Perceived learning is higher for blocked than interleaved practice at onset but increases over time for interleaved practice only¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r3 · q3
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Perceived learning was significantly higher for blocked practice than for interleaved practice. → Onan 2022 q3 i? Perceived learning increased over time for interleaved practice but not for blocked practice (strategy × time interaction). → Onan 2022 (2)

Evidence¶

Onan 2022¶

Onan, E., Wiradhany, W., Biwer, F., Janssen, E. M., & de Bruin, A. B. H. (2022). Growing Out of the Experience: How Subjective Experiences of Effort and Learning Influence the Use of Interleaved Practice. Educational Psychology Review. https://doi.org/10.1007/s10648-022-09692-3

q3 · i? · causal · r3

Linear mixed model on judgments of learning collected after each study unit. The main effect of strategy was significant, F(1, 332) = 495.16, p < 0.001; no effect size was printed.

"We observed a significant main effect of learning strategies: perceived learning was significantly higher for blocked practice than for interleaved practice, F(1, 332) = 495.16, p < 0.001."

Onan 2022 (2)¶

Onan, E., Wiradhany, W., Biwer, F., Janssen, E. M., & de Bruin, A. B. H. (2022). Growing Out of the Experience: How Subjective Experiences of Effort and Learning Influence the Use of Interleaved Practice. Educational Psychology Review. https://doi.org/10.1007/s10648-022-09692-3

q3 · i? · causal · r3

The same LMM showed perceived learning rose across units only for interleaved practice, F(1, 1498) = 260.81, p < 0.001; no effect size was printed.

"the main effect of time again appeared to be driven by the strategy × time interaction, which indicated that perceived learning increased over time for interleaved practice, but not for blocked practice, F(1, 1498) = 260.81, p < 0.001."

Discussion¶

Related Claims¶

• Perceived effort is higher for interleaved than blocked practice and decreases over time for interleaved practice only — related
• The interleaving benefit is not caused by spacing, and the benefit extends to delayed tests — 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
• Perceived effort is higher and perceived learning lower for interleaving than blocking, and experience-mediated increases in perceived learning raise interleaving choices — possibly the same claim (merge candidate)
• 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