In Experiment 1, students' prospective judgments of learning were higher for blocked studying even though actual test performance was higher for interleaved studying¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r2 · q3 · i2–i3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q3 i3 Prospective judgments of learning were higher for blocked than interleaved studying (d = 0.90). → Janssen 2023 q3 i2 Actual learning outcomes were higher for interleaved than blocked studying (d = -0.52). → Janssen 2023 (2)

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 · i3 · causal · r2

Experiment 1 paired t-tests (Bonferroni-corrected) on predicted test performance showed "prospective judgments of learning were higher for blocked studying", t(149) = 11.05, p < 0.001, Cohen's d = 0.90.

"prospective judgments of learning were higher for blocked studying (M = 5.31, SD = 1.83) than for interleaved studying (M = 3.52, SD = 1.92), t(149) = 11.05, p < 0.001, Cohen's d = 0.90"

Janssen 2023 (2)¶

q3 · i2 · causal · r2

Experiment 1 test scores (20 unseen paintings) showed "actual learning outcomes were higher for interleaved studying", t(149) = -6.36, p < 0.001, Cohen's d = -0.52, replicating the interleaving benefit.

"actual learning outcomes were higher for interleaved studying (M = 4.83, SD = 2.21) than for blocked studying (M = 3.70, SD = 2.11), t(149) = -6.36, p < 0.001, Cohen's d = -0.52"

Discussion¶

In a between-subjects experiment, students using blocked studying still reported lower mental effort and higher concurrent judgments of learning than students using interleaved studying — related
Learners overwhelmingly judge blocking more effective than interleaving even when their test performance favors interleaving — a broader claim this one bears on
Learners Misjudge Spacing Benefits — a broader claim this one bears on
In an exploratory Experiment 1 subgroup analysis, the preference for blocked studying after feedback disappeared among students who actually performed better with interleaved studying — related
In a within-subjects category-learning experiment, students reported higher mental effort and lower concurrent judgments of learning during interleaved than during blocked studying — related
Interleaving Improves Discrimination — related

Page metadata

Field	Value
`type`	`claim`
`id`	`jol-outcome-dissociation-interleaved-exp1`
`title`	`In Experiment 1, students' prospective judgments of learning were higher for blocked studying even though actual test performance was higher for interleaved studying`
`description`	`In Experiment 1, students' prospective judgments of learning were higher for blocked studying even though actual test performance was higher for interleaved studying`
`status`	`review`
`evidence_strength`	`moderate`
`newest_evidence`	`2023`
`generated`	by `process:wiki-ingest` on `2026-10-22`
`trust`	unverified — no one has confirmed this page's content
`sources`	2 — `janssen-2023`, `janssen-2023-2`

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