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Poster
Adaptively adding concepts during study improves flashcard-based learning
University of West Florida Libraries
Student Scholar Symposium & Faculty Research Showcase (University of West Florida, Pensacola, Florida, 2021)
2021
Abstract
Most students use flashcards to study, but they often do not use them effectively (e.g., students drop cards from study too soon; Kernell & Bjork, 2008). Adaptive technology can avoid this by adding or dropping cards based on objective performance criteria.
In this study, we examined the optimal adaptive flashcard learning strategy by having participants identify butterfly species under different adaptive mastery conditions that added or dropped cards based on performance.
HYPOTHESIS: We hypothesized that adding cards as performance improves (Mastery Add) would show better retention and transfer compared to a condition that drops cards
(Mastery Drop) or a control condition in which no cards are added or dropped because it lessens the cognitive load at the beginning of study and increases spacing between items.
Details
- Title
- Adaptively adding concepts during study improves flashcard-based learning
- Resource Type
- Poster
- Event
- Student Scholar Symposium & Faculty Research Showcase (University of West Florida, Pensacola, Florida, 2021)
- Contributors
- Dr. Lisa Blalock (Faculty Mentor)
- Publisher
- University of West Florida Libraries; Argo Scholar Commons
- Format
- 1 file
- Copyright
- Permission granted to the University of West Florida Libraries to digitize and/or display this item for non-profit research and educational purposes. Any reuse of this item in excess of fair use or other copyright exemptions requires the permission of the copyright holder.
- Identifiers
- 99380090880406600
- Academic Unit
- Psychology; Usha Kundu, MD College of Health; Office of Undergraduate Research; 2021 Student Scholars Symposium and Faculty Research Showcase
- Language
- English