A refutation-plus-metacognitive-prompt intervention significantly increases students' use of interleaved practice in self-organized study tasks, including after a delay¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r3 · q3 · i1 small
Currency · newest study 2024 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i1 In the intervention condition, use of interleaved practice significantly increased across tasks (η²g = 0.266), while the increase in the control condition did not reach significance. → Erdem Onan 2024 q3 i? After the intervention, use of interleaved practice was significantly higher in the intervention condition (M = 0.76) than the control condition (M = 0.55), and this difference persisted at delayed transfer (0.81 vs 0.57). → 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 · i1 · causal · r3

Pre-registered mixed-subjects experiment (2×3 mixed ANOVA on switch proportions across pre-, post-intervention and delayed-transfer tasks). The simple main effect of Time in the intervention condition was significant, "F(1.64, 73.63) = 40.38, p < 0.001, η2 g = 0.266"; the control-condition increase did not reach significance (p = 0.156).

"The results revealed that participants in the interven tion condition significantly increased their use of interleaved practice, F(1.64, 73.63) = 40.38, p < 0.001, η2 g = 0.266."

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 · r3

Bonferroni-corrected pairwise comparison after the intervention in the same experiment; the same condition difference was observed after a delay (intervention M = 0.81 vs control M = 0.57). No standardized effect size is printed for the pairwise contrast.

"after the intervention, participants ’ use of interleaved practice was significantly higher in the intervention condition (M = 0.76, SD = 0.31) than in the control condition (M = 0.55, SD =0 . 3 6 ) , t(89) = −2.98, p = 0.004"

Discussion¶

Related Claims¶

• The intervention corrects erroneous strategy beliefs: perceived effectiveness of blocked practice falls and interleaved practice rises in the intervention condition — related
• The intervention lengthens students' interleaved sequences, and longer interleaved runs correlate with better classification accuracy — related
• In self-organized tasks, more interleaved practice is associated with higher classification accuracy — related
• Before intervention, students predominantly block their self-organized study order, exceeding chance — related
• In an experimenter-controlled task, interleaved practice yields better classification performance than blocked practice (d = 1.05) — related
• Learners misjudge which learning strategies are effective — related
• Strategy Instruction Improves Learning — a broader claim this one bears on