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As a learner's skill level increases, the Challenge Point Framework suggests that CI (contextual interference) should be increased and KR (knowledge of results) should be offered less routinely. 1) Increased; less routinely.
The Challenge Point Framework, developed in the context of motor learning, addresses how practice conditions affect learning. Contextual interference (CI) involves varying practice conditions, such as interleaving different tasks, while knowledge of results (KR) refers to feedback about the outcome or performance of a skill.
As a learner gains proficiency, they can handle more challenging and varied practice situations. Increasing contextual interference, such as by using random practice or introducing different tasks, helps to improve adaptability and long-term retention of skills.
On the other hand, as learners become more skilled, they require less frequent and more nuanced feedback (KR). Excessive feedback can lead to dependency, whereas offering it less routinely encourages learners to self-correct, enhancing skill development and retention.
Thus, according to the Challenge Point Framework, when a learner's skill level increases, contextual interference should be increased to provide more challenge, and knowledge of results should be offered less routinely to promote independent learning and skill consolidation.
1) Increased; less routinely.
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