Provide personalized visual feedback linking self-reported effort, judgments of learning, and actual test performance per study strategy¶

Strategy · All strategies
Evidence · 5 claims (5 for) · 1 study (1 causal), q3 · 1 of 1 report an effect size · 5 claims rest on one study

Description¶

After the test, students in the feedback condition received "a personalized visual overview" of their self-reported experiences (mental effort, concurrent and prospective judgments of learning) and actual learning outcomes (test performance), per study strategy. To encourage processing, participants were prompted to interpret the feedback by writing down what they could conclude from the visual overview. This intervention significantly improved students' considerations about interleaved studying, though not enough to make them prefer it over blocked studying.

Design Implications¶

Context¶

Requirements¶

• Feedback must display the student's own self-reported effort and judgments of learning alongside their actual test performance, per strategy
• Students should be prompted to interpret the feedback by writing down conclusions

Constraints¶

• Feedback improved considerations about interleaved studying but did not make students consider it more effective or desirable than blocked studying
• In Experiment 2, participants could not compare study experiences or outcomes because they studied with only one strategy

Target Learners¶

• higher-education students learning with self-selected study strategies

Target Learning Goals¶

• calibrating study-strategy perceptions with actual learning outcomes in category learning tasks

Affordances¶

• Emr Framework Effort As Cue

Claims¶

• In Experiment 1, personalized feedback after the test made students significantly more positive about interleaved studying, yet they still did not consider it more effective or desirable than blocked studying [+W]
• In an exploratory Experiment 1 subgroup analysis, the preference for blocked studying after feedback disappeared among students who actually performed better with interleaved studying [+W]
• In Experiment 1, students' prospective judgments of learning were higher for blocked studying even though actual test performance was higher for interleaved studying [+W]
• In a within-subjects category-learning experiment, students reported higher mental effort and lower concurrent judgments of learning during interleaved than during blocked studying [+W]
• 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 [+W]

Related Strategies¶

Examples¶

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Key Sources¶

• Janssen, E. M., van Gog, T., van de Groep, L., de Lange, A. J., Knopper, R. L., Onan, E., Wiradhany, W., & de Bruin, A. B. H. (2023). The Role of Mental Effort in Students' Perceptions of the Effectiveness of Interleaved and Blocked Study Strategies and Their Willingness to Use Them. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09797-3