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Do Domain Knowledge and Retrieval Practice Predict Students' Study Order Decisions?

Addison L Babineau1, Amber E Witherby2, Robert Ariel3

  • 1Department of Psychology, Texas Christian University, Fort Worth, TX 76129, USA.

Journal of Intelligence
|December 22, 2022
PubMed
Summary
This summary is machine-generated.

Students often prefer blocked study, but retrieval practice encourages interleaving. Prior knowledge did not influence study order choices, while retrieval practice led to more switching between topics.

Keywords:
interleaved vs. blocked studyprior knowledgeretrieval practicestudy order decisions

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Area of Science:

  • Cognitive Psychology
  • Educational Psychology
  • Geology Education

Background:

  • Learning complex concepts is crucial for academic success but presents challenges.
  • Study order, specifically interleaved versus blocked study, can impact learning.
  • Student preferences and decision-making regarding study order are not fully understood, especially in relation to prior knowledge and learning strategies.

Purpose of the Study:

  • To investigate the relationship between students' prior knowledge and their study order choices.
  • To examine how different learning strategies (retrieval practice vs. study) influence study order decisions.
  • To understand how students' switch decisions relate to their learning strategies and prior knowledge in a geology context.

Main Methods:

  • Undergraduate students from an introductory geology course participated.
  • Prior knowledge was assessed via self-ratings and tests before and after learning rock classification.
  • Students engaged in either study or retrieval practice trials and made study order choices (blocked vs. interleaved).

Main Results:

  • Prior knowledge did not predict students' decisions to switch study categories.
  • Students who utilized retrieval practice trials made significantly more switch decisions (interleaved study) compared to those using study trials.
  • Student knowledge of rock classification increased after course modules, despite prior knowledge not influencing study order choices.

Conclusions:

  • Prior knowledge level does not appear to influence students' study order preferences or decisions.
  • Retrieval practice is associated with a greater tendency towards interleaved study orders.
  • Educational interventions could leverage retrieval practice to encourage more beneficial interleaved study strategies.