Blocking vs. Interleaving: Examining Single-Session Effects within Middle School Math Homework
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| Title: | Blocking vs. Interleaving: Examining Single-Session Effects within Middle School Math Homework |
|---|---|
| Language: | English |
| Authors: | Korinn Ostrow, Neil Heffernan, Cristina Heffernan, Zoe Peterson |
| Source: | Grantee Submission. 2015Paper presented at the International Conference on Artificial Intelligence in Education (Jun 2015). |
| Peer Reviewed: | Y |
| Page Count: | 10 |
| Publication Date: | 2015 |
| Sponsoring Agency: | Institute of Education Sciences (ED) National Science Foundation (NSF) Department of Education (ED) Office of Naval Research (ONR) (DOD) |
| Contract Number: | R305A120125 R305C100024 1316736 1252297 1109483 1031398 0742503 1440753 P200A120238 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Junior High Schools Middle Schools Secondary Education Elementary Education Grade 7 |
| Descriptors: | Middle School Students, Homework, Tutoring, Teaching Methods, Mathematics Education, Drills (Practice), Suburban Schools, Mathematics Skills, Instructional Effectiveness, Grade 7 |
| Geographic Terms: | Massachusetts |
| DOI: | 10.1007/978-3-319-19773-9_34 |
| Abstract: | The benefit of interleaving cognitive content has gained attention in recent years, specifically in mathematics education. The present study serves as a conceptual replication of previous work, documenting the interleaving effect within a middle school sample through brief homework assignments completed within ASSISTments, an adaptive tutoring platform. The results of a randomized controlled trial are presented, examining a practice session featuring interleaved or blocked content spanning three skills: Complementary and Supplementary Angles, Surface Area of a Pyramid, and Compound Probability without Replacement. A second homework session served as a delayed posttest. Tutor log files are analyzed to track student performance and to establish a metric of global mathematics skill for each student. Findings suggest that interleaving is beneficial in the context of adaptive tutoring systems when considering learning gains and average hint usage at posttest. These observations were especially relevant for low skill students. [This paper was published in: "AIED 2015, LNAI 9112," edited by C. Conati et al., Springer International Publishing Switzerland, 2015, pp. 338-47.] |
| Abstractor: | As Provided |
| IES Funded: | Yes |
| Entry Date: | 2024 |
| Accession Number: | ED656930 |
| Database: | ERIC |
| Abstract: | The benefit of interleaving cognitive content has gained attention in recent years, specifically in mathematics education. The present study serves as a conceptual replication of previous work, documenting the interleaving effect within a middle school sample through brief homework assignments completed within ASSISTments, an adaptive tutoring platform. The results of a randomized controlled trial are presented, examining a practice session featuring interleaved or blocked content spanning three skills: Complementary and Supplementary Angles, Surface Area of a Pyramid, and Compound Probability without Replacement. A second homework session served as a delayed posttest. Tutor log files are analyzed to track student performance and to establish a metric of global mathematics skill for each student. Findings suggest that interleaving is beneficial in the context of adaptive tutoring systems when considering learning gains and average hint usage at posttest. These observations were especially relevant for low skill students. [This paper was published in: "AIED 2015, LNAI 9112," edited by C. Conati et al., Springer International Publishing Switzerland, 2015, pp. 338-47.] |
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| DOI: | 10.1007/978-3-319-19773-9_34 |
