Distributed Practice and Interleaved Practice: Undergraduate Students' Strategies, Experiences, and Beliefs
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| Title: | Distributed Practice and Interleaved Practice: Undergraduate Students' Strategies, Experiences, and Beliefs |
|---|---|
| Language: | English |
| Authors: | Steven C. Pan (ORCID |
| Source: | Applied Cognitive Psychology. 2025 39(3). |
| Availability: | Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us |
| Peer Reviewed: | Y |
| Page Count: | 19 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Undergraduate Students, Learning Strategies, Student Experience, Student Attitudes, Beliefs, Educational Attitudes, Foreign Countries, Educational Practices, Scheduling, Academic Achievement, Learning Activities |
| Geographic Terms: | North America, Asia |
| DOI: | 10.1002/acp.70071 |
| ISSN: | 0888-4080 1099-0720 |
| Abstract: | Do undergraduate students know and use "distributed practice," the strategy of spacing apart learning opportunities over time, and "interleaved practice," the strategy of alternating between topics during learning? What beliefs do students hold about how learning should be scheduled, and how are common learning activities--such as using flashcards and completing problem sets--actually scheduled? To explore these questions, we surveyed students at two major universities in North America and Southeast Asia, respectively. We found that distributed practice is unfamiliar to many students, whereas interleaved practice is virtually unknown. Both strategies are often underutilized and perceived with mixed effectiveness. Instructors, meanwhile, reportedly use various scheduling approaches in lectures and assignments. Additionally, distributed practice was associated with better academic performance. These findings, which showed relative consistency across culturally diverse samples, underscore significant gaps in student awareness and adoption of distributed and interleaved practice, highlighting the need to improve their integration into educational settings. |
| Abstractor: | As Provided |
| Notes: | https://osf.io/3wq9v/?view_only=45cf4accdfaa490caf5175ed5adda93b |
| Entry Date: | 2025 |
| Accession Number: | EJ1474683 |
| Database: | ERIC |
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| Abstract: | Do undergraduate students know and use "distributed practice," the strategy of spacing apart learning opportunities over time, and "interleaved practice," the strategy of alternating between topics during learning? What beliefs do students hold about how learning should be scheduled, and how are common learning activities--such as using flashcards and completing problem sets--actually scheduled? To explore these questions, we surveyed students at two major universities in North America and Southeast Asia, respectively. We found that distributed practice is unfamiliar to many students, whereas interleaved practice is virtually unknown. Both strategies are often underutilized and perceived with mixed effectiveness. Instructors, meanwhile, reportedly use various scheduling approaches in lectures and assignments. Additionally, distributed practice was associated with better academic performance. These findings, which showed relative consistency across culturally diverse samples, underscore significant gaps in student awareness and adoption of distributed and interleaved practice, highlighting the need to improve their integration into educational settings. |
|---|---|
| ISSN: | 0888-4080 1099-0720 |
| DOI: | 10.1002/acp.70071 |
