In an exploratory Experiment 1 subgroup analysis, the preference for blocked studying after feedback disappeared among students who actually performed better with interleaved studying¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i1 small
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 Among feedback recipients who performed better with interleaved studying (n = 42 of 75), blocked studying was no longer considered significantly more effective (d = -0.30) or more desirable (d = -0.23), though interleaved was not significantly favored either. → 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 · i1 · causal · r2

Exploratory analysis of the 94 students who performed better with interleaved studying; among the 42 feedback recipients, the blocked-study preference disappeared (t(41) = -1.94, p = 0.060, d = -0.30; willingness d = -0.23, p = 0.148).

"Students who received feedback that they performed better with interleaved studying than with blocked studying (n = 42 out of 75) did not consider blocked studying (M = 5.48, SD = 1.76) to be significantly more effective than interleaved studying (M = 6.33, SD = 1.88), t(41) = -1.94, p = 0.060, Cohen's d = -0.30"

Discussion¶

Related Claims¶

• 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
• Individual performance feedback increased retrieval practice choice only among students who had actually benefited from retrieval practice (Experiment 1) — related
• In Experiment 1, students' prospective judgments of learning were higher for blocked studying even though actual test performance was higher for interleaved studying — related