Enhancing training efficiency and effectiveness through the use of dyad training

The authors examined the effect of inserting observation practice and undir ected dialog into the rest interval between practice trials on the learning of a complex task (stabilometer). Training protocols in which learners pra ctice in pairs (dyads) result in increases in learning efficiency, but the critical issue is the effect on learning effectiveness. Three groups of par ticipants (n = 12 in each group) practiced maintaining their balance on a s tabilometer. One group practiced individually, and the other 2 groups pract iced in dyads in which 1 performer practiced the task while the other obser ved. in the dyad-alternate condition, participants alternated between physi cal, observational, and dialog practice on each trial, whereas in the dyad- control condition, subjects completed all trials on 1 form of practice (eit her physical or observational practice) before engaging in the other form. The results indicated that the dyad-alternate group initially performed mor e poorly bur quickly overtook the individual group, and the performance adv antage of the dyed-alternate group was maintained on the delayed retention test. When the different forms of practice were performed consecutively, as in the dyad-control group, acquisition and retention performance was gener ally poorer than when they were alternated. Those results suggest that one can combine the benefits of physical practice, observation, and dialog betw een learners in an interactive way to produce an effective and efficient le arning protocol.