Flashcard

Abstract: The present study aims to conduct a comprehensive investigation of flashcard software for learning vocabulary in a second language. Nine flashcard programs were analysed using 17 criteria derived from previous studies on flashcard learning as well as paired-associate learning. Results suggest that in general, most programs have been developed in a way that maximises vocabulary learning. For instance, seven of the nine programs allow flashcard creation, offer multilingual support and allow learners to add contexts, audios or images to flashcards. Furthermore, eight programs provide various types of exercises, and nine programs support scheduling. At the same time, the present study has also shown that existing flashcard programs have some room for improvement. More specifically, most programs are limited in their ability to support data entry, increase retrieval effort and promote generative use of target words. When individual programs are compared, iKnow! seems to be the best program among those investig...

Abstract: We tested the effectiveness of the spaced-repetition flashcard application, Anki, on improving 62 university-level learners’ second language (L2) learning in a semester-long beginning Spanish cours...

Abstract: In the study of human learning, there is broad evidence that our ability to retain information improves with repeated exposure and decays with delay since last exposure. This plays a crucial role in the design of educational software, leading to a trade-off between teaching new material and reviewing what has already been taught. A common way to balance this trade-off is spaced repetition, which uses periodic review of content to improve long-term retention. Though spaced repetition is widely used in practice, e.g., in electronic flashcard software, there is little formal understanding of the design of these systems. Our paper addresses this gap in three ways. First, we mine log data from spaced repetition software to establish the functional dependence of retention on reinforcement and delay. Second, we use this memory model to develop a stochastic model for spaced repetition systems. We propose a queueing network model of the Leitner system for reviewing flashcards, along with a heuristic approximation that admits a tractable optimization problem for review scheduling. Finally, we empirically evaluate our queueing model through a Mechanical Turk experiment, verifying a key qualitative prediction of our model: the existence of a sharp phase transition in learning outcomes upon increasing the rate of new item introductions.

Abstract: The purpose of this study was to assess effectiveness of the Direct Instruction (DI) flashcard system in improving the sight word knowledge of three middle school boys with intellectual disabilities in a designed instruction classroom setting. Each participant was presented with three sets of 20 sight words and a multiple baseline, single-subject design was used to measure student progress. In addition, a passage reading probe was used to assess the ability of participants to utilize sight word knowledge within passage context. Overall results indicated a large increase in isolated sight word knowledge for all three participants following the implementation of DI Flashcard instruction. In addition, the passage reading data indicated a decreased likelihood that participants would inaccurately read their individual sight words in passage context. The issues related to employing flashcards in literacy instruction were discussed.