How do college students use digital flashcards during self-regulated learning?

Zung, Inez; Imundo, Megan N.; Pan, Steven C.

doi:10.1080/09658211.2022.2058553

Cited by 9 publications

(12 citation statements)

References 48 publications

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“…The present results suggest that the common practice of using freely available flashcard sets—which many learners do for convenience, despite concerns about quality (what Zung et al, 2022, called an “ease–accuracy trade-off”), and with greater frequency than premade paper flashcards—can impair learning efficacy. Accordingly, one of the chief selling points of many digital flashcard platforms, namely the millions of premade flashcard sets (including sets prepackaged with textbooks and other educational products), may not be as compelling as currently thought.…”

Section: Discussionmentioning

confidence: 74%

“…Given the time and effort involved, however, it is unsurprising that user-generated flashcards are less popular. Indeed, a recent survey found that 56% of U.S. undergraduate students prefer premade over user-generated flashcards, with convenience and saving time as common reasons (Zung et al, 2022; see also Green & Bailey, 2010). In contrast, among the 44% that favored user-generated flashcards, reasons included content control, greater accuracy, higher quality, and intriguingly, the belief that creating flashcards benefits learning.…”

Section: Prior Research On Premade Versus User-generated Flashcardsmentioning

confidence: 99%

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User-generated digital flashcards yield better learning than premade flashcards.

Pan¹,

Zung²,

Imundo³

et al. 2023

Journal of Applied Research in Memory and Cognition

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Digital flashcard users typically must choose between creating their own flashcard content or using freely available flashcard sets. The latter is more convenient and saves time, but is it more effective for learning? We conducted six experiments, each involving the use of user-generated or premade flashcards to learn material drawn from educational text passages, followed by a 48-hr delayed criterial test. Different approaches to generating content and variations in the quality of premade content were also examined. Across experiments, user-generated flashcards improved memory relative to premade flashcards (an estimated advantage of d = 0.45, 95% CI [0.25, 0.66]), and in most cases, enhanced performance on application questions (an estimated advantage of d = 0.29, 95% CI [0.12, 0.45]). These results suggest that generating one's own flashcards enables productive learning processes that enhance memory and comprehension. Accordingly, digital flashcard users may benefit from eschewing premade versions in favor of making their own.

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Section: Discussionmentioning

confidence: 74%

Section: Prior Research On Premade Versus User-generated Flashcardsmentioning

confidence: 99%

User-generated digital flashcards yield better learning than premade flashcards.

Pan¹,

Zung²,

Imundo³

et al. 2023

Journal of Applied Research in Memory and Cognition

Self Cite

View full text Add to dashboard Cite

show abstract

“…Given the time and effort involved, however, it is unsurprising that user-generated flashcards are less popular. Indeed, a recent survey found that 56% of U.S. undergraduate students prefer pre-made over user-generated flashcards, with convenience and saving time as common reasons (Zung et al, 2022; see also Green & Bailey, 2010). In contrast, among the 44% that favored user-generated flashcards, reasons included content control, greater accuracy, higher quality, and intriguingly, the belief that creating flashcards benefits learning.…”

Section: User-generated Digital Flashcards Yield Better Learning Than...mentioning

confidence: 99%

“…In each experiment, participants read two text passages. After reading a given passage, they spent 20-25 min using pre-made flashcards or creating and then using user-generated flashcards to practice key terms and concepts from the passage, as digital flashcard users commonly focus on terms and concepts (Zung et al, 2022). Crucially, time-on-task was controlled, to-be-learned information in each condition was identified for each participant, and there were precise instructions regarding content generation and method of practice.…”

Section: The Present Studymentioning

confidence: 99%

“…The preceding experiments compared user-generated flashcards against pre-made flashcards featuring content drawn verbatim from source materials. As previously noted, however, doubts exist about the quality of pre-made flashcards (Zung et al, 2022). Accordingly, in Experiments 4A and 4B, we compared user-generated (paraphrased) flashcards versus premade flashcards containing separately created content that was of high quality (Experiment 4A)…”

Section: Experiments 4a and 4bmentioning

confidence: 99%

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Pan, Zung, Imundo, et al. (2022) User-generated versus pre-made digital flashcards

Pan¹,

Zung²,

Imundo³

2022

Preprint

View full text Add to dashboard Cite

Digital flashcard users typically must choose between creating their own flashcard content or using freely-available flashcard sets. The latter is more convenient and saves time, but is it more effective for learning? We conducted six experiments, each involving the use of user-generated or pre-made flashcards to learn material drawn from educational text passages, followed by a 48-hr delayed criterial test. Different approaches to generating content and variations in the quality of pre-made content were also examined. Across experiments, user-generated flashcards improved memory relative to pre-made flashcards (an estimated advantage of d = 0.45, 95% C.I. [0.25, 0.66]), and in most cases, enhanced performance on application questions (an estimated advantage of d = 0.29, 95% C.I. [0.12, 0.45]). These results suggest that generating one’s own flashcards enables productive learning processes that enhance memory and comprehension. Accordingly, digital flashcard users may benefit from eschewing pre-made versions in favor of making their own.

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The Effect of Playback Speed and Distractions on the Comprehension of Audio and Audio-Visual Materials

Chen,

Kumar,

Varkhedi

et al. 2024

Educ Psychol Rev

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In the modern age, we often consume content at faster than its normal speed. Prior research suggests that watching lecture videos at speeds up to 2x does not significantly affect performance, but the mechanisms by which comprehension is preserved at faster playback speeds are not fully understood. Therefore, we sought to investigate whether there is an effect of speed when the content is audio only, varies in modality (audio-only, audio-visual) and content (textual, pictorial), or is accompanied by distractions. In four experiments, we found that: (1) increasing playback speed to 2.5x speed did not impair test performance (though we still do not advise exceeding 2x speed); (2) having a visual aspect (i.e., presentation slides, instructor images) to learning can be advantageous, especially when processing information at faster speeds; (3) there was a small benefit of receiving textual over pictorial presentations, and the effect did not vary by speed; (4) computer-based distractions (i.e., phone calls, text messages, email notifications) did not impact performance at 1x or 2x speed. Hence, students are more adept at learning at faster speeds than conventional wisdom would suggest, even with distractions present, demonstrating intact comprehension at double the natural speed of to-be-learned material. Furthermore, multimedia presentations can help mitigate the negative costs of accelerated speeds, especially when information is processed by separate working memory components (i.e., narration in the auditory channel, text or pictures in the visual channel), which reduces cognitive load.

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How do college students use digital flashcards during self-regulated learning?

Cited by 9 publications

References 48 publications

User-generated digital flashcards yield better learning than premade flashcards.

User-generated digital flashcards yield better learning than premade flashcards.

Pan, Zung, Imundo, et al. (2022) User-generated versus pre-made digital flashcards

The Effect of Playback Speed and Distractions on the Comprehension of Audio and Audio-Visual Materials

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