The effects of spacing and mixing practice problems

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How researchers see this paper

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Deep Knowledge Tracing (2015, methodology): “In Section 6.1 we compare solving this problem using expectimax to two classic curricula rules from education literature: mixing where exercises from different topics are intermixed, and blocking where students answer series of exercises of the same type [30].”
Spaced Repetition Promotes Efficient and Effective Learning (2016, background): “While an interleaved schedule does inherently introduce spacing between repetitions, interleaving is a distinct intervention from spacing (Rohrer, 2009).”
Interleaving Helps Students Distinguish among Similar Concepts (2012, background): “This might partly explain the notorious difficulty of word problems (Rohrer 2009).”
The effects of interleaved practice (2010, unknown): “…of learning (for reviews, see, for example, Cepeda, Pashler, Vul, Wixted, & Rohrer, 2006; Dempster, 1987; Bjork, 1994; Donovan & Radosevich, 1999; Rohrer, 2009; for experimental papers, see, for example, Bahrick, H. P., Bahrick, L. E., Bahrick, A. S., & Bahrick, P. E., 1993; Bloom & Shuell,…”
Envisioning the Future of Special Education Personnel Preparation in a Standards-Based Era (2015, background): “Distributed practice requires learners to tap into their memories to retrieve knowledge about different problems and such opportunities to rehearse existing knowledge leads to deeper, long-term learning (Rohrer, 2009; Willingham, 2014).”