement that comes from practice even more important.…”

Section: Related Workmentioning

confidence: 99%

“…The low study intensity of parttime students means there can be long gaps between when they are introduced to a topic in one module and when they have to use and develop that skill in another. These gaps can lead to loss of ability, especially with novice programmers when the ability still depends on explicit, declarative knowledge in the student's mind [4].…”

Section: Introductionmentioning

confidence: 99%

Summer of code: assisting distance-learning students with open-ended programming tasks

Smith

Richards

Cabrero

2018

Proceedings of the 23rd Annual ACM Conference on Innovation and Technology in Computer Science Education

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A significant difficulty in teaching programming lies in the transition from novice to intermediate programmer, characterised by the assimilation and use of schemas of standard programming approaches. A significant factor assisting this transition is practice with tasks which develop this schema use. We describe the Summer of Code, a two-week activity for part-time, distance-learning students which gave them some additional programming practice. We analysed their submissions, forum postings, and results of a terminal survey. We found learners were keen to share and discuss their solutions and persevered with individual problems and the challenge overall. 93% respondents rated the activity 3 or better on a 5-point Likert scale (n=58). However, a quarter of participants, mainly those who described themselves as average or poor programmers, felt less confident in their abilities after the activity, though half of these students liked the activity overall. 54% of all participants said the greatest challenge was developing a general approach to the problems, such as selecting appropriate data structures. This is corroborated by forum comments, where students greatly appreciated "think aloud" presentations by faculty tackling the problems. These results strongly suggest that students would benefit from more open-ended practice, where they have to select and design their own solutions to a range of problems.

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An integrated theory for improved skill acquisition and retention in the three stages of learning

Cited by 96 publications

References 39 publications

Learning, Forgetting, and Relearning for Keystroke- and Mouse-Driven Tasks: Relearning Is Important

Learning, Forgetting, and Relearning for Keystroke- and Mouse-Driven Tasks: Relearning Is Important

Modeling Meaningful Use as Utility in Emergency Medical Services

Summer of code: assisting distance-learning students with open-ended programming tasks

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