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¶
Claim · All claims
Evidence · 1 study · causalr2·q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q3 i? Despite feedback, students still rated blocked studying as more effective and were still more willing to use it than interleaved studying. → Janssen 2023
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
After feedback, the effectiveness difference between strategies was no longer statistically significant after correction, but willingness to use blocked studying remained significantly higher (t(74) = 2.82, p = 0.006, d = 0.33).
"students who received the feedback still seemed to perceive blocked studying (M = 6.20, SD = 1.79) to be more effective than interleaved studying (M = 5.40, SD = 2.22), but this difference was not statistically significant (after correction for multiple testing), t (74) = 2.04, p = 0.045, Cohen's d = 0.24."
Discussion¶
Related Claims¶
- 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 — related
- In an exploratory Experiment 1 subgroup analysis, the preference for blocked studying after feedback disappeared among students who actually performed better with interleaved studying — related
- Learners Misjudge Spacing Benefits — a broader claim this one bears on
- Interleaving Improves Discrimination — related
- Perceived effort is higher and perceived learning lower for interleaving than blocking, and experience-mediated increases in perceived learning raise interleaving choices — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
feedback-improves-interleaved-considerations-exp1 |
title |
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 |
description |
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 |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2023 |
generated |
by process:wiki-ingest on 2026-10-22 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — janssen-2023 |
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