Influence of instruction content on operation performance in science experiments

It has been demonstrated that providing instructions during the execution of sports skills can influence performance outcomes. This study aimed to explore the impact of instructions on operational performance in a controlled experimental setting, thereby enhancing our understanding of how different types of instructions affect skill execution. The experiment was conducted indoors, with participants seated in chairs. Before initiating the task, participants were given a printed sheet of instructions and directed to adhere to the guidelines during the operation. The task involved using a pipette to transfer a specific volume of water from a beaker to a tube. The instructions were designed to include conditions emphasizing either operational accuracy or speed. Additionally, a total of five distinct instruction conditions were created, varying in phrasing but sharing the same underlying intentions. Task performance was assessed by measuring the time taken and the weight of the transferred water for each instruction set. Cluster analysis of task duration and accuracy divided participants into two distinct groups: those whose accuracy varied across instructional conditions and those whose accuracy remained consistent. In the group where accuracy fluctuated, a trade-off between task duration and operational error was observed. Notably under conditions prioritizing accuracy, performance declines led to increased errors. Conversely, in the group where accuracy did not fluctuate, task duration varied while the error in the set value remained consistent.