In Experiment 1, learners interleaved more only when high utility value of distinguishing was combined with instruction that differences matter, with the two factors interacting rather than showing main effects¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i1–i2
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i2 Differences-matter instruction yielded a main effect on informative between-switches, with instructed participants interleaving more frequently than uninstructed participants. → Roman Abel 2024 q3 i1 Utility value and differences-matter instruction interacted on informative between-switches: only participants learning poisonous and edible mushrooms interleaved more with the instruction. → Roman Abel 2024 (2)

Evidence¶

Roman Abel 2024¶

Roman Abel, Anique de Bruin, Erdem Onan, Julian Roelle. (2024). Why Do Learners (Under)Utilize Interleaving in Learning Confusable Categories? The Role of Metastrategic Knowledge and Utility Value of Distinguishing. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09902-0

q3 · i2 · causal · r2

In the 2×2 between-subjects online experiment (N = 190 university students), the informative between-switches analysis showed the instruction main effect: "participants with instruction interleaved more frequently (M = 13.18, SE = 1.59) than participants without instruction (M = 6.07, SE = 1.61)"; ηp2 = 0.05.

"Differences matter instruction yielded a main effect, F(1, 186) = 9.94, p = 0.002, ηp2 = 0.05, indicating that participants with instruction interleaved more frequently (M = 13.18, SE = 1.59) than participants without instruction (M = 6.07, SE = 1.61)."

Roman Abel 2024 (2)¶

Roman Abel, Anique de Bruin, Erdem Onan, Julian Roelle. (2024). Why Do Learners (Under)Utilize Interleaving in Learning Confusable Categories? The Role of Metastrategic Knowledge and Utility Value of Distinguishing. Educational Psychology Review. https://doi.org/10.1007/s10648-024-09902-0

q3 · i1 · causal · r2

Simple-effects follow-up of the interaction (F(1, 186) = 5.19, p = 0.024, ηp2 = 0.03) in Experiment 1: "Participants who learned poisonous and edible mushrooms interleaved more when given the differences matter instruction compared to when given no instruction"; the low-utility groups were not affected (p = 0.541).

"Participants who learned poisonous and edible mushrooms interleaved more when given the differences matter instruction compared to when given no instruction, p < 0.001, 95% CI [6.02, 18.47], MD = 12.25, SE = 3.16."

Discussion¶

Related Claims¶

• In Experiment 1, differences-matter instruction shifted learners' self-reported effort allocation toward detecting differences and away from detecting commonalities — related
• In Experiment 1, metacognitive preference for interleaving showed main effects of utility value and differences-matter instruction without an interaction — related
• Even when motivated to distinguish and informed that differences matter, learners in Experiment 1 blocked 68% of their study sequence choices — related
• In Experiment 1, the extent of informative interleaving did not correlate with category assignment performance, which the authors interpret as a utilization deficiency — related
• Combining utility value of distinguishing with conditional knowledge fosters interleaving of confusable categories (Abel et al., 2024) — possibly the same claim (merge candidate)