Erdem Onan - PhD Project data for study 2

<B>Title</B><BR><BR>
Instruction Meets Experience: Using Theory- and Experience-Based Methods to Promote the Use of Desirable Difficulties<BR><BR>
<B>Summary</B><BR><BR>This study aimed to promote the self-regulated use of desirable difficulties – interleaved practice in particular – through theory-based instruction (i.e., refutations) and experience-based support (i.e., visual feedback prompts). 120 self-claimed university students were recruited from Prolific participant pool. The study was designed and conducted on Qualtrics. Participants received a combination of theory- and experience-based support and chose the strategy they wanted to use in the subsequent learning tasks.<BR><BR>
<B>Data Description</B><BR><BR>
<B>1. Quantitative Data</B><BR>
• Perceived effort ratings<BR>
• Perceived learning ratings<BR>
• Classification performance<BR>
• Learning strategy choices<BR>
• Membership to the intervention conditions<BR>
• Reasons for using blocked or interleaved practice<BR><BR>
<B>2. Qualitative Data</B><BR>
• Answers to prompt questions in Visual Feedback Prompts.<BR><BR>
<B>3. Codes</B><BR>
• PE. Perceived Effort<BR>
a. PE_B indicates blocking and PE_I indicates interleaving. <BR>
b. Chronologically ordered<BR>
• PL. Perceived Learning<BR>
a. PE_B indicates blocking and PE_I indicates interleaving. <BR>
b. Chronologically ordered<BR>
• Str. Strategy choice<BR>
a. Binary coded: 1 Blocking; 2 Interleaving. <BR>
b. Chronologically ordered. <BR>
• Classification performance<BR>
a. Indicated by the names of the artists. <BR>
b. Chronologically ordered. <BR><BR>