Who should create flashcards to get the most learning benefit from them: the students, the teachers, or a mix of both?
We know that flashcards are a great Retrieval Practice strategy – they’re an easy and effective way for students to test themselves. But could we help students make even more learning gains by getting them to create their own? Read on to find out more about:
- The research about self-made flashcards
- How to help student to make their own flashcards effectively
The research about self-made flashcards
Recent research investigated the differences in performance when students used their own digital flashcards compared to students who had used premade flashcards. It found that students who create their own digital flashcards achieved better learning outcomes than those who used premade flashcards, due to the active involvement and customisation that making their own flashcards allowed, which improves memory and comprehension.
Further research seems to agree, finding better learning outcomes for students who generated their own flashcards thank to the personalisation aspect of this exercise, which allows them to tailor the content to their unique learning needs. This makes the study material more relevant and easier to grasp. Yet another study solidifies the benefits of self-made flashcards, specifically because they encourage the concept of active learning. They found that students who created their own vocabulary flashcards retained information better. This active participation in the learning process helps to reinforce memory pathways, making it easier to recall information later.
Why does making their own flashcards help students learn?
The evidence is clear: writing their own flashcards offers many potential learning benefits for students. Not only does this practice promote active learning and memory retention, but it also fosters a deeper connection with the study material. When students create their own flashcards, they are more likely to understand and remember the information.
So, what happens in students’ memory when they write their own flashcards? Here are some of the learning mechanisms at play…
1. Enhanced cognitive processing
Writing flashcards involves cognitive processes that aren’t triggered by simply reviewing pre-made cards. The act of writing stimulates the brain and makes it easier for students to recall information later. This process is known as the Generation Effect, a key cornerstone of the concept of Generative Learning, where actively creating information rather than passively receiving it creates stronger memory traces.
2. Improved focus and engagement
Creating flashcards requires concentration and active engagement with the material. This heightened focus can lead to better study habits and increased academic performance. Students become active participants in their learning journey rather than passive recipients of information.
How to encourage students to make their own flashcards
So, how can you encourage your students to use flashcards to get the best out of their revision?
- Introduce the concept early – Introduce the idea of creating flashcards early in the school year. Explain the benefits and provide examples of effective flashcards. Encourage students to start small and gradually build their collection.
- Provide guidance and resources – Offer guidance on how to create effective flashcards. Provide templates or digital tools that can help students organise their flashcards. Encourage them to include key terms, definitions and relevant examples.
- Incorporate flashcard-making into assignments – Make flashcards an integral and expected part of classroom activities and homework.
Final thoughts
Encouraging students to create their own flashcards is a simple yet powerful tool that can significantly boost their learning and retention. The research suggests that self-made flashcards leverage the Generation Effect, where actively generating information enhances memory. When students make their own flashcards, they engage deeply with the material, fostering better understanding and recall.
