In fraction addition, there was no significant difference in step scores between interleaved- and blocked-ordering curricula¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? SimStudent's step scores in fraction addition did not differ significantly between interleaved- and blocked-ordering curricula (p = 0.50). → 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 · r2

Simulation results in the fraction addition domain: interleaved curricula yielded a step score of 0.995 (SD = 0.008) versus 0.993 (SD = 0.007) for blocked curricula; the article reports "no significant difference ( p = 0.50) between the two conditions".

"In fraction addition, SimStudent got a step score of 0 .995,S D = 0.008 when trained with interleaved-ordering curricula, which is slightly higher than the step score SimStudent received (0 .993,S D = 0.007) when trained with blocked- ordering curricula."

Discussion¶

Related Claims¶

• SimStudent given interleaved-ordering curricula received more negative feedback in stoichiometry and fraction addition, supporting more effective when-learning — related
• 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
• SimStudent produced only human-like fraction-addition errors under both problem orders, with no difference in error types between orders — related