One of the challenges of technology-assisted motor learning is how to adapt practice to facilitate learning. Random practice has been shown to promote long-term learning. However, it does not adapt to the learner's specific learning requirements. Previous attempts to adapt learning consider the skill level of learners from past training sessions. This study investigates the effects of personalizing practice in real time, through a Curriculum Learning approach, where a curriculum of tasks is built by considering consecutive performance differences for each task. 12 participants were allocated to each of three training conditions in an experiment which required performing a steering task to drive a cursor in an arc channel. The Curriculum Learning approach was compared to two other conditions: random practice and another adaptive practice, which does not consider the learning evolution. The Curriculum Learning practice outperformed the random practice in effectively decreasing movement variability at post-test and outperformed both the random practice and the adaptive practice on transfer tests. The adaptation of Curriculum Learning practice also made learners' skills more uniform. Based on these findings, we anticipate that future research will explore the use of Curriculum Learning in interactive training tools to support motor skill learning, such as rehabilitation.