Tags:: #Flashcards #[[study aids]] #Learning #[[benefits of flashcards]]
Abstract: Four hundred fifteen undergraduate students in an Introduction to Psychology course voluntarily reported their use of [[Flashcards]] on three exams as well as answered other questions dealing with flashcard use (e.g., when did a student first use flashcards). Almost 70% of the class used flashcards to study for one or more exams. Students who used flashcards for all three exams had significantly higher exam scores overall than those students who did not use flashcards at all or only used flashcards on one or two exams. These results are discussed in terms of [[retrieval]] practice, a specific component of using flashcards.
Despite their apparent prevalence and impressive claims regarding their effectiveness, there appear to be no published studies examining whether flashcard use increases students’ exam performance in a naturalistic context.
Researchers have investigated flashcard effectiveness in laboratory settings.
A [[crib sheet]] (or cheat sheet) is an index card that contains ‘‘brief written notes’’ for a class and that a student can use during an exam (Dickson & Miller, 2005).
some research on crib sheets may pertain to how [[Flashcards]] influence exam performance. Studies have shown that merely creating crib sheets does not aid in student learning because students depend on being able to use the crib sheets during an exam and may not actually learn the exam material (Dickson & Bauer, 2008; Funk & Dickson, 2011). Yet, Funk and Dickson (2011) found that when students created crib sheets but did not expect to use them during an exam, they performed better on that exam than on another exam for which they expected to use their crib sheets. The former condition may be similar to creating flashcards in that students generate and use flashcards with the clear understanding that these cards will not be used during the exam. #[[How Much Does Flashcard Creation Aid Learning?]] #[[Blog Post: How Much Does Flashcard Creation Aid Learning?]]
[[Descriptive Statistics About Flashcard Use]]
Overall, 69.9% of the class used flashcards for at least one of the three exams; 65.5% used written flashcards, 3.9% used computer flashcards, and 0.5% used both self-generated and [[computer flashcards]]. Also, 55.2% of the class used flashcards (either written or computer) to study for two of the three exams and 34.9% used flashcards to study for all exams.
The results showed that flashcards were also used in other classes: 48% used only written flashcards in other classes, 2% used only [[computer flashcards]] in other classes, and 6.5% used written and computer flashcards in other classes. About half of students (49%) who used flashcards in the present Psychology course used them in other courses. Only about a quarter of students (23%) did not use flashcards in any class. Finally, only a small percentage of students (7%) did not use flashcards in Introduction to Psychology, but used flashcards in other courses
In our study, students primarily used self-generated [[Flashcards]]. In fact, so few students used [[computer flashcards]] that analyses could not be conducted comparing the two types of flashcards.
it is likely that the proliferation of smaller computers and electronic devices (e.g., iPads) will lead to an increase in [[computer flashcard]] use in the years ahead.
Flashcard use should be examined in greater detail by investigating the composition of the flashcards that are generated (i.e., what is on each card), how students actually use the cards (e.g., how often do the students test themselves, how long do students spend generating and using flashcards), whether other study techniques are used in conjunction with flashcards, and how the nature of the materials to be studied impacts flashcard use. #[[Gaps in Flashcard Research]]
three important [[methodological limitations]] that should be noted
there is the possibility that students may have exaggerated or misremembered information about flashcard use
the survey was only conducted with a single Psychology class
the present study did not include information that might differentiate flashcard users and nonusers #[[selection bias]]