In Experiment 1, metacognitive preference for interleaving showed main effects of utility value and differences-matter instruction without an interaction¶

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

Subclaims¶

q3 i? Ordinal regression showed a significant impact of utility value on preference for interleaving. → Roman Abel 2024 q3 i? Ordinal regression showed a significant impact of differences-matter instruction on preference for interleaving, with no interaction between the factors. → 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 · i? · causal · r2

Ordinal regression on metacognitive preference in Experiment 1 (N = 190): "a significant impact of utility value, β = 0.77, SE = 0.38, Wald χ2 = 4.10, df = 1, p = 0.044"; only the test statistic is printed, no effect size.

"We found a significant impact of utility value, β = 0.77, SE = 0.38, Wald χ2 = 4.10, df = 1, p = 0.044, indicating a higher preference for interleaving when the utility value of distinguishing is high."

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 · i? · causal · r2

The same ordinal regression showed "a significant impact of differences matter instruction, β = 0.79, SE = 0.38, Wald χ2 = 4.29, df = 1, p = 0.038"; the interaction was not significant (p = 0.172).

"We also found a significant impact of differences matter instruction, β = 0.79, SE = 0.38, Wald χ2 = 4.29, df = 1, p = 0.038, indicating learners' higher preference for interleaving when being informed that differences matter for distinguishing."

Discussion¶

Related Claims¶

• 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 — related
• Labelling mushrooms as poisonous versus edible successfully raised the perceived utility value of distinguishing, interest, and perceived authenticity in Experiment 1 — 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) — related