In equation solving, SimStudent trained on interleaved-ordering curricula achieved significantly higher step scores than with blocked-ordering curricula¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? The sign test demonstrated significant (p<0.05) advantages of interleaved-ordering curricula over blocked-ordering curricula in equation solving. → Nan Li 2013

Evidence¶

Nan Li 2013¶

Nan Li, William W. Cohen, Kenneth R. Koedinger. (2013). Problem Order Implications for Learning. Int J Artif Intell Educ. https://doi.org/10.1007/s40593-013-0005-5

q2 · i? · causal · r1

Simulation results in the equation solving domain: interleaved curricula reached a mean step score of 0.955 (SD < 0.001) versus 0.858 (SD = 0.056) for blocked curricula, and the sign test showed a significant advantage (p<0.05) for interleaved ordering.

"The interleaved-ordering curricula again showed a benefit (mean = 0.955,S D < 0.001 vs. mean = 0.858,S D = 0.056) over blocked-ordering curricula."

Discussion¶

Learner Variables¶

• Algebraic Thinking — outcome: instruction changes it

Related Claims¶

• In SimStudent simulations across three math and science domains, interleaved-order curricula yielded as effective or more effective learning than blocked-order curricula — a broader claim this one bears on
• In stoichiometry, SimStudent trained on interleaved-ordering curricula achieved significantly higher step scores than with blocked-ordering curricula — related