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dc.contributor.authorSæle, Rannveig Grøm
dc.contributor.authorBastesen, Jarle
dc.contributor.authorMiland, Åshild Odden
dc.contributor.authorIngebrigtsen, Magnus
dc.date.accessioned2025-07-07T11:41:01Z
dc.date.available2025-07-07T11:41:01Z
dc.date.issued2025-06-24
dc.description.abstractSpaced retrieval practice can improve learning but is often underutilized. We hypothesized that providing students with digital flashcards via a spaced repetition app could improve academic performance by increasing use of spaced retrieval practice. In a controlled nationwide quasi-experiment, involving 799 first-year nursing students across 19 Norwegian campuses, we randomly assigned 10 campuses to an intervention. Although only one-third of the intervention group utilized the flashcards, evidence for self-selection bias was limited. Card users significantly outperformed non-users on the final exam (d = 0.42, p < 0.001), were nearly three times more likely to pass (OR = 2.84 [1.35, 6.01]), and over twice as likely to achieve the highest grade (OR = 2.31 [1.35, 3.98]). Flashcard use remained a significant predictor of exam performance after controlling for age, prior academic performance, study time, and study material covered. This suggests that teacher-made digital flashcards can be a cost-effective intervention to improve learning outcomes.en_US
dc.identifier.citationSæle, Bastesen, Miland, Ingebrigtsen. Effective, Scalable, and Low Cost: The Use of Teacher-Made Digital Flashcards Improves Student Learning. Applied Cognitive Psychology. 2025en_US
dc.identifier.cristinIDFRIDAID 2389245
dc.identifier.doi10.1002/acp.70086
dc.identifier.issn0888-4080
dc.identifier.issn1099-0720
dc.identifier.urihttps://hdl.handle.net/10037/37449
dc.language.isoengen_US
dc.publisherWileyen_US
dc.relation.journalApplied Cognitive Psychology
dc.rights.accessRightsopenAccessen_US
dc.rights.holderCopyright 2025 The Author(s)en_US
dc.titleEffective, Scalable, and Low Cost: The Use of Teacher-Made Digital Flashcards Improves Student Learningen_US
dc.type.versionacceptedVersionen_US
dc.typeJournal articleen_US
dc.typeTidsskriftartikkelen_US
dc.typePeer revieweden_US


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