Evaluating Instructional Components of TAGteach on Origami Skill Acquisition

Faculty Mentor

Jennifer Wertalik

Location

Savannah Ballroom

Type of Research

On-going

Session Format

Poster Presentation

College

College of Behavioral & Social Sciences

Department

Psychology

Abstract

TAGteach (Teaching with Acoustical Guidance) represents a multi-component instructional approach that breaks skills into small, teachable units (“tag points”) and uses modeling, verbal cues, and auditory feedback to reinforce correct performance. Previous research has demonstrated the efficacy of TAGteach in teaching a range of motor and performance skills, including dance, rugby, yoga, and golf. However, because TAGteach combines several elements, it remains unclear whether outcomes result from the full package or from specific components alone. This study used an adapted alternating treatments design within a multiple probe framework to compare two TAGteach variations while teaching college students to construct origami figures. The standard condition included modeling, a verbal cue (“the tag point is…”), and auditory feedback (a handheld click), whereas the modified condition included only modeling and auditory feedback. Preliminary results show no significant performance differences between conditions, though differences in social acceptability ratings were observed. Further data and implications for applied practice will be discussed.

Program Description

.

Start Date

4-21-2026 10:00 AM

End Date

4-21-2026 12:00 PM

This document is currently not available here.

Share

COinS
 
Apr 21st, 10:00 AM Apr 21st, 12:00 PM

Evaluating Instructional Components of TAGteach on Origami Skill Acquisition

Savannah Ballroom

TAGteach (Teaching with Acoustical Guidance) represents a multi-component instructional approach that breaks skills into small, teachable units (“tag points”) and uses modeling, verbal cues, and auditory feedback to reinforce correct performance. Previous research has demonstrated the efficacy of TAGteach in teaching a range of motor and performance skills, including dance, rugby, yoga, and golf. However, because TAGteach combines several elements, it remains unclear whether outcomes result from the full package or from specific components alone. This study used an adapted alternating treatments design within a multiple probe framework to compare two TAGteach variations while teaching college students to construct origami figures. The standard condition included modeling, a verbal cue (“the tag point is…”), and auditory feedback (a handheld click), whereas the modified condition included only modeling and auditory feedback. Preliminary results show no significant performance differences between conditions, though differences in social acceptability ratings were observed. Further data and implications for applied practice will be discussed.