In Experiment 1, mental effort was negatively related to perceived effectiveness and (via perceived effectiveness) willingness to use interleaved studying, with a more influential role for interleaved than blocked studying¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? In path analyses, the more effort invested during interleaved studying, the less effective students perceived it and the less willing they were to use it again. → Janssen 2023 q3 i? For blocked studying, effort showed only a small indirect negative relationship with perceived effectiveness and no direct or indirect relationship with willingness to use it. → Janssen 2023 (2)

Evidence¶

Janssen 2023¶

Janssen, E. M., van Gog, T., van de Groep, L., de Lange, A. J., Knopper, R. L., Onan, E., Wiradhany, W., & de Bruin, A. B. H. (2023). The Role of Mental Effort in Students' Perceptions of the Effectiveness of Interleaved and Blocked Study Strategies and Their Willingness to Use Them. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09797-3

q3 · i? · causal · r2

Experiment 1 saturated path models (15 parameters, N = 150) tested direct and indirect effects of mental effort on considerations; the quote reports the indirect path via perceived effectiveness for interleaved studying. No effect sizes are printed for these paths.

"The more effort students had to invest during interleaved studying, the less effective they perceived this study strategy to be and the less willing they were to use this strategy again."

Janssen 2023 (2)¶

Janssen, E. M., van Gog, T., van de Groep, L., de Lange, A. J., Knopper, R. L., Onan, E., Wiradhany, W., & de Bruin, A. B. H. (2023). The Role of Mental Effort in Students' Perceptions of the Effectiveness of Interleaved and Blocked Study Strategies and Their Willingness to Use Them. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09797-3

q3 · i? · causal · r2

The same Experiment 1 path model showed effort during blocked studying "was not directly related" to perceived effectiveness, with only a small indirect negative relationship via prospective judgments of learning.

"The amount of mental effort students reported during blocked studying was not directly related to how effective they perceived blocked studying to be."

Discussion¶

Related Claims¶

• In a within-subjects category-learning experiment, students reported higher mental effort and lower concurrent judgments of learning during interleaved than during blocked studying — related
• In a between-subjects experiment, students using blocked studying still reported lower mental effort and higher concurrent judgments of learning than students using interleaved studying — related
• In Experiment 1, personalized feedback after the test made students significantly more positive about interleaved studying, yet they still did not consider it more effective or desirable than blocked studying — related