Context and implications document for : a systematic review of interleaving as a concept learning strategy

Firth, Jonathan and Rivers, Ian and Boyle, James (2021) Context and implications document for : a systematic review of interleaving as a concept learning strategy. Review of Education, 9 (2). pp. 685-688. ISSN 2049-6613 (https://doi.org/10.1002/rev3.3265)

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Abstract

Interleaving is a technique which involves modifying the order of practice tasks or examples such that items of different types appear together, rather than in 'blocks' of similar items. For example, interleaved examples of artworks might feature the work of several different artists mixed together, in contrast to a 'block' of several paintings by the same artist. The latter example formed the basis of a research study by Kornell and Bjork (2008) which suggested that not only is interleaving highly beneficial for learning, learners tend to lack insight into its benefits and are therefore unlikely to adopt the technique spontaneously.

ORCID iDs

Firth, Jonathan ORCID logoORCID: https://orcid.org/0000-0003-1213-0219, Rivers, Ian ORCID logoORCID: https://orcid.org/0000-0001-6102-9075 and Boyle, James ORCID logoORCID: https://orcid.org/0000-0002-4621-478X;
CORE (COnnecting REpositories)