SimStudent given interleaved-ordering curricula received more negative feedback in stoichiometry and fraction addition, supporting more effective when-learning¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? SimStudent trained on interleaved-ordering problems received significantly (p<0.05) 31.5% more negative feedback in stoichiometry and 10.0% more in fraction addition than with blocked ordering. → Nan Li 2013 q2 i? In equation solving, SimStudent received approximately the same amount of negative feedback in the two order conditions (p = 1, −1.9%). → Nan Li 2013 (2)

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 analysis of negative feedback (average number of times SimStudent received negative feedback per skill, shown in Fig. 8): interleaved ordering produced significantly more negative feedback in stoichiometry (p<0.05, 31.5%) and 10.0% more in fraction addition. The article argues negative feedback serves as negative training examples for when-learning.

"the SimStudent given interleaved-o rdering problems receives significantly (p< 0.05, 31.5 %) more negative feedback than the SimStudent trained on blocked- ordering problems in stoichiometry, and 10.0 % more negative feedback in fraction addition."

Nan Li 2013 (2)¶

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 analysis in equation solving: negative feedback amounts were approximately equal across order conditions (p = 1, −1.9%), yet the article shows negative examples from other problem types in interleaving were sometimes more informative, speeding skill acquisition.

"In equation solving, SimStudent received approximately the same amount of neg- ative feedback (p = 1, −1.9 %) in the blocked problem order case and interleaved problem order case."

Discussion¶

Related Claims¶

• In fraction addition, there was no significant difference in step scores between interleaved- and blocked-ordering curricula — 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
• In stoichiometry, SimStudent trained on interleaved-ordering curricula achieved significantly higher step scores than with blocked-ordering curricula — related
• SimStudent produced only human-like fraction-addition errors under both problem orders, with no difference in error types between orders — related
• Learning when to apply a skill benefits more from interleaved problem orders, while learning how to apply a skill benefits more from blocked problem orders — related