Poster #17 - Compounding Effects of Cognitive Skills Training: Blocked Versus Varied Game-Embedded Practice

• In Event: 77.059 - MTCC Tuesday Poster Session 18
  In Poster Session: 77.059-2 - Game-Based Learning Environments and Elements of Gamification

Abstract

Does blocked or varied practice within the context of a game lead to improved performance of certain cognitive skills? This study addressed this question by comparing transfer-of-training effects between conditions either involving blocked or varied practice embedded within a custom-designed game. Participants (N = 98) between the ages of 10-16 years (M = 12.5, SD = 1.63) were randomly assigned to one of four treatment groups. Participants played one of two cognitive skills training games for 20 consecutive minutes, or one game followed by the other for 10 minutes each. Findings suggest an advantage of blocked over varied practice in the context of one 20-minute game session.

Authors

• Teresa M. Ober, Graduate Center of the City University of New York

• Maya Rose

• Alvaro Olsen, New York University

• Jan L. Plass, New York University

• Bruce Douglas Homer, City College of New York - CUNY