In stoichiometry, SimStudent trained on interleaved-ordering curricula achieved significantly higher step scores than with blocked-ordering curricula¶

Claim · All claims
Evidence · 1 study · causal r2 · q2
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? After training on 40 problems, the interleaved-ordering curricula were significantly (p<0.05) more effective than the blocked-ordering curricula in stoichiometry. → 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 · r2

Simulation results in the stoichiometry domain: interleaved curricula reached a step score of 0.944 (SD = 0.045) versus 0.813 (SD = 0.057) for blocked curricula; a sign test between paired curricula showed the interleaved order significantly more effective (p<0.05) after training on 40 problems.

"the step score of the interleaved-ordering curricula was 0.944 (SD = 0.045), whereas the step score of the blocked-ordering curricula was 0.813 (SD = 0.057)."

Discussion¶

Related Claims¶

• SimStudent given interleaved-ordering curricula received more negative feedback in stoichiometry and fraction addition, supporting more effective when-learning — related
• In SimStudent simulations across three math and science domains, interleaved-order curricula yielded as effective or more effective learning than blocked-order curricula — a broader claim this one bears on
• In equation solving, SimStudent trained on interleaved-ordering curricula achieved significantly higher step scores than with blocked-ordering curricula — related
• 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 — related