When does mixing different kinds of practice help us learn?

Sources that address it

1. Advancing Education through Tutoring Systems: A Systematic Literature Reviewpreprint
2. Benefits of Spaced Learning Predicted by Re-encoding Mechanismsweb
3. Beyond Answers: Large Language Model-Powered Tutoring System in Physics Education for Deep Learning and Precise Understandingpreprint
4. CLARE: Cognitive Load Assessment in REaltime with Multimodal Datapreprint
5. Enhancing Human Learning via Spaced Repetition Optimizationweb
6. FSRS: Free Spaced Repetition Scheduler - Modern Algorithm Implementationweb
7. Interleaved Practice Benefits Implicit Sequence Learning and Transferweb
8. Leveraging Deep Reinforcement Learning for Metacognitive Interventions across Intelligent Tutoring Systemspreprint
9. Spaced Repetition and Retrieval Practice Empowered by AIweb
10. Spacing Effects in Learning: A Temporal Ridgeline of Optimal Retentionweb
11. The Knowledge-Learning-Instruction (KLI) Framework: Bridging the Science-Practice Chasm to Enhance Robust Student Learningweb
12. The Role of Executive Function in Interleaved vs Blocked Learning of Science Conceptsweb
13. Use of Eye-Tracking Technology to Investigate Cognitive Load Theorypreprint

Related questions

• How does the timing of practice change what we remember?
• When should an intelligent tutor make learning harder?
• Why do some things we learn stay with us?
• How do deficient-processing theory and study-phase retrieval theory differ in explaining why spaced repetition outperforms massed repetition?
• How does knowledge component analysis translate into practical improvements in intelligent tutoring systems, such as personalized instruction and evidence-based selection of teaching strategies?
• In what ways do adaptive spacing algorithms that track individual item difficulty and learner ability outperform fixed-interval systems like SM-2?
• What design implications does the re-encoding mechanism have for scheduling review intervals in digital learning systems?
• What evidence suggests the spacing effect is an evolutionarily conserved learning mechanism rather than a quirk of human memory?