Desirable difficulties in theory and practice.

Bjork, Robert A.; Bjork, Elizabeth Ligon

doi:10.1016/j.jarmac.2020.09.003

Cited by 93 publications

(67 citation statements)

References 17 publications

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“…Again, with different terms in different research areas, the same pedagogical principle of guiding from simple to complex was applied. With the hypothesis of a moderate level of risk for high achievers [ 184 ], desirable difficulties [ 185 , 186 , 187 , 188 ], or the challenge point [ 189 ], the individual conditions of the learner were incorporated, albeit mainly metaphorically. In all cases, the basic idea of reform pedagogues was adopted similarly to the MSE model and realized by an increasing difficulty that is adapted to the individual’s abilities.…”

Section: Resultsmentioning

confidence: 99%

Always Pay Attention to Which Model of Motor Learning You Are Using

Schöllhorn

Rizzi

Slapšinskaitė-Dackevičienė

et al. 2022

IJERPH

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This critical review considers the epistemological and historical background of the theoretical construct of motor learning for a more differentiated understanding. More than simply reflecting critically on the models that are used to solve problems—whether they are applied in therapy, physical education, or training practice—this review seeks to respond constructively to the recent discussion caused by the replication crisis in life sciences. To this end, an in-depth review of contemporary motor learning approaches is provided, with a pragmatism-oriented clarification of the researcher’s intentions on fundamentals (what?), subjects (for whom?), time intervals (when?), and purpose (for what?). The complexity in which the processes of movement acquisition, learning, and refinement take place removes their predictable and linear character and therefore, from an applied point of view, invites a great deal of caution when trying to make generalization claims. Particularly when we attempt to understand and study these phenomena in unpredictable and dynamic contexts, it is recommended that scientists and practitioners seek to better understand the central role that the individual and their situatedness plays in the system. In this way, we will be closer to making a meaningful and authentic contribution to the advancement of knowledge, and not merely for the sake of renaming inventions.

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Section: Resultsmentioning

confidence: 99%

Always Pay Attention to Which Model of Motor Learning You Are Using

Schöllhorn

Rizzi

Slapšinskaitė-Dackevičienė

et al. 2022

IJERPH

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“…Future work should investigate the specific mechanisms by which changes in self-efficacy modulates memory, including whether there is a link between self-efficacy and metacognition. Understanding how memory may be improved is an important pursuit (Bjork & Bjork, 2020 ; Burden et al, 2021 ; Frankenstein et al, 2020 ; Kadwe et al, 2022 ; Leach et al, 2018 ; Leshikar et al, 2016 ; Leshikar et al, 2012 ; Leshikar et al, 2015a ; Leshikar & Gutchess, 2015 ; Leshikar et al, 2017 ; Matzen et al, 2015 ; Meyer et al, 2020 ; Patel et al, in press ; Sklenar et al, 2021 ; Udeogu et al, in press ; Villasenor et al, 2021 ), and the current study contributes to this body of knowledge.…”

Section: Discussionmentioning

confidence: 99%

Exploring the relationship between retrieval practice, self-efficacy, and memory

et al. 2022

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Retrieval practice effect refers to improved memory on a final test for information retrieved one or more times. Although past theoretical work identifies cognitive mechanisms to explain retrieval practice benefits, it is possible that improving self-efficacy during learning may also contribute to better memory, in line with limited past work showing a relationship between self-efficacy and memory. Across two experiments, we examine the potential relationship between retrieval practice, self-efficacy, and memory. In Experiment 1 , we examined the extent change in self-efficacy accounted for improved memory on a final test after retrieval practice compared with restudy. In Experiment 2 , we gave participants (false) feedback that was either negative (i.e., you performed worse than others), neutral (i.e., you performed the same as others), or positive (i.e., you performed better than others) to more directly assess the effects of self-efficacy on memory under retrieval practice conditions. Results of Experiment 1 showed a significant retrieval practice effect, with memory on the final test being better after retrieval practice compared with restudy. Self-efficacy did not significantly mediate the retrieval practice effect. Results of Experiment 2, however, showed that decreases in self-efficacy due to (false) negative feedback resulted in worse memory performance compared with neutral feedback. Such findings may suggest that change in self-efficacy after retrieval practice attempts, particularly negative feedback, affects memory at final test. Overall, these findings suggest a relationship between retrieval practice, self-efficacy, and memory, and imply that interventions that influence self-efficacy may be a plausible mechanism to modulate memory under some conditions.

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“…Active recall of course material can improve the ability to remember this material again later, thus promoting retention. [32][33][34] Retention may also be improved if the way students are asked to apply content knowledge is also novel. Research has shown that engaging in material under different conditions than what is ''normal'' for a student may help students retain the information more effectively because it encourages deeper processing of materials.…”

Section: Discussionmentioning

confidence: 99%

Design and Evaluation of an Athletic Training Educational Escape Room

Davlin-Pater

2021

Athletic Training Education Journal

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Context The educational escape room is an innovative teaching strategy, and the use of this technique is gaining popularity in some health care disciplines. It is believed to promote acquisition of knowledge and skills, increase motivation, and encourage engagement, critical thinking, collaboration, and problem-solving. Objective To describe the use of an innovative educational escape room in a master's-level athletic training course and to examine learning effectiveness and students' perceptions. Design Quasi-experimental. Setting A Commission on Accreditation of Athletic Training Education–accredited master's-level athletic training program. Patients or Other Participants A convenience sample of 14 students enrolled in a master's-level professional athletic training program participated. Intervention(s) Educational escape room. Main Outcome Measures(s) A paired-samples t test was used to determine differences between preactivity and postactivity knowledge-assessment scores. Measures of central tendency were used for survey questions related to student perceptions of the activity. Student perceptions were assessed after the intervention. Results All participants completed the preactivity and postactivity knowledge assessments. The difference in scores was found to be statistically significant (t13 = −4.502, P = .001), with a large effect size (Cohen d = 1.32). Participants thought the escape room was an effective way to improve their knowledge of course materials (mean ± SD = 5.0 ± 0.0) and encouraged them to apply course material in a new way (mean ± SD = 4.9 ± 0.27). Participants reported that they had fun (mean ± SD = 5.0 ± 0.0) and felt that the activity was immersive (mean ± SD = 5.0 ± 0.00). Qualitative elements from the postactivity survey corroborated the data. Conclusions The education escape room described in this study promoted learning while providing a fun and engaging learning experience with positive perceived value.

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Desirable difficulties in theory and practice.

Cited by 93 publications

References 17 publications

Always Pay Attention to Which Model of Motor Learning You Are Using

Always Pay Attention to Which Model of Motor Learning You Are Using

Exploring the relationship between retrieval practice, self-efficacy, and memory

Design and Evaluation of an Athletic Training Educational Escape Room

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