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The relationship between interleaving and variability effects: a cognitive load theory perspective

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journal contribution
posted on 2023-11-15, 09:21 authored by Ouhao Chen, Endah Retnowati, Juan Cristobal Castro-Alonso, Fred Paas, John Sweller

The interleaving effect indicates that students learn better from multiple areas that are interleaved rather than blocked. Two experiments tested the hypothesis that the effect is because interleaving facilitates comparisons between areas and is a variation of the variability effect that increases intrinsic cognitive load. Experiment 1 used an interleaved design with two obviously different topics and found no interleaving effect. Experiment 2 used a similar design but used topics that were more difficult to discriminate between, resulting in a clear advantage for the interleaved group associated with an increase in cognitive load. These results support the hypothesis that the interleaving and variability effects are closely related.

Funding

ANID/PIA/Basal Funds for Centers of Excellence FB0003

History

School

  • Science

Department

  • Mathematics Education Centre

Published in

Education Sciences

Volume

13

Issue

11

Publisher

MDPI

Version

  • VoR (Version of Record)

Rights holder

© the authors

Publisher statement

This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license (https://creativecommons.org/licenses/by/4.0/).

Acceptance date

2023-11-09

Publication date

2023-11-14

Copyright date

2023

eISSN

2227-7102

Language

  • en

Depositor

Dr Ouhao Chen. Deposit date: 14 November 2023

Article number

1138