In SimStudent simulations across three math and science domains, interleaved-order curricula yielded as effective or more effective learning than blocked-order curricula¶
Claim · All claims
Evidence · 1 study · causalr1·q2
Currency · newest study 2013 · checked against its sources 2026-10-28 (automated, 1 of 1 entry) · not reviewed by a person
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q2 i? Across fraction addition, equation solving, and stoichiometry, SimStudent trained on interleaved-ordering curricula achieved equal or higher step scores than SimStudent trained on blocked-ordering curricula. → Nan Li 2013
Evidence¶
Nan Li 2013¶
Nan Li, William W. Cohen, Kenneth R. Koedinger. (2013). Problem Order Implications for Learning. Int J Artif Intell Educ. https://doi.org/10.1007/s40593-013-0005-5
q2 · i? · causal · r1
Controlled simulation study in which SimStudent was trained on 12 curricula per domain (six blocked, six interleaved) built from real-student problems, then tested on held-out testing problems; learning curves are shown in Figs. 5–7 and the text states "in all three domains, the interleaved-ordering curricula yielded as effective or more effective learning".
"As we can see in the graph, in all three domains, the interleaved-ordering curricula yielded as effective or more effective learning than the blocked-ordering curricula."
Discussion¶
Related Claims¶
- In equation solving, SimStudent trained on interleaved-ordering curricula achieved significantly higher step scores than with blocked-ordering curricula — a narrower finding that bears on this claim
- In fraction addition, there was no significant difference in step scores between interleaved- and blocked-ordering curricula — a narrower finding that bears on this claim
- SimStudent given interleaved-ordering curricula received more negative feedback in stoichiometry and fraction addition, supporting more effective when-learning — a narrower finding that bears on this claim
- SimStudent produced only human-like fraction-addition errors under both problem orders, with no difference in error types between orders — related
- In stoichiometry, SimStudent trained on interleaved-ordering curricula achieved significantly higher step scores than with blocked-ordering curricula — a narrower finding that bears on this claim
- Learning when to apply a skill benefits more from interleaved problem orders, while learning how to apply a skill benefits more from blocked problem orders — a broader claim this one bears on
- In an experimenter-controlled task, interleaved practice yields better classification performance than blocked practice (d = 1.05) — related
- Interleaved practice outperformed blocked practice across eight STEM classrooms — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
simstudent-interleaved-as-or-more-effective |
title |
In SimStudent simulations across three math and science domains, interleaved-order curricula yielded as effective or more effective learning than blocked-order curricula |
description |
In SimStudent simulations across three math and science domains, interleaved-order curricula yielded as effective or more effective learning than blocked-order curricula |
status |
review |
evidence_strength |
moderate |
newest_evidence |
2013 |
source_checked |
2026-10-28 |
generated |
by process:wiki-ingest on 2026-10-28 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — nan-li-2013 |
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