dc.contributor.author | Sæle, Rannveig Grøm | |
dc.contributor.author | Bastesen, Jarle | |
dc.contributor.author | Miland, Åshild Odden | |
dc.contributor.author | Ingebrigtsen, Magnus | |
dc.date.accessioned | 2025-07-07T11:41:01Z | |
dc.date.available | 2025-07-07T11:41:01Z | |
dc.date.issued | 2025-06-24 | |
dc.description.abstract | Spaced 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.citation | Sæle, Bastesen, Miland, Ingebrigtsen. Effective, Scalable, and Low Cost: The Use of Teacher-Made Digital Flashcards Improves Student Learning. Applied Cognitive Psychology. 2025 | en_US |
dc.identifier.cristinID | FRIDAID 2389245 | |
dc.identifier.doi | 10.1002/acp.70086 | |
dc.identifier.issn | 0888-4080 | |
dc.identifier.issn | 1099-0720 | |
dc.identifier.uri | https://hdl.handle.net/10037/37449 | |
dc.language.iso | eng | en_US |
dc.publisher | Wiley | en_US |
dc.relation.journal | Applied Cognitive Psychology | |
dc.rights.accessRights | openAccess | en_US |
dc.rights.holder | Copyright 2025 The Author(s) | en_US |
dc.title | Effective, Scalable, and Low Cost: The Use of Teacher-Made Digital Flashcards Improves Student Learning | en_US |
dc.type.version | acceptedVersion | en_US |
dc.type | Journal article | en_US |
dc.type | Tidsskriftartikkel | en_US |
dc.type | Peer reviewed | en_US |