Samani, J., & Pan, S. (2021). Interleaved Practice Enhances Memory and Problem-Solving Ability in Undergraduate Physics. Npj Science of Learning, 6.

Experimental study compares Interleaved practice to blocked practice in an authentic physics classroom environment using tests which require transfer (Transfer learning). Students perform markedly better on these tests with interleaved practice (125% median improvement on a delayed test).

As an example, one criterial test problem required recognizing the relevance of both Faraday’s Law and torque on a current loop in a magnetic field, recalling corresponding relevant formulas, and combining them in a novel way to compute the torque on a current loop in the magnetic field of an MRI machine. Importantly, this combination of problem-solving processes was not included on any of the homework assignments and had not been specifically taught in the course.

Q. What were the experimental conditions?
A. In the control group, students’ homework includes several problems on a given topic, then several on another, and so on. In the experimental group, students’ homework includes no more than one exercise on a given topic in a row.

Q. What was on the test?
A. Problems which required a moderate degree of transfer, combining multiple topics.

Q. Key finding?
A. Interleaved practice produced ~125%+ median improvement on a delayed test).