Does Practice Make Perfect? ( Chapter 12) Ken Koedinger 1.

Does Practice Make Perfect?(Chapter 12)

Ken Koedinger

1

Psychology MOOC Analysis

• Hot off the press!• Kind of example you can only get from CMU! • See OLI Psychology Practice Activities• What’s best for learning?

– Doing activities– Watching video– Doing readings– Some combination

2

Results

3

Agenda:

Distribute Practice Effectively

What is Practice?

Practice Versus Deliberate Practice

Add Sufficient Practice

Mirror the Job

Provide Effective Feedback

Chapter 12 Objectives

Distinguish between practice and deliberate practice

Apply evidence on the following: How much practice to include What kind of practice is best What kind of feedback is best How to distribute practice exercises How to layout practice exercises Transitioning from examples to practice

5

What is practice?

• Interactions that promote psychological engagement with the content in ways that help learners build knowledge and skills related to the learning goals.

6

Behavioral Activity

Low High

Psy

chol

ogic

al A

ctiv

ity

Low

Hig

h

Adapted from Stull and Mayer, 2007

Interaction Formats

Common formats for e-learning practice:• Multiple choice• Simulation• Multiple select• Drag and drop

Which formula ismost efficient to calculate all commissions:

= B4*B9= B4/B9=B4*$B9$=B4*$B$9

Incorrect. To apply the same formula to all sales staff, you need to use absolute cell references in which the column and row values are preceded by a $. Try Again.

X

Lesson 2: Working with FormulasUsing Spreadsheets in your Small Business

Multiple choice


Type into Cell C4the correct formula to calculate Jake’scommission.

Simulation

Simulation

Multiple select

Drag and Drop

Virtual classrooms

Practice Vs Deliberate practice

1. Effortful exertion to improve performance2. Intrinsic motivation to engage in task3. Carefully tailored practice tasks that focus on areas of weakness4. Feedback5. Continued repetition over a number of years

Practice guidelines

Slide 16

• How Much?• What kind?• Feedback?• Where?• Multimedia • Worked Examples

Behavioral ActivityLow High

Psy

chol

ogic

al A

ctiv

ity

Lesson A Lesson B

Example 1Practice 1Practice 2Practice 3

Example 1Practice 1Practice 2Practice 3

Example 1Practice 1Practice 2Practice 3Practice 4Practice 5Practice 6

Example 1Practice 1Practice 2Practice 3Practice 4Practice 5Practice 6

Is more practice better?

The power law of practiceT

ime

to C

ompl

ete

Lapa

rosc

ope

Task

Session

1 2 3 4 5 6 7 8 9 10 11 12

0

10

20

30

4

0 5

0

60

70

80

9

0

The costs of practice

66 Practices

22 Practices

Test Scores

32.25 28.26

Time 146 83

- Schnackenberg et al, 1998

How Critical is the Skill?

Practice guidelines

Slide 21



Psy

chol

ogic

al A

ctiv

ity

Which statement is correct about Lestratin?A. Should not be used for patients with diabetesB. A good option for prenatal weight managementC. A long-term solution for childhood obesity

Which is better?

Which is better?

Mirror the job

JobTasks

Objectives

Test Practice

Goal

Practice guidelines

Slide 25



Psy

chol

ogic

al A

ctiv

ity


= B4*B9= B4/B9=B4*$B9$=B4*$B$9

Incorrect. Click Next to continue.

X


Which is better?


= B4*B9= B4/B9=B4*$B9$=B4*$B$9


X


Which is better?

Feedback

- Hattie (2009); Kluger & DeNisi, 1996

• Among the top 10 influences on achievement

• 1/3 of FB InterventionsDECREASED performance

Your answer is correct

Feedback study in Design-A-Plant

AYes, in a low sunlight environment, a large leafhas more room to makefood by photosynthesis.

B

. Based on Data from Experiment 1 Moreno, 2004.

10

30

20

50

40

Sco

res

on T

ransf

er

Test

SD

SD = Significant Difference

ExplanatoryFeedback

CorrectiveFeedback

Good Job – you earned B+

Which feedback is better?

A80% correct– Let’s reviewabsolute versus relativecell references.

B

Focus on task – not ego

Good Job – you earned B+

Which feedback is better?

A80% correct– Let’s reviewabsolute versus relativecell references.

B

p. 13

Practice guidelines

Slide 34



Psy

chol

ogic

al A

ctiv

ity

5 minute lesson with six practices• 2 in the first section

• 2 in the middle• 2 at the end

How should practice be spaced?

A 5 minute lesson withsix practices • 3 in the middle• 3 at the end

B

0%

100%

40%

20%

60%

80%

Test

Sco

res

1 week 4 weeksTest time after Learning

Spaced

Massed

. Based on data from Rohrer& Taylor, 2006 Experiment 1

Interpret the data

5 minute lesson with six practices• 2 in the first section

• 2 in the middle• 2 at the end

Which lesson is better?

A5 minute lesson withsix practices • 3 in the middle• 3 at the end

B

Lesson A = 5 practicesLesson B = 3 Lesson A, 5 from Lesson BLesson C = 2 Lesson A, 3 from B, and 5 from C

Ways to spread practiceAmong Lessons

Extended learningevents over time andmedia

Among Learning Events

Which is better?

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3 practices on area of a circle 3 practices on area of a rectangle 3 practices on area of a triangle

3 area practices: circle, rectangle, triangle3 area practices: circle,rectangle, triangle 3 area practices: circlerectangle, triangle

PLAN A PLAN B

0%

100%

40%

20%

60%

80%

Test

Sco

res

Practice Test

Mixed Practice

Blocked Practice

Based on data from Rohrer& Taylor, 2009

Interpret the data

Practice guidelines

Slide 41



Psy

chol

ogic

al A

ctiv

ity


= B4*B9= B4/B9=B4*$B9$=B4*$B$9


X


Multimedia principles

Practice guidelines

Slide 43

• How Much?• What kind?• Feedback?• Where?• Multimedia • Worked

Examples Behavioral ActivityLow High

Psy

chol

ogic

al A

ctiv

ity

WorkedExample

CompletionExample 1

CompletionExample 2

Assigned Problem

Step 1Step 2Step 3

Step 1Step 2Step 3

= Worked in Lesson

= Worked by the Learner

Step 1Step 2Step 3

Step 1Step 2Step 3

Fading of worked examples

Does Practice Make Perfect? ( Chapter 12) Ken Koedinger 1.

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