The effect of practice schedules on learning outcomes depends on students' prior knowledge.¶

Claim · All claims
Evidence · 1 study · causal r? · q3
Currency · newest study 2014 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Students with low prior knowledge benefited from fully interleaved practice, while no effect of practice schedules was found for students with high prior knowledge. → Rau 2014

Evidence¶

Rau 2014¶

Rau, M. A., Aleven, V., Rummel, N., & Pardos, Z. (2014). How Should Intelligent Tutoring Systems Sequence Multiple Graphical Representations of Fractions? A Multi-Methods Study. Int J Artif Intell Educ. https://doi.org/10.1007/s40593-013-0011-7

q3 · i? · causal · r?

The classroom experiment found that the effect of practice schedules on learning outcomes depended on students' prior knowledge, noting that "students with low prior knowledge benefit from fully interleaved practice" while no effect was found for high prior knowledge students.

"While students with low prior knowledge benefit from fully interleaved practice, we found no effect of practice schedules for students with high prior knowledge."

Discussion¶

Learner Variables¶

• Prior Knowledge — moderator: an instructional effect differs with it

Related Claims¶

• The effect of practice schedules depends on the type of target knowledge, with increasingly interleaved practice most effective for area models. — related
• Instructional approach interacts with prior knowledge for lasting learning, with benefits concentrated among stronger students — reports the opposite
• In the few studies that split by ability, learning techniques helped low-ability students and not high-ability students — related