Distributed Practice and Interleaved Practice: Undergraduate Students' Strategies, Experiences, and Beliefs

Steven C. Pan, Eduardo González-Cabañes, Andy Z.J. Teo, Inez Zung, Faria Sana, James E. Cooke

Research output: Contribution to journalJournal Articlepeer-review

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.

Original languageEnglish
Article numbere70071
JournalApplied Cognitive Psychology
Volume39
Issue number3
DOIs
Publication statusPublished - 1 May 2025

Keywords

  • distributed or spaced practice
  • interleaved practice
  • metacognition
  • survey

Fingerprint

Dive into the research topics of 'Distributed Practice and Interleaved Practice: Undergraduate Students' Strategies, Experiences, and Beliefs'. Together they form a unique fingerprint.

Cite this