Growing out of the Experience: How Subjective Experiences of Effort and Learning Influence the Use of Interleaved Practice

Autor/inn/en	Onan, Erdem; Wiradhany, Wisnu; Biwer, Felicitas; Janssen, Eva M.; de Bruin, Anique B. H.
Titel	Growing out of the Experience: How Subjective Experiences of Effort and Learning Influence the Use of Interleaved Practice
Quelle	In: Educational Psychology Review, 34 (2022) 4, S.2451-2484 (34 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Onan, Erdem) ORCID (Wiradhany, Wisnu) ORCID (Biwer, Felicitas) ORCID (de Bruin, Anique B. H.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1040-726X
DOI	10.1007/s10648-022-09692-3
Schlagwörter	Learning Strategies; Decision Making; Metacognition; Students; Student Experience; Beliefs + Suchen Sie Ihr Suchwort? Learning methode; Learning techniques; Lernmethode; Lernstrategie; Decision-making; Entscheidungsfindung; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Student; Schüler; Schülerin; Studentin; Studienerfahrung; Belief; Glaube
Abstract	In higher education, many students make poor learning strategy decisions. This, in part, results from the counterintuitive nature of effective learning strategies: they enhance long-term learning but also cost high initial effort and appear to not improve learning (immediately). This mixed-method study investigated how students make learning strategy decisions in category learning, and whether students can be supported to make effective strategy decisions through a metacognitive prompt, designed to support accurate monitoring of effort and learning. Participants (N = 150) studied painting styles through blocked and interleaved practice, rated their perceived effort and perceived learning across time, and chose between either blocked or interleaved practice. Half of the participants (N = 74) were provided with a metacognitive prompt that showed them how their subjective experiences per strategy changed across time and required them to relate these experiences to the efficacy of learning strategies. Results indicated that subjective experiences with interleaved practice improved across time: students' perceived learning increased as their perceived effort decreased. Mediation analysis revealed that the increased feeling of learning increased the likelihood to select interleaved practice. The percentage of students who chose interleaved practice increased from 13 to 40%. Students' learning strategy decisions, however, did not benefit from the metacognitive prompt. Qualitative results revealed that students initially had inaccurate beliefs about the efficacy of learning strategies, but on-task experiences overrode the influence of prior beliefs in learning strategy decisions. This study suggests that repeated monitoring of effort and learning have the potential to improve the use of interleaved practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01