The intervention lengthens students' interleaved sequences, and longer interleaved runs correlate with better classification accuracy¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r3 · q2–q3 · i2 medium
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person
Design limits · Erdem Onan 2024: the intervention came bundled with another change (The intervention combined refutation-based instructions with visual metacognitive prompts) (read from the study by two models, 2026-10-26)

Subclaims¶

q3 i? At the post-intervention task, the longest interleaved run was higher in the intervention condition (M = 21.15) than the control condition (M = 13.67), and the same pattern appeared at delayed transfer. → Erdem Onan 2024 q2 i2 Longest interleaved-sequence length correlated significantly with classification accuracy at post-intervention (r = 0.22) and delayed transfer (r = 0.33). → 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 · i? · causal · r3

Exploratory analysis of the maximum number of consecutive category switches; the delayed-transfer task showed the same pattern (M = 24.67 vs 13.37, p < 0.001). No standardized effect size is printed.

"At the post-intervention task, the length of the interleaved sequence was higher in the intervention condition (M = 21.15; SD = 13.96) than in the control condition ( M = 13.67, SD = 13.93), t(88.97) =−2.56, p = 0.012."

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

q2 · i2 · causal · r3

Exploratory bivariate correlations between longest interleaved-sequence length and classification accuracy; both were significant, with r = 0.22 and r = 0.33. Correlational, so direction of influence is not established.

"We found a significant association both at the post-intervention task, r(89) = 0.22, p = 0.035, and at the delayed- transfer task,r(89) = 0.33,p <0 0 1 ."

Discussion¶

Related Claims¶

• In self-organized tasks, more interleaved practice is associated with higher classification accuracy — related
• Interleaving category examples improves inductive category learning for visual and mathematical materials, but not for expository texts or word categories — a broader claim this one bears on
• Inserting trivia questions between interleaved exemplars impairs inductive learning when it disrupts juxtaposition of categories, with total spacing held constant — related
• A refutation-plus-metacognitive-prompt intervention significantly increases students' use of interleaved practice in self-organized study tasks, including after a delay — related