The intervention corrects erroneous strategy beliefs: perceived effectiveness of blocked practice falls and interleaved practice rises in the intervention condition¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i0 negligible
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i0 Perceived effectiveness of interleaved practice significantly increased in the intervention condition (η²g = 0.115) with no change in the control condition. → Erdem Onan 2024 q3 i? After the intervention, perceived effectiveness of blocked practice was significantly higher in the control condition (M = 3.91) than in the intervention condition (M = 3.43), and this difference persisted after the delay. → Erdem Onan 2024 (2)

Evidence¶

Erdem Onan 2024¶

Erdem Onan, Felicitas Biwer, Roman Abel, Wisnu Wiradhany & Anique de Bruin. (2024). Optimizing self-organized study orders: combining refutations and metacognitive prompts improves the use of interleaved practice. npj Science of Learning 9:33. https://doi.org/10.1038/s41539-024-00245-7

q3 · i0 · causal · r2

Mixed ANOVA decomposition on perceived effectiveness ratings (1–6 Likert) in the pre-registered experiment; the control condition showed no change over time (p = 0.954). The post-intervention between-condition difference (M = 4.80 vs 4.04) was significant, but not after the delay (p = 0.080).

"In the intervention condition, perceived effective- ness of interleaved practice significantly increased, F(1.57, 67.44) = 11.62, p < 0.001, η2 g = 0.115."

Erdem Onan 2024 (2)¶

Erdem Onan, Felicitas Biwer, Roman Abel, Wisnu Wiradhany & Anique de Bruin. (2024). Optimizing self-organized study orders: combining refutations and metacognitive prompts improves the use of interleaved practice. npj Science of Learning 9:33. https://doi.org/10.1038/s41539-024-00245-7

q3 · i? · causal · r2

Bonferroni-corrected pairwise comparison of blocked-practice effectiveness ratings between conditions after the intervention; the same difference appeared after the delay (control M = 4.02 vs intervention M = 3.54, p = 0.015). No standardized effect size is printed.

"perceived effectiveness of blocked practice was significantly higher in the control condition (M = 3.91, SD = 1.10) than in the intervention con- dition (M = 3.43, SD = 0.95) after the intervention, t(87) = 2.19, p = 0.031"

Discussion¶

Related Claims¶

• Strategy efficacy beliefs shift toward the strategy a student chooses: choosers of blocked practice raised blocked beliefs and lowered interleaved beliefs, and vice versa — related
• Perceived effort is higher and perceived learning lower for interleaving than blocking, and experience-mediated increases in perceived learning raise interleaving choices — related
• The share of students choosing interleaved practice rose from 13% to 40% across the session, but the visual feedback prompt did not further increase interleaved practice choices — related
• Qualitative findings: students initially held inaccurate beliefs about strategy efficacy, and high effort from interleaved practice was misinterpreted as a sign of poor learning — related
• Perceived learning is higher for blocked than interleaved practice at onset but increases over time for interleaved practice only — related
• 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
• A refutation-plus-metacognitive-prompt intervention significantly increases students' use of interleaved practice in self-organized study tasks, including after a delay — related