Blocking Vs. Interleaving

In a recent study conducted within ASSISTments, we tested the effect of interleaving skill content. We hoped to analyze if interleaving math content in a brief homework assignment would produce learning gains when measured in a delayed posttest. By using homework assignments within ASSISTments, we were also able to investigate factors such as posttest hint usage and attempt counts.

Examples of the three skills, and the pattern of delivery for both the experimental (interleaved) and control (blocked/massed) condition are shown below. All students were presented the same 12 problems in the practice session, with only order altered. All students received the same posttest regardless of condition.

Click here to try the problem set

Clicking on the link above will allow you to experience this study from the student's perspective. You will be randomly assigned to either the control or experimental conditions. Follow the link multiple times or refresh the preview page to experience each condition.

The dataset used for this study can be accessed here.

Ostrow, K., Heffernan, N.T. & Heffernan, C. (2015) Blocking vs., Interleaving: A Conceptual Replication Examining Single-Session Effects within Middle School Math Homework. In Conati, Heffernan, Mitrovic & Verdejo (Eds) The 17th Proceedings of the Conference on Artificial Intelligence in Education, Madrid, Spain. Springer. pp. 388-347 (acceptance rate 28%)