Interleaved practice in multi-dimensional learning tasks. Which dimension should we interleave?

Autor/inn/en	Rau, Martina A.; Aleven, Vincent; Rummel, Nikol
Titel	Interleaved practice in multi-dimensional learning tasks. Which dimension should we interleave?
Quelle	In: Learning and instruction, (2013) 23, S. 98-114Infoseite zur Zeitschrift PDF als Volltext Link als defekt meldenVerfügbarkeit
Sprache	englisch
Dokumenttyp	online; gedruckt; Zeitschriftenaufsatz
ISSN	0959-4752; 1873-3263
DOI	10.1016/j.learninstruc.2012.07.003
Schlagwörter	Evaluation; Pädagogische Psychologie; Multimedia; Fraktion; Lernen; Pädagogische Psychologie; Evaluation; Lerntheorie; Repräsentation; Kontext; Multimedia; Interferenz; Typ; Schuljahr 06; Lernen; Lerntheorie; Kontext; Tutorensystem; Aufgabenstellung; Interferenz; Repräsentation; Typ; Fraktion
Abstract	Research shows that multiple representations can enhance student learning. Many curricula use multiple representations across multiple task types. The temporal sequence of representations and task types is likely to impact student learning. Research on contextual interference shows that interleaving learning tasks leads to better learning results than blocked practice, but this research has not investigated whether it matters on which dimension [people] interleave learning tasks. Many educational materials include multiple task types and multiple representations. Should [one] interleave representations or task types? [The authors] conducted a classroom experiment to investigate the effects of interleaving task types (while blocking representations) and interleaving representations (while blocking task types). The participants (158 5th- and 6th-graders) worked with a corresponding version of an intelligent tutoring system for fractions. [The] results show an advantage for interleaving task types over interleaving representations. These results extend prior work on contextual interference by showing that this effect is sensitive to the dimension being interleaved. [They] also extend the literature on learning with multiple representations by investigating the effect of interleaved practice with different representations. The results provide guidance to designers of complex curricula. (Verlag).
Erfasst von	Externer Selbsteintrag
Update	2016/1