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

Pan, Steven C.; Zung, Inez; Imundo, Megan N.; Zhang, Xuxin; Qiu, Yunning

doi:10.1037/mac0000083

Cited by 7 publications

(2 citation statements)

References 52 publications

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“…If instructors did not assign course credit, usage rates would likely be significantly lower than observed in our experiments (Maurer & Shipp, 2021, but also see J. L. Janes et al, 2018, for higher rates of self-regulated successive relearning). Instructors could also consider encouraging students to create their own digital flashcards (which can be even more effective than premade flashcards, Pan et al, 2022). In summary, instructors could help students engage in successive relearning in many different ways.…”

Section: Considerations For Instructorsmentioning

confidence: 99%

Can successive relearning enhance performance on application-based exam questions?

Badali,

Greve

2024

Journal of Applied Research in Memory and Cognition

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Successive relearning (a combination of retrieval practice and distributed practice) can boost student performance in memory-based knowledge, such as key-term definitions. The current classroom experiments sought to extend this finding to application-based exam questions. As part of students’ coursework, they completed assignments in which they successively relearned class concepts in one of three formats: examples, definitions, or a mix of both. Then, students took course exams containing novel application-based questions about concepts they had successively relearned, as well as business-as-usual concepts that were covered in class lectures but were not included in the successive relearning assignments. Performance on the novel exam questions did not differ between the three successive relearning formats, but students did perform about 10 percentage points higher on concepts they had successively relearned compared to business-as-usual concepts. Thus, successive relearning can improve performance on application-based questions regardless of whether students practice examples or definitions.

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Section: Considerations For Instructorsmentioning

confidence: 99%

Can successive relearning enhance performance on application-based exam questions?

Badali,

Greve

2024

Journal of Applied Research in Memory and Cognition

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“…Another research results (Lailatul Muflikha, 2018) showed that Flashcards study on improving students' writing skills and improving student learning responses is quite good. Pan et al, (2022) suggested that generating one's own flashcards enabled productive learning processes that enhanced memory and comprehension.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Flashcards in Online-Based Maharah Kitabah Learning on Learning Outcomes

Norhidayah,

Ilhami,

Zahrotunnida

et al. 2023

AlTarib

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Writing is an essential skill taught in learning Arabic. Learning Arabic writing skills online often seems monotonous, so students feel bored. It will impact the mastery of the material the lecturer presents and the skills in writing Arabic. Therefore, it takes a medium from an image so that students can express ideas to compose an article that fits the specified theme. This study aims to determine the effect of flashcards in online-based Maharah Kitabah learning on student learning outcomes at IAIN Palangka Raya. This study used a quantitative method with a descriptive approach. The subjects were 23 students of IAIN Palangka Raya. Data collection techniques used were questionnaires and documentation. The data collected was then analyzed using SPSS. The study results indicated that there was an influence of flashcards in online-based Maharah Kitabah learning on student learning outcomes at IAIN Palangka Raya. Students are invited to master the material using this media, both in theory and practice, since flashcards emphasize practicing rather than just delivering material. Consequently, using this media effectively increases interest in Maharah Kitabah learning.

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

Cited by 7 publications

References 52 publications

Can successive relearning enhance performance on application-based exam questions?

Can successive relearning enhance performance on application-based exam questions?

The Effect of Flashcards in Online-Based Maharah Kitabah Learning on Learning Outcomes

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

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