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Commentary on Ammar et al. (2024) "The Effects of Contextual Interference Learning on the Acquisition and Relatively Permanent Gains in Skilled Performance: Critical Systematic Review with Multilevel Meta‑analysis".

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Title: Commentary on Ammar et al. (2024) "The Effects of Contextual Interference Learning on the Acquisition and Relatively Permanent Gains in Skilled Performance: Critical Systematic Review with Multilevel Meta‑analysis".
Authors: Czyż, Stanisław H. (AUTHOR)
Source: Educational Psychology Review. Jun2025, Vol. 37 Issue 2, p1-11. 11p.
Subjects: Educational psychology, Contextual learning, Databases, Education research, Kinesiology
Abstract: This commentary provides a constructive analysis of the meta-analysis by Ammar et al. Educational Psychology Review 36(2), 2024 on the contextual interference (CI) effect in applied settings, published in Educational Psychology Review. The authors are commended for significant advancements over their previous work (Ammar et al. Educational Research Review,39, 100537, 2023), including addressing methodological limitations and incorporating sensitivity analyses to enhance the robustness of their findings. While their efforts represent a valuable contribution to understanding the CI effect, several areas warrant further refinement. Expanding database selection to include specialized resources in psychology, sports, and kinesiology could reduce the risk of missing relevant studies. Additionally, while pre-registration is not obligatory, its inclusion would enhance validity and transparency and mitigate potential biases. Some methodological inconsistencies, such as the inclusion of studies with differing definitions of CI practice, highlight the need for greater clarity in study classification. Overall, this commentary highlights areas for improvement while recognizing the authors' contribution to advancing research on the CI effect in applied contexts. [ABSTRACT FROM AUTHOR]
Copyright of Educational Psychology Review is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Psychology and Behavioral Sciences Collection
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  Data: Commentary on Ammar et al. (2024) "The Effects of Contextual Interference Learning on the Acquisition and Relatively Permanent Gains in Skilled Performance: Critical Systematic Review with Multilevel Meta‑analysis".
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  Data: This commentary provides a constructive analysis of the meta-analysis by Ammar et al. Educational Psychology Review 36(2), 2024 on the contextual interference (CI) effect in applied settings, published in Educational Psychology Review. The authors are commended for significant advancements over their previous work (Ammar et al. Educational Research Review,39, 100537, 2023), including addressing methodological limitations and incorporating sensitivity analyses to enhance the robustness of their findings. While their efforts represent a valuable contribution to understanding the CI effect, several areas warrant further refinement. Expanding database selection to include specialized resources in psychology, sports, and kinesiology could reduce the risk of missing relevant studies. Additionally, while pre-registration is not obligatory, its inclusion would enhance validity and transparency and mitigate potential biases. Some methodological inconsistencies, such as the inclusion of studies with differing definitions of CI practice, highlight the need for greater clarity in study classification. Overall, this commentary highlights areas for improvement while recognizing the authors' contribution to advancing research on the CI effect in applied contexts. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Educational Psychology Review is the property of Springer Nature and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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