Effects of blocked versus interleaved presentation on children’s vocabulary learning: a pilot study
In some educational contexts, it has been shown that interleaved presentation (i.e. alternating different tasks/skills) results in better learning than blocked presentation (i.e. practising one task/skill at a time). However, this interleaving effect has been studied in a limited range of contexts....
| প্রধান লেখক: | , , |
|---|---|
| বিন্যাস: | Journal article |
| ভাষা: | English |
| প্রকাশিত: |
Center for Open Science
2020
|