Fact-checked by Grok 2 weeks ago

Study skills

Study skills refer to a range of techniques, strategies, and competencies that individuals use to acquire, organize, synthesize, retain, and apply information effectively, thereby enhancing learning processes and academic performance across educational levels. These skills are distinct from innate intelligence or subject-specific knowledge, as they can be learned, practiced, and refined to promote self-regulated learning and independent study habits. Key components of study skills include time management, note-taking, active reading techniques such as monitoring comprehension and summarizing, memorization strategies like spaced repetition, and test preparation methods involving practice and review. They also encompass metacognitive elements, such as self-assessment of understanding and adjustment of study approaches, alongside critical thinking skills like analysis and problem-solving. Effective study skills are vital for fostering deeper engagement with material, reducing academic stress, and supporting equitable outcomes in diverse learner populations, with meta-analyses indicating substantial positive effects on achievement when taught systematically. Research underscores the importance of introducing study skills early, ideally in adolescence, to build lifelong learning capabilities, as high-achieving students consistently demonstrate stronger proficiency in these areas compared to their peers. Interventions focusing on these skills, such as guided practice in note-taking or comprehension monitoring, have been shown to improve retention and performance, particularly when integrated into regular curricula rather than treated as isolated workshops. Overall, mastering study skills equips learners with tools for success not only in formal education but also in professional and personal development.

Fundamentals

Definition and Components

Study skills refer to the cognitive and behavioral strategies that individuals employ to enhance the efficiency and effectiveness of learning, encompassing activities that facilitate the organization, processing, retention, and application of information. These strategies are designed to optimize academic performance by promoting structured approaches to acquiring and utilizing knowledge, rather than relying solely on passive exposure to material. The core components of study skills typically include planning, processing, retention, and application. Planning involves goal-setting and organizing resources to establish a framework for learning tasks, ensuring focused and timely progress. Processing focuses on encoding information through active engagement, such as analyzing and connecting concepts to build understanding. Retention emphasizes memory consolidation techniques that strengthen long-term recall of learned material. Application entails using acquired knowledge in practical contexts, like problem-solving or demonstrations, to reinforce learning outcomes. Unlike innate learning abilities, which are inherent cognitive capacities, study skills represent deliberate, teachable methods that can be developed and refined through instruction and practice, making them accessible to learners of varying backgrounds. Broad categories of study skills include memory aids for bolstering recall, comprehension tools for deepening understanding, and organizational habits for managing study routines effectively.

Importance and Benefits

Effective study skills have been shown to significantly enhance academic retention and performance, with meta-analyses indicating significant improvements in performance and reduced failure rates (e.g., by approximately 35%) through techniques such as active learning and retrieval practice compared to passive methods. For instance, educational psychology research demonstrates that these skills not only boost memory retention but also improve problem-solving abilities by fostering deeper cognitive processing and metacognitive awareness. Additionally, the adoption of structured study habits contributes to reduced stress levels among students, as evidenced by studies linking time management and self-regulated learning to lower anxiety and higher psychological well-being. These benefits extend beyond immediate academic tasks, providing transferable skills such as critical thinking and self-discipline that support professional adaptability and lifelong learning in various career contexts. The value of study skills is particularly pronounced in addressing achievement gaps among diverse learners, where interventions tailored to these skills have been found to narrow disparities in academic outcomes for students from underrepresented socioeconomic backgrounds. Research in educational psychology highlights their role in promoting equity by compensating for resource limitations, enabling under-resourced students to achieve comparable gains in comprehension and performance to their more advantaged peers. However, the benefits of study skills vary based on individual differences, including age and socioeconomic factors; for example, younger learners often show greater gains in foundational retention when skills are introduced early. Socioeconomic status further modulates these effects, with stronger improvements observed in low-income groups due to the amplification of limited external supports. In the long term, proficiency in study skills correlates with enhanced career success and reduced dropout rates in higher education, as individuals with strong self-regulation habits are more likely to persist through challenges and adapt to evolving professional demands. Longitudinal evidence indicates that these skills foster lifelong learning orientations, leading to higher employability and lower attrition in postsecondary settings among students receiving targeted skill training. Overall, by building cognitive resilience and efficiency, study skills contribute to sustained personal and professional growth across diverse populations.

Historical Development

Ancient and Medieval Origins

The roots of study skills trace back to ancient Greece, where early techniques for enhancing memory and recall were developed amid a culture reliant on oral traditions. The poet Simonides of Ceos is credited with inventing the method of loci, or memory palace, around 477 BC, after recalling the positions of banquet guests following a building collapse, thereby associating information with spatial locations to aid retention. This technique was later elaborated by Greek philosophers, including Aristotle, who in his treatise De Memoria et Reminiscentia distinguished between simple memory (mnēmē) as the retention of sensory impressions and recollection (anamnēsis) as an active search through associative chains, emphasizing the role of images and order in learning. These methods supported rhetorical education, where students memorized speeches and arguments without written aids, fostering skills in organization and vivid imagery for effective communication. In ancient Rome, these Greek foundations were systematized within rhetorical training, particularly through the five canons of oratory outlined by Cicero in works like De Inventione and De Oratore. Cicero advocated for the memory canon (memoria) as essential for orators, recommending the use of loci—familiar architectural spaces—and striking mental images to store and retrieve complex arguments during speeches, a practice that integrated visualization with repetition for long-term recall. The anonymous Rhetorica ad Herennium, often attributed to Cicero's circle, further detailed this approach, instructing learners to place exaggerated, emotional images at sequential loci to combat forgetfulness in public discourse. Roman education thus prioritized repetitive practice and mnemonic structuring, influencing elite training in law, politics, and philosophy across the empire. During the medieval period in Europe, monastic traditions preserved and adapted these ancient methods amid widespread illiteracy and limited texts. In scriptoria—dedicated copying rooms within monasteries—monks engaged in rote memorization of scriptures, liturgical texts, and classical works, repeating passages aloud to internalize knowledge before transcribing them, a process that reinforced accuracy and retention through auditory and kinesthetic repetition. This approach extended to formal education in emerging universities, where the trivium (grammar, logic, rhetoric) and quadrivium (arithmetic, geometry, music, astronomy) formed the core curriculum, taught via endless recitation and disputation to build foundational literacy and analytical skills. Rote learning dominated, as students memorized Latin grammar rules and logical syllogisms, preparing them for theological debates and ensuring the transmission of knowledge in an era of scarce manuscripts. In the Islamic world, scholars during the Golden Age (8th–13th centuries) integrated Greek mnemonic traditions with practical applications, particularly in medicine and philosophy. Avicenna (Ibn Sina, 980–1037) advanced this synthesis in his Canon of Medicine, a comprehensive text structured for memorization through categorized sections on anatomy, pharmacology, and diagnostics, which students repeated to master vast medical knowledge without constant reference to books. Drawing from Aristotelian psychology, Avicenna explored memory as a faculty bridging sensation and intellect, advocating associative techniques to retain complex hierarchies of information, thereby enhancing clinical recall and ethical practice among physicians. Parallel developments occurred in East Asia, where Confucian education emphasized diligence and systematic categorization for imperial examination preparation from the Han dynasty onward (206 BC–220 AD). Students devoted years to repetitive recitation of the Five Classics—poetry, history, rites, changes, and annals—categorized by theme to instill moral virtues and bureaucratic competence, viewing study as a moral discipline requiring unwavering perseverance. This method, rooted in Confucius's teachings on self-cultivation through habitual review, spread via state academies, prioritizing endurance and ordered knowledge over innovation to select officials based on scholarly merit.

Modern Research and Evolution

In the late 19th century, Hermann Ebbinghaus pioneered experimental research on memory through self-experiments documented in his 1885 book Memory: A Contribution to Experimental Psychology. He introduced the forgetting curve, demonstrating rapid initial memory decay that slows with time, and showed that spaced repetition—reviewing material at increasing intervals—significantly improves long-term retention compared to massed practice. Ebbinghaus's work established empirical foundations for memory techniques, influencing later study skills by quantifying how distributed practice combats forgetting. In the 19th and early 20th centuries, the formalization of study skills continued with Johann Friedrich Herbart's pedagogical theories, which emphasized active learning through apperception—the process by which new ideas connect to existing knowledge to foster interest and engagement. Herbart's work laid the groundwork for scientific pedagogy by advocating structured instruction that promotes voluntary attention and moral development, influencing modern educational psychology. Concurrently, Edward Thorndike's connectionism theory, developed in the early 1900s, posited that learning occurs through the strengthening of stimulus-response associations via repetition and reinforcement, promoting the use of practice drills in education to build habitual knowledge bonds. Thorndike's laws of effect, readiness, and exercise underscored how repeated trials enhance learning efficiency, shifting study methods toward empirical, observable behavioral changes. By the mid-20th century, behaviorism dominated, with B.F. Skinner's operant conditioning framework extending principles of reinforcement to spaced practice, where distributed repetitions over time improve retention more than massed practice, as integrated into programmed instruction and teaching machines. This approach viewed study skills as modifiable behaviors shaped by consequences, influencing classroom techniques like immediate feedback loops. The cognitive revolution of the 1950s and 1960s then reframed memory as multi-staged processes, exemplified by the Atkinson-Shiffrin model (1968), which delineates sensory, short-term, and long-term memory stores, informing study techniques that emphasize rehearsal to transfer information across stages. This model highlighted the limitations of short-term memory (typically holding 7±2 items), spurring research into strategies like chunking for effective encoding. In the late 20th and 21st centuries, evidence-based reviews have refined study skills by debunking unsubstantiated claims, such as the 2008 analysis by Pashler et al., which found no empirical support for tailoring instruction to individual "learning styles," advocating instead for universally effective methods like distributed practice. Neuroimaging studies have further illuminated how study skill application drives brain plasticity; for instance, longitudinal neuroimaging research, including structural MRI and fMRI, shows that intensive skill training, such as motor or cognitive tasks, induces structural changes like increased gray matter density in regions like the hippocampus and prefrontal cortex, enhancing adaptability and retention. These findings demonstrate that consistent use of techniques like retrieval practice promotes neuroplastic reorganization, supporting lifelong learning. Recent post-2010 research addresses evolution gaps by adapting study skills for neurodiversity, particularly ADHD, through targeted interventions like organizational, time management, and planning (OTMP) programs that improve executive function via structured coaching, yielding significant gains in academic performance and self-regulation among college students. Systematic reviews of such supports highlight multimodal approaches, including technology-aided reminders and shortened practice sessions, which mitigate ADHD-related challenges like inattention and impulsivity, fostering inclusive educational practices. These adaptations underscore a shift toward personalized, evidence-driven frameworks that accommodate diverse cognitive profiles without relying on debunked myths.

Memory and Retention Techniques

Rote Learning and Rehearsal

Rote learning, also known as rote memorization, is a study technique that involves the mechanical repetition of information to commit it to memory without necessarily grasping its underlying meaning or context. This method relies on repeated exposure to material, such as reciting facts aloud or writing them multiple times, to foster automatic recall over time. For instance, learners might drill multiplication tables by chanting them sequentially until the responses become reflexive. The underlying mechanisms of rote learning center on strengthening memory traces through rehearsal and overlearning, where practice continues beyond the point of initial mastery. Rehearsal combats the rapid decay illustrated by Hermann Ebbinghaus's forgetting curve, which demonstrates that without reinforcement, retention of newly learned material can drop by about 70% within a day. Overlearning enhances this by promoting automaticity in procedural memory, a subtype of long-term memory responsible for habitual skills and actions performed without conscious effort, such as riding a bicycle or typing. This process shifts reliance from effortful recall to ingrained responses, improving short-term efficiency but often at the expense of flexibility. While rote learning offers advantages in building foundational knowledge quickly, it has notable limitations that can hinder broader educational goals. It proves effective for acquiring discrete facts or procedures, providing a rapid pathway to fluency in basic elements that serve as building blocks for more complex skills. However, it frequently results in superficial knowledge, as the absence of comprehension limits the ability to apply information in novel situations or transfer it to related domains, leading to quicker forgetting when associations are not formed. Over-reliance on rote methods may also discourage critical thinking and deeper processing, fostering a fragmented understanding rather than integrated expertise. In practice, rote learning finds application in areas requiring precise recall of foundational elements, such as memorizing vocabulary words in language acquisition or basic arithmetic operations in mathematics. For example, students often use repetition drills to internalize foreign language terms or number facts, establishing a baseline for subsequent meaningful learning. This approach remains a staple in early education for its simplicity and immediacy, though educators increasingly pair it with strategies like mnemonics to mitigate its drawbacks.

Mnemonics and Acronyms

Mnemonics are memory aids that facilitate the encoding and retrieval of information by creating associations between new material and familiar cues, often through patterns, imagery, or verbal shortcuts. Acronyms and acrostics represent one category of these devices, where sequences of letters or words serve as shorthand for longer lists or concepts. Common types include acronyms, which form pronounceable words from initial letters, such as ROYGBIV for the colors of the visible spectrum (red, orange, yellow, green, blue, indigo, violet). Acrostics create sentences or phrases where the first letters cue the target items, for example, "Please Excuse My Dear Aunt Sally" (PEM DAS) to recall the order of mathematical operations: parentheses, exponents, multiplication and division (left to right), addition and subtraction (left to right). The keyword method involves linking an unfamiliar term to a similar-sounding familiar word via a vivid image, such as associating the Spanish word "casa" (house) with "casa" sounding like "cosy" and visualizing a cozy home. Another prominent technique is the method of loci, or memory palace, where learners mentally place items along a familiar spatial route, like imagining groceries positioned at landmarks in one's home to recall a shopping list. These devices operate by linking novel information to existing knowledge through chunking—grouping items into meaningful units—and visualization, which creates mental images to strengthen neural connections. Dual-coding theory, proposed by Allan Paivio, underpins their efficacy by suggesting that information processed through both verbal (linguistic) and nonverbal (imagery) channels forms multiple retrieval pathways, enhancing recall compared to single-mode processing. For instance, combining a verbal acronym with a visual story activates both cognitive subsystems, leading to better long-term retention. Studies demonstrate that mnemonics significantly boost recall, particularly for ordered lists and factual details. In one investigation, participants trained in mnemonic techniques, including the method of loci, showed substantial memory gains, recalling up to 70 out of 72 words on average after training, compared to about 40 for untrained controls—a roughly twofold improvement that persisted for months. Similarly, the PEMDAS acronym has been found to improve academic performance in mathematics by aiding retention of procedural rules, with experimental groups outperforming controls in problem-solving accuracy. However, mnemonics are less effective for fostering conceptual understanding, as they primarily support rote memorization and may not promote deeper analysis or application of ideas without additional instructional support. Cultural variations highlight mnemonics' adaptability beyond Western acronyms. In indigenous Australian traditions, songlines—narrative songs tied to landscapes—serve as mnemonic systems to encode ecological, navigational, and historical knowledge over vast distances, preserving details for millennia. Native American and Pacific Islander cultures similarly use storytelling along ceremonial trails and dances at specific sites to memorize classifications, such as over 700 insect species among the Navajo or 1,625 plants in Hanunoo communities. These approaches integrate environmental and performative elements, extending the method of loci to communal, place-based memory practices.

Spaced Repetition and Interleaving

Spaced repetition is a learning technique that involves distributing study sessions over increasing intervals of time, rather than cramming information in a single, massed session. This method leverages the spacing effect, where repeated exposure to material at gradually expanding intervals strengthens long-term retention by allowing partial forgetting between reviews, which in turn makes subsequent retrieval more effortful and effective. For instance, a learner might review material on day 1, then day 3, day 7, and progressively longer thereafter, optimizing memory consolidation without overwhelming short-term recall. The efficacy of spaced repetition stems from the concept of desirable difficulties, introduced by psychologist Robert A. Bjork, which posits that introducing moderate challenges during learning—such as spacing sessions to induce some forgetting—enhances storage strength and retrieval processes over time. Unlike constant, predictable practice conditions that feel easy but yield shallow learning, spaced repetition creates these desirable difficulties by varying the timing of reviews, leading to better transfer of knowledge to new contexts. Research demonstrates that this approach outperforms massed practice, with quantitative syntheses showing spaced sessions yielding 55.5% retention for long-term intervals (e.g., 2–28 days) compared to 29% for massed practice in verbal recall tasks. In contrast to cramming, which provides immediate performance gains but results in rapid forgetting—often retaining only about 20–30% of material after a week—spaced repetition flattens the forgetting curve, sustaining higher retention rates over extended periods. Cepeda et al.'s meta-analysis of over 400 studies confirms that the benefits of spacing increase with longer inter-study intervals (ISIs) proportional to the desired retention duration; for example, an optimal ISI of 1 day supports 1-week retention, while ≥1 month ISI aids ≥6-month retention. Modern applications, such as flashcard software like Anki, implement spaced repetition through algorithms like SM-2 from SuperMemo, which adjusts review intervals based on user performance to personalize spacing and minimize unnecessary repetitions. Interleaving complements spaced repetition by mixing different topics or problem types within a study session, rather than blocking practice on one subject at a time. This technique promotes better discrimination among similar concepts, as learners must actively differentiate between materials during practice, fostering deeper processing and problem-solving skills. For example, solving math problems from various categories (e.g., algebra, geometry) interleaved in one session, rather than all algebra followed by all geometry, enhances the ability to apply rules flexibly. Studies, including Rohrer and Taylor's 2007 experiment on geometry, show interleaved practice leading to 63% correct responses on delayed tests versus 20% for blocked practice, highlighting its superiority for long-term skill acquisition. Combining spaced repetition with interleaving amplifies these effects, as the varied timing and content sequencing create compounded desirable difficulties that improve both retention and transfer. Systematic reviews confirm interleaving's advantages in concept learning, particularly for confusable items, with benefits observed across subjects like mathematics and language. While interleaving may initially feel more challenging than blocking—potentially reducing immediate performance—it yields robust gains in discrimination and application, making it a high-impact strategy for diverse learning goals. Retrieval practice, often integrated into these sessions, further reinforces the spaced and interleaved structure by prompting active recall at optimal intervals.

Retrieval Practice and Testing

Retrieval practice, a core study skill, involves actively attempting to recall information from memory without cues or notes, such as through self-quizzing or the use of flashcards, rather than passively re-reading material. This approach leverages the testing effect, where the act of retrieving information strengthens memory traces more effectively than restudying. In a seminal experiment, students who engaged in repeated retrieval of prose passages recalled 61% of the material after one week, compared to 40% for those who restudied the same passages, demonstrating approximately 50% better long-term retention for the retrieval group. Common variants of retrieval practice include low-stakes practice tests, where learners answer questions on studied content, and flashcards designed for active recall, prompting users to generate answers before checking them. Another variant is the generation effect, in which self-generating responses or completing partial prompts during practice leads to superior memory compared to simply reading provided information; for instance, participants who produced word targets from cues remembered them better than those who read complete pairs. These methods emphasize effortful retrieval over passive exposure, often integrated briefly with spaced repetition to optimize timing between sessions. The mechanisms underlying retrieval practice include its ability to identify knowledge gaps by revealing what information learners can and cannot recall, allowing targeted restudy. It also enhances memory consolidation by reactivating and strengthening neural pathways, making memories less dependent on the hippocampus over time and more integrated with existing knowledge. Additionally, the hypercorrection effect occurs when errors made with high confidence are subsequently corrected more accurately than low-confidence errors, as the surprise from feedback boosts retention of the right answer. Beyond retention, retrieval practice builds metacognition by improving learners' awareness of their own knowledge strengths and weaknesses, enabling more effective study decisions. Recent research on low-stakes quizzing in online learning supports these benefits; in a 2024 quasi-experimental study of undergraduate biology students, immediate low-stakes questions embedded in videos led to higher summative quiz scores, increased engagement, and enhanced self-regulation and critical thinking compared to delayed questioning.

Comprehension and Processing Methods

Active Reading and Listening

Active reading involves engaging with textual material through deliberate strategies that promote deeper comprehension and retention, contrasting with passive scanning. One foundational technique is the SQ3R method, developed by educational psychologist Francis P. Robinson in his 1946 book Effective Study. This approach consists of five steps: Survey to skim headings, subheadings, and summaries for an overview; Question by turning headings into interrogatives to guide focus; Read actively to answer those questions; Recite by summarizing key points in one's own words without looking back; and Review by revisiting notes periodically to reinforce understanding. Research demonstrates SQ3R's effectiveness, with a 2024 study of high school students showing post-test reading proficiency scores rising from 72.37 to 88.78 in the experimental group using the method, compared to 76.85 in the control group, indicating significant gains in comprehension and motivation. Complementing SQ3R, annotating texts enhances engagement by allowing readers to highlight key phrases, jot marginal notes, and connect ideas visually or analytically. Questioning the text—such as predicting outcomes or challenging assumptions—further builds critical thinking, as evidenced by university guidelines emphasizing these practices for improved recall. For instance, previewing structure before diving in helps form expectations, reducing cognitive overload during dense material. Summarizing paragraphs immediately after reading also aids processing, transforming linear intake into structured knowledge. Active listening applies similar principles to auditory sources like lectures, emphasizing focused attention and immediate processing over mere hearing. Effective strategies include paraphrasing key points in real-time to confirm understanding and taking structured notes to capture main ideas and supporting details. The Cornell note-taking method, created by Walter Pauk at Cornell University in the 1950s, organizes notes into three sections: a narrow left column for cues/questions, a wide right column for detailed notes, and a bottom summary area for distillation. A 2022 study found that training in this method improved note quality and learning performance, with participants showing higher accuracy in recalling and applying information compared to unstructured approaches. Paraphrasing during lectures, such as restating concepts aloud or in notes, reinforces neural pathways for retention. These techniques collectively boost retention; a meta-analysis of 158 studies across STEM fields revealed that active engagement methods, including interactive reading and listening, increase examination scores by approximately 6% on average, equivalent to shifting grades from B− to B, while failure rates averaged 21.8% under active methods compared to 33.8% under traditional lecturing, representing a relative reduction of about 36%. Earlier comparisons, such as a 1966 study found SQ3R to be the second most effective method after underlining for multiple-choice recall, though it requires more initial time investment. In digital contexts, however, challenges arise from distractions like notifications, which a 2023 survey linked to lower academic performance in two-thirds of U.S. students, often leading to shallower processing and reduced comprehension compared to print. For modern audio formats like podcasts and audiobooks, adaptations of active listening involve pausing to predict content, note-taking via apps, or discussing episodes to paraphrase insights, fostering auditory processing skills amid rising consumption in 2025 educational settings. These methods encourage active engagement, such as replaying segments for clarification, to mirror lecture techniques and enhance retention in non-visual study scenarios.

Summarization and Note-Taking

Summarization involves condensing source material by paraphrasing its main ideas in one's own words, which promotes deeper processing and integration of information into existing knowledge structures, or schemas. This technique requires identifying key concepts, eliminating extraneous details, and restating content concisely to capture the essence without altering the original meaning. A common guideline is that effective summaries should be approximately one-third the length of the original text, allowing students to focus on core elements while reducing overall volume for easier review. By engaging in this active reformulation, learners build more robust mental frameworks, facilitating better recall and application in future contexts. Note-taking complements summarization by providing structured formats to capture and organize information during or after reading and listening. Popular systems include the outlining method, which uses hierarchical bullet points and indentations to denote main topics, subtopics, and supporting details; charting, which employs tables or columns to compare categories like causes, effects, or timelines; and basic mind mapping, which starts with a central idea and branches out to related concepts for visual linkage. Digital tools, such as Evernote, enable these methods through searchable, tagged entries and multimedia integration, supporting quick capture and revision without physical constraints. These approaches transform passive input into active output, bridging engagement from prior reading or listening activities. Research demonstrates that summarization and structured note-taking reduce cognitive load by prioritizing essential information, making it easier to process complex material and aiding long-term retention through repeated review. Studies indicate improvements in comprehension when students practice summarization strategies, as they encourage synthesis over rote capture, leading to better performance on assessments. For instance, explicit instruction in these techniques has been shown to enhance reading comprehension in expository texts by fostering independent strategy use. A frequent pitfall in these practices is verbatim copying, where students transcribe text word-for-word instead of paraphrasing, which hinders understanding and increases the risk of superficial learning or plagiarism. This error stems from a focus on quantity over quality, often resulting in notes that mirror sources too closely without personal interpretation. In the context of AI-assisted tools, emerging evidence suggests adaptive summarization—where algorithms generate initial drafts for human refinement—can address this by promoting customized outputs, though studies emphasize the need for verification to maintain accuracy and critical thinking.

Visual Aids and Concept Mapping

Visual aids, such as diagrams, charts, and illustrations, play a crucial role in study skills by facilitating the integration of verbal and nonverbal information processing. According to dual-coding theory, developed by Allan Paivio in 1971, human cognition operates through two interconnected subsystems: a verbal system for linguistic information and a nonverbal system for imagery and spatial representations. This theory posits that combining visual and verbal elements creates richer mental representations, enhancing comprehension and retention during studying. For instance, diagrams can spatially organize data, such as flowcharts depicting processes in biology or pie charts summarizing statistical trends, allowing learners to encode information dually for better recall. Concept mapping extends visual aids into a structured tool for representing knowledge relationships. Introduced by Joseph Novak in 1972, based on David Ausubel's meaningful learning theory, concept maps consist of hierarchical nodes—concepts enclosed in circles or boxes, arranged from general to specific—and linking lines with explanatory phrases that form propositions. These links illustrate interconnections, such as cause-effect relationships (e.g., "industrial revolution causes urbanization" in history studies), enabling learners to visualize how ideas relate rather than isolating facts. Cross-links between branches further promote integrative thinking, distinguishing concept mapping from simpler sketches by emphasizing propositional clarity. The benefits of visual aids and concept mapping are particularly pronounced for spatial learners, who process information through visualization. Research shows that dual-coding strategies, including diagrams, improve memory retention by leveraging imagery to reinforce verbal content. Concept mapping specifically enhances recall and problem-solving; for example, a 2024 study found that retrieval-based concept mapping led to significant gains in delayed learning tests compared to paragraph writing alone. In complex subjects like science, these tools foster deeper understanding by revealing knowledge gaps and supporting meaningful integration over rote memorization. Compared to linear notes, which present information sequentially, visual aids and concept mapping excel in handling interconnected, multifaceted topics. Linear formats suit straightforward sequences but often fail to capture relational nuances, whereas concept maps improve critical thinking and academic performance in problem-solving in controlled studies, as they promote holistic organization. Tools like CmapTools, developed by the Institute for Human and Machine Cognition, facilitate digital creation and sharing of these maps, allowing collaborative editing and export for study review. Recent advancements in the 2020s integrate virtual reality (VR) and augmented reality (AR) with visual aids, enhancing concept mapping's interactivity. For example, AR-based applications overlay dynamic concept maps onto real-world contexts, such as eclipse simulations, improving engagement and conceptual grasp without traditional hardware barriers. Immersive VR environments further enable 3D spatial navigation of maps, supporting skill development in fields like engineering.

Analogies and Imagery

Analogies serve as a cognitive tool for bridging unfamiliar concepts with everyday experiences, enabling learners to map structural relationships from known domains to abstract ones, thereby facilitating deeper understanding and long-term retention. For example, conceptualizing electricity as water flowing through pipes equates voltage to water pressure, current to flow rate, and resistance to pipe constriction, making intangible electrical principles more intuitive. This process supports transfer learning by emphasizing relational alignments rather than superficial similarities, allowing knowledge application across contexts. According to structure-mapping theory, analogies direct attention to shared relational systems, promoting the abstraction of generalizable schemas that enhance problem-solving in novel situations. Empirical evidence demonstrates that guided analogical encoding significantly boosts transfer performance; in one study, novices in negotiation tasks achieved 47% successful application of principles after analogical training, compared to just 6% in a no-analogy baseline. Mental imagery complements analogies by involving the voluntary generation and manipulation of sensory-like representations in the absence of external stimuli, often visualized as scenes or objects to embody abstract ideas. Stephen Kosslyn's depictive theory of imagery asserts that these mental simulations activate early visual cortex regions, functioning as a "weak form of perception" that replays perceptual processes internally to support cognitive tasks. In study contexts, learners might visualize historical events by imagining themselves as participants—such as witnessing the signing of a treaty—to create emotionally resonant, memorable links to factual content, thereby improving recall and conceptual grasp. Elaborative interrogation builds on these by prompting learners to generate explanations through why and how questions, frequently incorporating analogies or imagery for elaboration, which fosters active integration of new information with prior knowledge. Studies show this technique yields robust improvements in both factual learning and inferential comprehension, with effects persisting even when paired with analogies to offset any incidental focus on relational over literal details. For instance, when elaborative prompts are embedded in texts, they enhance overall understanding by encouraging self-generated connections, leading to superior performance on inference tasks compared to rote reading alone. Despite their efficacy, analogies and imagery carry limitations, notably cultural biases that can hinder accessibility for diverse learners. Analogies rooted in experiences from dominant cultural groups—such as referencing video games or Western consumer practices—may exclude students from underrepresented backgrounds who lack familiarity, reinforcing inequities in comprehension and engagement. To address this, inclusive practices recommend diversifying analogical domains to reflect varied lived experiences, such as adapting imagery to include global or community-specific references, thereby promoting equitable learning environments for all students.

Organization and Lifestyle Strategies

Time Management and Scheduling

Effective time management is essential for students to allocate study hours efficiently, balance academic demands with other responsibilities, and maintain long-term motivation without leading to exhaustion. It involves structured planning that aligns daily activities with broader goals, enabling learners to focus on high-impact tasks while minimizing wasted time. Research indicates that students who adopt systematic time management practices report higher academic engagement and reduced stress levels. Key techniques include the Pomodoro method, developed by Francesco Cirillo in the late 1980s, which divides study sessions into 25-minute focused intervals followed by 5-minute breaks to sustain concentration and prevent mental fatigue. This approach has been shown to boost productivity by promoting sustained attention and counteracting the tendency to overwork. For prioritization, the Eisenhower matrix categorizes tasks into four quadrants based on urgency and importance—do, schedule, delegate, or delete—helping students distinguish essential study activities from less critical ones. Originating from President Dwight D. Eisenhower's decision-making philosophy, it encourages proactive planning to address impending deadlines while investing in long-term learning objectives. Additionally, setting goals using SMART criteria—specific, measurable, achievable, relevant, and time-bound—provides clarity and trackability, as outlined by George T. Doran in his 1981 management framework adapted for educational contexts. Scheduling strategies emphasize creating weekly planners that outline class times, assignments, and personal commitments to visualize the overall workload and identify available slots. Time-blocking, where specific blocks of time are reserved for individual subjects or tasks, further enhances focus by treating study periods as fixed appointments. Avoiding multitasking is crucial, as evidence from cognitive psychology demonstrates that switching between tasks reduces efficiency and increases error rates in learning activities. Incorporating brief references to spaced intervals within these schedules can support memory retention without delving into detailed repetition methods. These practices yield measurable benefits, such as up to a 25% reduction in task completion time through focused work periods, leading to overall productivity gains. Time management also correlates with lower procrastination rates, as structured planning builds self-control and diminishes avoidance behaviors among students. Post-pandemic research highlights the value of hybrid scheduling in accommodating blended learning environments, where students integrate online and in-person sessions to maintain flexibility and engagement. Practical tools like digital calendars and apps such as Todoist facilitate implementation by allowing customizable reminders and task tracking for weekly planning. These resources enable students to monitor progress and adjust schedules dynamically, ensuring alignment with academic goals.

Study Environment Optimization

Optimizing the study environment encompasses both physical and digital elements designed to foster concentration and reduce cognitive load during learning sessions. Physical factors, including noise levels, seating ergonomics, and illumination, significantly influence sustained attention and overall academic output. Research indicates that well-designed physical spaces can enhance concentration by minimizing environmental stressors. Quiet spaces are fundamental to effective studying, as excessive noise disrupts motivation and impairs the ability to process information. Studies on indoor environments show that acoustic control, such as through noise-cancelling headphones or dedicated quiet zones, correlates with improved learning efficiency by reducing auditory distractions. Ergonomic setups further support prolonged study periods by alleviating physical strain; adjustable chairs and desks that promote neutral postures prevent discomfort that could otherwise lead to frequent breaks or reduced focus. Appropriate lighting, particularly natural light, boosts performance notably—students in classrooms with the most daylighting progressed up to 20% faster in math and 26% faster in reading than those with the least, due to its role in regulating circadian rhythms and enhancing alertness. In digital environments, effective screen management and distraction controls are essential, especially for remote learning setups common in 2025. App blockers, which temporarily restrict access to non-essential applications and websites, have been shown in field studies to increase workplace focus and productivity by limiting interruptions from notifications and social media. Prolonged exposure to blue light from screens suppresses melatonin production, delaying sleep onset and reducing overall rest quality, which in turn hampers memory consolidation and next-day cognitive function. Strategies like enabling blue-light filters or scheduling screen-free intervals before bed mitigate these effects, supporting better sleep hygiene integral to sustained studying. Personalization of the study environment aligns with the Yerkes-Dodson law, which posits an inverted U-shaped relationship between arousal levels and performance: moderate arousal optimizes cognitive tasks, while extremes hinder them. Tailoring elements like background sounds to individual preferences—such as instrumental music for extroverted learners—can achieve this optimal state, as self-selected background music improves reading comprehension and focus for certain personality types without lyrical distractions. This approach acknowledges variability in how environmental stimuli affect arousal, enabling learners to customize spaces for peak efficiency. Evidence from optimized environments, including these personalized adjustments, demonstrates broad performance gains, with natural and ergonomic features contributing to higher standardized test scores in subjects like math and reading.

Lifestyle Factors and Habits

Adequate sleep is essential for effective studying, as it facilitates memory consolidation, the process by which newly acquired information is stabilized and integrated into long-term storage. Adults typically require 7-9 hours of nightly sleep to support this function, with both non-REM and REM stages playing critical roles in enhancing retention and recall. Insufficient sleep disrupts these processes, potentially reducing learning capacity by up to 40% and impairing overall cognitive performance. Nutrition also plays a key role, particularly through omega-3 fatty acids, which are linked to improved cognitive well-being, learning, and memory by supporting brain health and blood flow. Supplementation or dietary intake of these fatty acids, such as from fish, has been shown to slow cognitive aging and protect against decline in healthy individuals. Regular physical exercise, especially aerobic activities like running or cycling, boosts levels of brain-derived neurotrophic factor (BDNF), a protein that promotes neuronal growth and synaptic plasticity, thereby enhancing cognitive functions relevant to studying. A single session of moderate aerobic exercise can moderately elevate BDNF, while consistent routines yield sustained increases, contributing to better memory and executive function. Complementing this, stress management techniques such as mindfulness meditation improve focused attention and attentional control, with meta-analyses indicating reliable enhancements in cognitive performance through practices that train sustained awareness. These approaches counteract the detrimental effects of chronic stress on concentration and learning. Building consistent study habits is crucial for long-term efficacy, including routines that prioritize regularity over intensity and explicitly avoiding all-nighters, which can lower academic performance due to impaired alertness and retention. Habit stacking—pairing study sessions with established daily behaviors, such as reviewing notes after meals—leverages psychological principles of cue-based formation to foster adherence, with evidence showing higher success rates in sustaining new routines when linked to existing ones. Aligning study habits with circadian rhythms, such as scheduling demanding tasks during peak alertness periods, further optimizes effectiveness by reducing cognitive fatigue and supporting natural fluctuations in attention and mood. Poor lifestyle choices in these areas can diminish the benefits of study techniques, underscoring the need for holistic integration of sleep, nutrition, exercise, and routines.

Assessment and Application

Examination Preparation Techniques

Effective examination preparation involves targeted review methods that enhance familiarity with exam formats and identify weaknesses. Practicing with past papers is a widely recommended strategy, as it simulates real testing scenarios and improves long-term retention of material compared to repeated studying alone. A meta-analysis of 28 experimental studies found that such test preparation significantly boosts performance on large-scale educational tests, with a moderate effect size (Hedges' g = 0.26). Error analysis complements past paper practice by encouraging students to dissect mistakes, fostering deeper conceptual understanding and reducing recurrence of errors in future attempts. Research in educational psychology demonstrates that systematically reviewing and categorizing errors during preparation enhances metacognitive skills, leading to improved accuracy on subsequent assessments. For instance, a study of college algebra students found that analyzing exam errors revealed patterns in misconceptions, with differences in error types between high- and low-performing students. Simulated testing conditions further strengthen preparation by replicating the pressure of actual exams, which aids in building endurance and refining retrieval under stress. Evidence from controlled experiments shows that taking full-length practice tests in timed, distraction-free environments not only assesses knowledge but also enhances overall exam performance by promoting active recall and familiarity with procedural demands. This approach has been shown to outperform passive review methods in sustaining gains over extended periods. During the exam, effective time pacing ensures balanced allocation across sections, preventing over-investment in difficult items. Strategies such as budgeting time per question—typically by dividing total time by the number of items—and periodically checking progress help maintain momentum. Question triage involves quickly scanning the test to prioritize easier or higher-value questions first, marking challenging ones for later review. Anxiety management techniques, like deep breathing, are crucial for maintaining focus amid pressure. Slow, diaphragmatic breathing activates the parasympathetic nervous system, countering the fight-or-flight response. Studies on university students reveal that brief mindful breathing exercises before and during tests significantly lower state anxiety levels, with a large effect size (Cohen's d = 1.42) compared to controls, thereby improving cognitive performance. Tailored techniques vary by question type. For multiple-choice exams, the process of elimination narrows options by discarding implausible answers, increasing the probability of selecting the correct one even with partial knowledge. In essay-based exams, rapid outlining—jotting key points, thesis, and structure before writing—organizes thoughts efficiently, leading to more coherent responses. A study on middle school students implementing an essay test-taking strategy, including outlining, reported significant improvements in achievement scores relative to non-strategy groups, with a large effect size (d=1.69). Adaptations for standardized tests like the SAT incorporate adaptive testing technologies, where question difficulty adjusts in real-time based on prior responses, shortening the exam while maintaining precision. Preparation for such formats involves practicing with adaptive simulations to acclimate to varying difficulty levels, which official guidelines emphasize for building confidence and strategic responding. This technology, implemented in the digital SAT since 2024, ensures equitable scoring by tailoring content to individual ability.

Self-Assessment and Adaptation

Self-assessment involves systematically evaluating one's own learning progress to identify strengths, weaknesses, and areas for improvement, while adaptation entails modifying study strategies based on this evaluation to enhance effectiveness. This process is central to self-regulated learning, enabling students to take ownership of their education and achieve better academic outcomes. Research indicates that regular self-assessment can lead to more efficient study habits and higher retention rates by allowing learners to adjust their approaches proactively. Progress tracking methods, such as maintaining study journals and conducting self-quizzes, provide concrete ways to monitor advancement. Study journals encourage reflection on daily learning activities, helping students document what they have learned, identify patterns in their comprehension, and note obstacles encountered, which fosters metacognitive awareness and self-regulated learning development. Similarly, self-quizzing serves as an active recall tool that not only reinforces knowledge but also reveals gaps in understanding, with studies showing that frequent low-stakes quizzes improve overall academic performance by promoting deeper engagement with material. These techniques, when used consistently, help learners gauge their progress against goals and make informed adjustments to their study routines. Metacognitive monitoring, a core component of self-assessment, refers to the ongoing evaluation of one's own knowledge and comprehension during the learning process, often described as "knowing what you know" and recognizing limitations. This involves assessing the effectiveness of current strategies in real time, such as pausing to judge understanding after reading a section or using self-testing to verify retention. Accurate metacognitive monitoring enhances learning by directing effort toward weak areas and improving long-term retention, as it enables better regulation of study behaviors. Adaptation builds on self-assessment by encouraging experimentation with new techniques and actively seeking feedback to refine methods. Students can experiment by trying variations of study approaches, such as alternating between summarization and visual mapping, and evaluating their impact through personal reflection or external input. Seeking feedback from peers or instructors provides objective insights that complement self-evaluation, supporting iterative improvements in self-regulated learning. A growth mindset, as conceptualized by Carol Dweck, plays a pivotal role here, viewing challenges and setbacks as opportunities for development rather than fixed limitations, which motivates persistence and adaptive strategy shifts. Interventions promoting this mindset have been shown to boost academic achievement, particularly during transitions like entering new educational levels. For diverse learners, including those with disabilities, self-assessment and adaptation often require tailored adjustments, such as allocating extended time for tasks to accommodate processing differences. These modifications, like providing 50% additional time on assessments, have been found to significantly improve performance for students with learning disabilities in the majority of studied cases, enabling them to demonstrate true knowledge without undue barriers. Such accommodations enhance equity and outcomes by aligning study methods with individual needs. Despite these benefits, challenges in self-assessment include biases that distort accurate evaluation, such as overconfidence among those with lower competence—a phenomenon known as the Dunning-Kruger effect. This cognitive bias leads individuals to overestimate their abilities due to a lack of awareness of their shortcomings, potentially hindering effective adaptation. Addressing this through structured reflection tools and external validation can mitigate inaccuracies and support more reliable personalized learning analytics via human-centered methods like journals.

Digital Tools and Modern Adaptations

Digital tools have revolutionized study skills by integrating technology to enhance retention, organization, and engagement in learning processes. Flashcard applications like Anki leverage spaced repetition algorithms, which schedule reviews based on user performance to optimize long-term memory formation, drawing from cognitive principles established in psychological research. A study on nursing students using Anki demonstrated improved drug knowledge retention compared to traditional methods, with participants showing statistically significant gains in recall accuracy after consistent use. Similarly, note-taking applications such as Notion enable customizable databases and linked pages for organizing study materials, allowing users to create interconnected wikis that facilitate quick retrieval and synthesis of information. Reviews of Notion highlight its role in boosting productivity for academic tasks, with users reporting streamlined workflows for managing notes and assignments. Artificial intelligence (AI) tutors represent a significant advancement in personalized learning, particularly since 2023, with tools like ChatGPT providing on-demand explanations, problem-solving guidance, and adaptive quizzing. These systems use natural language processing to simulate tutoring sessions, helping students clarify concepts in real-time and receive tailored feedback. Research indicates that AI-enhanced active learning leads to 54% higher test scores across subjects compared to traditional instruction, underscoring their potential to accelerate comprehension. Gamification elements in apps like Duolingo further adapt study skills by incorporating rewards, streaks, and leaderboards to sustain motivation in skill acquisition, such as language learning. Systematic reviews confirm that Duolingo's gamified approach increases user engagement and vocabulary retention, with studies showing positive effects on learning outcomes through repeated, low-stakes practice. Virtual reality (VR) simulations offer immersive adaptations for complex subjects, allowing students to interact with 3D models and scenarios that traditional media cannot replicate, thereby enhancing spatial understanding and practical application. For instance, VR environments for engineering education mitigate resource constraints by enabling repeated simulations without physical prototypes, leading to improved problem-solving skills. Accessibility features in digital tools, such as text-to-speech in Microsoft products and screen tinting in Texthelp software, support neurodiverse learners by addressing challenges like dyslexia or ADHD through customizable interfaces that reduce cognitive overload. These tools promote inclusivity, with guidelines emphasizing their role in equalizing access to study resources. While digital tools yield notable benefits, such as time savings of up to 5.4% in task completion for AI-assisted work, they also pose risks including heightened distraction from notifications and multitasking. Studies link digital distractions in classrooms to reduced concentration and lower academic performance, with students using devices off-task experiencing diminished learning outcomes. Ethical considerations in AI use emphasize transparency, bias mitigation, and data privacy, as outlined in UNESCO guidelines, to prevent inequities and ensure responsible integration without undermining academic integrity. Emerging trends as of 2025 include neural interfaces, such as brain-computer interfaces (BCIs), which enable direct thought-based interaction with learning platforms to accelerate information processing and skill acquisition. Market analyses project BCIs to expand rapidly, with non-invasive prototypes enhancing focus and memory augmentation for students, though ethical and safety challenges remain prominent in ongoing research.

References

  1. [1]
    [PDF] Integrating Effective Study Skills Instruction - ERIC
    Consequently, it is important for students to begin developing study skills at an early age, ideally during early adolescence, so as to increase academic.
  2. [2]
    [PDF] Academic Skills Literature Review - Centre for Teaching and Learning
    "Study skills" and "academic skills" tend to refer to general capabilities needed for success in higher education, such as note-taking, time management, ...
  3. [3]
    https://doi.org/10.3102/00346543066002099
  4. [4]
    [PDF] Shaughnessy, Michael F. The Assessment of Study Skill Behavior
    Study skills may be defined as any activity or. behavior which enhances the learning and recall of new academic.
  5. [5]
    None
    Summary of each segment:
  6. [6]
    [PDF] Overview of the Learning & Study Skills Inventory (LASSI)
    The LASSI scales related to the skill component of strategic learning are: Information Processing, Selecting Main Ideas ... retention and future application ( ...<|control11|><|separator|>
  7. [7]
    10 Steps to Improve Your Study Skills - Cuesta College
    Improving your study skills can be the great educational equalizer. Effective studying is the one element guaranteed to produce good grades in school.
  8. [8]
    Active learning increases student performance in science ... - PNAS
    The studies analyzed here document that active learning leads to increases in examination performance that would raise average grades by a half a letter.
  9. [9]
    Relation between stress, time management, and academic ...
    Jan 28, 2021 · Overall, with this review, we found medium to high-quality evidence from a modest number of studies, suggesting that study skills (time ...
  10. [10]
    The career advantages of intentional learners | McKinsey
    Aug 7, 2020 · Learning itself is a skill, and developing it is a critical driver of long-term career success. People who have mastered the mindsets and skills ...
  11. [11]
    [PDF] High Impact Study Skills for Diverse PreK-12 Subgroups - ERIC
    ○ Increase student learning across subgroups through the identification of successful study skills techniques to help close the achievement gap. This ...
  12. [12]
    Education and Socioeconomic Status Factsheet
    Research indicates that children from low-SES households and communities develop academic skills slower than children from higher SES groups (Morgan, Farkas, ...
  13. [13]
    The Best Time to Acquire New Skills: Age-related Differences in ...
    In an SRT study, Meulemans et al. (1998) found that 6- and 10-year-old children showed similar degrees of learning as young adults. In contrast, Thomas et al.
  14. [14]
    Influence of Study Skills on the Dropout Rate of Universities
    Aug 4, 2025 · We created a model illustrating the relationship between five study skill categories, their influencers and their effects on dropout from ...
  15. [15]
    The method of loci as a mnemonic device to facilitate learning ... - NIH
    The origin of this ancient method, sometimes called the “journey” or “mental walk” technique (3), is attributed to the Greek poet Simonides of Ceos in 477 BC ( ...
  16. [16]
    [PDF] A Commentary on Aristotle's De Memoria Et Reminiscentia
    Memory terms in ancient Greek suffer from similar ambiguity. Recollection. (ἀναμιμνῄσκεσθαι) and remembrance (μνημονεύειν) are used interchangeably to mean.
  17. [17]
    [PDF] The Five Canons of Rhetoric
    In De Inventione, he Roman philosopher Cicero explains that there are five canons, or tenets, of rhetoric: invention, arrangement, style, memory, and delivery.
  18. [18]
    [PDF] RHETORICAL MEMORY AND MNEMONICS - Scholars Crossing
    Two additional canons were added to the classical theory by the original Roman handbooks of Cicero and Quintilian: memory, and delivery (Richards, 2008).
  19. [19]
    [PDF] Education In The Middle Ages
    During the early Middle Ages, monastic schools served as the main custodians of literacy and learning. ... Pedagogical methods relied heavily on rote memorization ...
  20. [20]
    [PDF] AUTHOR A Brief History of the Major Components of the Medieval ...
    This included the subjects of both the trivium (grammar, rhetoric, and dialectic) and the quadrivium (arithmetic, music, geometry, and astronomy) (Lucas, 1994, ...
  21. [21]
    [PDF] Medicine, Memory, and Enhancement in Medieval Islam
    Apr 20, 2021 · One of the results of this long-term and complicated process was that medicine, once free of theology and religion, gained a religious attribute ...
  22. [22]
    (PDF) "Avicenna and the Problem of Consciousness" - Academia.edu
    Memory assists in retaining a mnemonic sense of self-identity in the flow of consciousness even after bodily death, since the sense of identity in individuation ...
  23. [23]
    [PDF] Chinese learning styles: Blending Confucian and Western theories
    What follows is a highlight of workforce education philosophies in China and a review of the influence of 2,000 years of Confucianism on Chinese culture and ...
  24. [24]
    [PDF] Changing Concepts of Merit in China's Education System
    First, the earliest form of meritocracy is a Confucian meritocracy. The concept originated in the spring and autumn period of ancient China when it was ...<|control11|><|separator|>
  25. [25]
    Johann Friedrich Herbart (Stanford Encyclopedia of Philosophy)
    Dec 8, 2015 · Johann Friedrich Herbart (1776–1841) is known today mainly as a founding figure of modern psychology and educational theory.
  26. [26]
    https://www.simplypsychology.org/ebbinghaus.html
  27. [27]
    Edward Thorndike: The Law of Effect - Simply Psychology
    Oct 23, 2025 · Application: Influenced education by popularizing the use of practice drills, repetition, and reinforcement in the classroom. Law of Effect.
  28. [28]
    Thorndikes Theory - Structural Learning
    Jun 8, 2023 · Thorndike's theory of learning is based on the principle that learning occurs through the association between a response and a stimulus.
  29. [29]
    [PDF] DOCUMENT RESUME AUTHOR The Effects of Spaced Practice and ...
    Skinner's work on behavior modification. B. F. Skinner observed a lateral relationship between his laboratory work and practices that could improve education.
  30. [30]
    Behaviorism in the Classroom - The Learning Scientists
    Aug 10, 2017 · Students who use spacing, for example, do a lot of work for a long time before receiving a reinforcement. Students who cram the night before and ...
  31. [31]
    [PDF] HUMAN MEMORY: A PROPOSED SYSTEM AND ITS CONTROL ...
    R. C. Atkinson and R. M. Shiffrin​​ known damage to the hippocampal area in one hemisphere were tested for memory deficit after an intracarotid injection of ...Missing: revolution | Show results with:revolution
  32. [32]
    Multi-Store Memory Model: Atkinson and Shiffrin - Simply Psychology
    May 19, 2025 · The multi-store model of memory (MSM), proposed by Atkinson and Shiffrin, describes memory as comprising three distinct stores: sensory memory, short-term ...Missing: revolution | Show results with:revolution
  33. [33]
    Learning Styles: Concepts and Evidence - Sage Journals
    Learning styles refers to the concept that individuals differ in regard to what mode of instruction or study is most effective for them.
  34. [34]
    Training-Induced Neural Plasticity in Golf Novices
    Aug 31, 2011 · Previous neuroimaging studies in the field of motor learning have shown that learning a new skill induces specific changes of neural gray ...
  35. [35]
    A New Organizational and Study Skills Intervention for College ...
    This paper documents the results of an intervention for college students with ADHD. The focus is on organization, time management, and planning (OTMP) skills.
  36. [36]
    A systematic review of actions aimed at university students with ADHD
    Jul 6, 2023 · The aim of this study is to analyse the actions of support for university students with ADHD by means of a systematic review of ERIC, WOS, and Scopus from 2017 ...
  37. [37]
    Rote learning - APA Dictionary of Psychology
    Apr 19, 2018 · Rote learning uses strict memorization without comprehension, which tends to result in poorer retention than occurs with strategies that rely ...
  38. [38]
    Rote Memorization: Definition, Examples, and Effectiveness
    Jul 19, 2024 · Rote memorization is a technique using repetition to remember facts. Students often use this technique, but adults may also find it helpful from time to time.
  39. [39]
    Rote Learning vs. Meaningful Learning | Oxford Learning
    Rote learning is the memorization of information based on repetition. Examples of rote learning include memorizing the alphabet, numbers, and multiplication ...
  40. [40]
    Overlearning hyper-stabilizes a skill by rapidly making ...
    Overlearning abruptly changes neurochemical processing to hyper-stabilize and protect trained perceptual learning from subsequent new learning.Missing: rote | Show results with:rote
  41. [41]
    [PDF] The effects of overlearning and distributed practice on the retention ...
    every previously published overlearning experiment relied solely on verbal memory tasks. Moreover, virtually all of these tasks required only rote memory.
  42. [42]
    Procedural Memory: Definition, Examples, and How It Works
    Mar 30, 2023 · Procedural memory, also called implicit memory, is a type of long-term memory involved in the performance of different actions and skills.How It Works · Formation · Disorders Affecting Procedural...
  43. [43]
    Rote Learning: Why Memorization Doesn't Help You Learn
    Rote learning lacks deeper understanding, doesn't build knowledge, may not prepare for higher education, and doesn't contextualize facts for long-term memory.
  44. [44]
    Rote learning: a necessary evil - PMC - NIH
    Aug 2, 2016 · It is true that we noted some limitations of rote learning ... limitations given the breadth and depth of knowledge medical students are required ...
  45. [45]
    Rote Learning: Advantages, Disadvantages, Types - 21K School
    Oct 8, 2025 · Rote learning can be defined as the process of memorising information and facts based on reputation. Rote learning allows students to recall ...
  46. [46]
    Is Rote Learning Still Effective? - Graduate Programs for Educators
    Rote learning is most effective when the primary goal is to memorize and recall specific information such as dates, facts, or figures.
  47. [47]
    How to Remember a Rainbow's Colors in Order - Owlcation
    Jan 2, 2024 · His name is Roy G. Biv. Though the name may sound silly, Roy G. Biv is actually just an acronym for the colors you need to remember. Let's break ...<|separator|>
  48. [48]
    The PEMDAS Rule Explained! (Examples Included) - Mashup Math
    Jan 7, 2021 · PEMDAS is a mnemonic for Parenthesis, Exponents, Multiplying, Dividing, Adding, Subtracting, used for math order of operations.The Pemdas Rule Explained! · Pemdas Rule Examples · Pemdas Rule Ex. 6: 42 ÷ 7 X...
  49. [49]
    Mnemonic Devices: Types, Examples, and Benefits | Psych Central
    Mar 31, 2022 · Types and examples of mnemonic devices. Types of mnemonic devices include acronyms and acrostics, method of loci, songs and rhymes Share on ...
  50. [50]
    Dual Coding Theory (Allan Paivio) - InstructionalDesign.org
    Nov 30, 2018 · Dual coding theory has been applied to many cognitive phenomena including: mnemonics, problem-solving, concept learning and language. Dual ...
  51. [51]
    Mnemonic training reshapes brain networks to support superior ...
    Participants in the mnemonic condition showed significantly greater improvement in memory performance after training than participants of the active and passive ...
  52. [52]
    (PDF) Effectiveness of PEMDAS Mnemonic Instructional Strategy on ...
    Jun 6, 2025 · Mnemonic instructional strategies, such as PEMDAS, enhance learning and retention of the fundamental knowledge and mathematical skills ...
  53. [53]
    Mnemonics - The Decision Lab
    These athletes attributed their exceptional memory skills to a mnemonic system known as the “method of loci.” This technique involves associating each item ...The Basic Idea · History · Start Your Behavior Change...<|separator|>
  54. [54]
    Memory Code: How Cultures Memorise Information
    Sep 27, 2016 · Indigenous cultures memorised everything they needed to survive. Information was retained and passed on through stories, pictures, songs and dances.
  55. [55]
    This ancient mnemonic technique builds a palace of memory
    Jan 12, 2018 · Enmeshed with the vitalised landscape, some indigenous cultures also use the skyscape as a memory device; the stories of the characters ...
  56. [56]
    [PDF] Creating Desirable Difficulties to Enhance Learning
    Such de- sirable difficulties (Bjork, 1994) include varying the conditions of learning, rather than keeping them constant and predictable; interleaving ...Missing: seminal | Show results with:seminal
  57. [57]
    [PDF] Distributed Practice in Verbal Recall Tasks: A Review and ...
    However, Welborn used a retention interval of 28 days, whereas Cepeda et al. used a retention interval of 10 days. Two studies that used unlimited restudy ...
  58. [58]
    [PDF] How Much Do People Forget? | Work-Learning Research
    After one week, learners forgot from 34% to 89%, which means they remembered at a rate of 11% to 66% of their initial-test results. But note how one condition ...
  59. [59]
    SuperMemo 2: Algorithm - Super Memory
    Algorithm SM-2 used in the computer-based variant of the SuperMemo method and involving the calculation of easiness factors for particular items.Missing: spaced | Show results with:spaced
  60. [60]
    https://www.worklearning.com/wp-content/uploads/2010/12/How-much-do-people-forget-v12-14-2010.pdf
  61. [61]
    A systematic review of interleaving as a concept learning strategy
    Mar 21, 2021 · The study had two key findings: first, that interleaving was superior to blocking in this test; and secondly, participants' metacognitive ...Introduction · Narrative synthesis · Discussion · Appendix 1: Table of all...
  62. [62]
    Test-Enhanced Learning - Henry L. Roediger, Jeffrey D. Karpicke ...
    Taking a memory test not only assesses what one knows, but also enhances later retention, a phenomenon known as the testing effect.
  63. [63]
    The generation effect: Delineation of a phenomenon. - APA PsycNet
    Slamecka, N. J., & Graf, P. (1978). The generation effect: Delineation of a ... It is concluded that the generation effect is real and that it poses an ...
  64. [64]
    Errors committed with high confidence are hypercorrected - PubMed
    The relation between people's confidence in the accuracy of an erroneous response and their later performance was investigated. Most models of human memory ...Missing: hypercorrection | Show results with:hypercorrection
  65. [65]
    Encouraging the Testing Effect Through Embedded Video Questions ...
    Jul 30, 2024 · Learners exposed to immediate low-stakes questioning exhibited notably superior summative quiz scores, increased page views, and enhanced participation in the ...
  66. [66]
    [PDF] Using Retrieval Practice and Metacognitive Skills to Improve ...
    The benefits of retrieval practice are broad, including improvements in long-term retention, transfer of knowledge, reading comprehension, and metacognition ( ...
  67. [67]
    [PDF] Henk, William A. TITLE Tracing the Roots of Textbook Study System
    *SQ3R Study Formula. ABSTRACT. Francis P. Robinson's 1946 text, "Effective Study," first presented his Survey, Question, Read, Recite, and Review (SQ3R).Missing: origin | Show results with:origin
  68. [68]
    Evaluating the Effectiveness of the SQ3R Method in Enhancing ...
    Apr 20, 2024 · This study underscores the effectiveness of the SQ3R method in enhancing reading achievement among high school students.
  69. [69]
    [PDF] The effect of the Cornell method on the quality of grade production ...
    Dec 27, 2022 · The Cornell training had a positive effect on the quality of note production as well as on the student's learning performance. Conclusions. The ...
  70. [70]
    Digital Distractions in Class Linked to Lower Academic Performance
    Dec 8, 2023 · The 2022 Program for International Student Assessment found that two-thirds of U.S. students get distracted by digital devices in class.
  71. [71]
    [PDF] The Effect of Summarization Strategies Teaching on Strategy Usage ...
    Summarization provides a significant contribution to students in understanding information and transferring it to long-term memory, as well as improving memory ...
  72. [72]
    [PDF] Good Summaries—The Five Criteria
    ... rule of thumb for a summary is that it should be one- fourth to one-third as long as the original text if that text is 1–3 pages. It will vary greatly, for.
  73. [73]
    [PDF] The Effect of Text Summarization as a Cognitive Strategy on the ...
    The findings of this study revealed that the teaching of summarization as a reading strategy is effective in improving students reading comprehension.
  74. [74]
    Common Note-taking Methods - Chattanooga - UTC
    The Charting Method · Method: Determine the categories to be covered in lecture. · Advantages: Helps you track conversation and dialogues where you would normally ...
  75. [75]
    7 Effective Note-Taking Methods | Coursera
    Apr 29, 2025 · Explore seven effective note-taking methods, including the Cornell method, the sentence method, the outlining method, the charting method, the mapping method,
  76. [76]
    Summarizing in Reading: Help Students Get To The Point - Newsela
    Jul 18, 2025 · Summarizing in chunks helps lessen the cognitive load on their working memory and makes it easier to comprehend information as they progress ...
  77. [77]
    [PDF] The Impact of the Summarization/Paraphrasing Strategy, Frayer ...
    This study intended to inform educational leaders of the impact of reading strategies that can assist with reading comprehension in order to assist education ...
  78. [78]
    The Effects of Explicitly Teaching Summarization Skills on the ...
    The purpose of this study was to examine the effects of explicit main idea and summarization instruction on reading comprehension of expository text for ...<|separator|>
  79. [79]
    Note-Taking Guide - Stanford Center for Teaching and Learning
    Don't: copy definitions and concepts verbatim. Do: Use your own words. It might seem slower at first, but it gets easier with practice. Note-Taking Methods ...Missing: errors | Show results with:errors
  80. [80]
    The missing story of GenAI summarisers: a critical research agenda
    We explore the marketed promises of AI summarisers, hypothesise about their likely use cases, and consider concerns surrounding their impact on students' ...
  81. [81]
    None
    Summary of each segment:
  82. [82]
    The Theory Underlying Concept Maps and How to Construct and Use
    One of the powerful uses of concept maps is not only as a learning tool but also as an evaluation tool, thus encouraging students to use meaningful-mode ...
  83. [83]
    [PDF] Karpicke with Concept Mapping Retrieval Practice Produces More ...
    Feb 12, 2011 · Overall, 101 out of 120 students (84%) performed better on the final test after practicing retrieval than after elaborative studying with ...
  84. [84]
    Retrieval-based concept mapping makes a difference as ... - Frontiers
    Mar 13, 2024 · Creating a concept map first and then freely recalling by writing paragraphs significantly improved performance on a 2-week delayed learning test.
  85. [85]
    Effectiveness of concept mapping and traditional linear nursing care ...
    Apr 19, 2017 · Concept mapping resulted in greater improvements in critical thinking skills compared to traditional linear nursing care plans. Both methods ...
  86. [86]
    Cmap | CmapTools
    View our products to see how you can utilize our software in your work, studies, or research. View Products. Learn About Concept Maps. Concept maps are ...CmapTools DownloadIHMC CmapToolsCloudProducts & DownloadsConstructing a concept map
  87. [87]
    Creating concept maps with augmented reality: a case of eclipse of ...
    Apr 20, 2022 · In this study, an augmented reality (AR)-based concept map (AR-ConMAP) application was developed to facilitate the concept map creation process.Missing: 2020s | Show results with:2020s
  88. [88]
    (PDF) Immersive VR concept map across different learning contexts
    Oct 17, 2025 · This paper presents a video augmentation approach based on concept maps dynamically generated from structured knowledge graphs and spatially ...Missing: 2020s | Show results with:2020s
  89. [89]
    Extending the Water Analogy - Transistors - SparkFun Learn
    We say that current is analogous to the flow rate of water, voltage is the pressure pushing that water through a pipe, and resistance is the width of the pipe.
  90. [90]
    [PDF] Learning and Transfer: A General Role for Analogical Encoding
    Analogical encoding fosters learning by taking advantage of a basic property of analogical reasoning: Analogies promote atten- tion to commonalities, including ...
  91. [91]
    Mental Imagery: Functional Mechanisms and Clinical Applications
    Research supports the claim that visual mental imagery is a depictive internal representation that functions like a weak form of perception.Missing: education | Show results with:education
  92. [92]
    Learning with analogy and elaborative interrogation. - APA PsycNet
    This study explored the possibility of eliminating the decrease in factual learning by combining analogy with key-word highlighting, pictorial schematics, or ...
  93. [93]
    Prioritization: Self-Management of What You Do and When You Do It
    Mar 27, 2020 · Figure 3.9 The Eisenhower Matrix can help organize priorities and ensure that you focus on the correct tasks. Who Is Driving Your Tasks? Another ...<|separator|>
  94. [94]
    Time Management - Middlebury College
    Time Management Planners · Project Planner · Weekly Planner - class time blocks · Weekly Planner - hourly blocks · Weekly Planner - simplified · 2025 Fall Semester ...On This Page · Semester Planners · Video Series<|control11|><|separator|>
  95. [95]
    Unlocking academic success: the impact of time management on ...
    Apr 2, 2025 · Time management not only influences study engagement directly, but also through the mediating effect of self-control and mobile phone dependence indirectly.
  96. [96]
    Pomodoro® Technique - Time Management Method
    Over two million people have already used the Pomodoro® Technique to transform their lives, making them more productive, more focused and even smarter.Pomodoro · Pomodoro® Timer · Book · The Pomodoro® Store<|separator|>
  97. [97]
    Pomodoro Technique: History, Steps, Benefits, and Drawbacks
    May 28, 2025 · Combining short bursts of focused work with brief breaks allows people to get more done without losing concentration or getting overwhelmed.
  98. [98]
    The Illusion of Urgency - PMC - NIH
    The Eisenhower Matrix is a management philosophy based upon the study of President Dwight D. Eisenhower's management beliefs and style; the matrix helps ...
  99. [99]
    Doran, G.T. (1981) There's a SMART Way to Write Management's ...
    SMART goals are Specific, Measurable, Action-oriented, Realistic, and Time-limited.
  100. [100]
    Being smart about writing SMART objectives - ScienceDirect.com
    Doran (1981) first introduced the specific, measurable, assignable, realistic, and time-related (SMART) method for writing effective management goals. Today ...
  101. [101]
    Time Blocking for Student Productivity and Health - Owaves
    Sep 18, 2020 · Productivity Benefits of Timeblocking. One of the benefits of time blocking is that it increases productivity by promoting deep work.
  102. [102]
    Multitasking: Switching costs - American Psychological Association
    Mar 20, 2006 · Understanding the hidden costs of multitasking may help people to choose strategies that boost their efficiency - above all, by avoiding ...
  103. [103]
    Productivity statistics: Surprising trends and insights to boost your work
    Task completion time: According to a 2019 study focused work can reduce task completion time by up to 25% compared to fragmented work periods. Body doubling ...
  104. [104]
    Time management and procrastination. - APA PsycNet
    Time management and procrastination would appear to be logically related, in the sense that time management may be a way to overcome procrastination.
  105. [105]
    “Here we go again”: unfolding HE students' hybrid experience and ...
    This study aims to investigate the impact of hybrid TL on students' experiences post-pandemic, including satisfaction, engagement, and self-efficacy.
  106. [106]
    Time Blocking - Your Complete Guide to More Focused Work - Todoist
    Time blocking is a time management method where you divide your day into blocks of time. Each block is dedicated to a specific task or group of tasks.What is time blocking? · Time blocking methods · Why is time blocking so...
  107. [107]
    CREATING YOUR PERFECT STUDY SPACE FOR YOUR VIRTUAL ...
    ... study environment can enhance concentration by 15% and reduce distractions.” ... performance and increased stress. Keeping your space organized can lead to ...
  108. [108]
    A quiet study space promotes learning - Framery
    Oct 3, 2024 · Studying in an environment full of noise impairs students' motivation and ability to learn. A dedicated study space is quiet and free of distractions.Missing: boost | Show results with:boost
  109. [109]
    Impact of Indoor Physical Environment on Learning Efficiency in ...
    Jun 13, 2018 · The present study aims to explore the impacts of three physical environmental factors (ie, temperature, noise, and illuminance) on learning efficiency
  110. [110]
    Create a study space that makes you want to study – Better U
    Feb 26, 2024 · Create a comfortable space with ergonomic furniture, good lighting, and ventilation. Ensure all study materials are accessible, and minimize ...Missing: optimal boost
  111. [111]
    How your surroundings affect the way you study - UCAS
    Apr 18, 2025 · Comfort, seating, natural light, color, noise, and clutter affect learning. Positive environments boost learning, while poor ones hinder it.
  112. [112]
    Remote Learning in 2025: Overcoming Challenges with Modern ...
    Sep 22, 2025 · Explore the biggest challenges facing remote education in 2025 and discover innovative solutions that are transforming how we learn and teach ...
  113. [113]
    [PDF] How Blocking Distractions Affects Workplace Focus and Productivity
    We conducted an in situ field study with 32 information workers in their workplace to test if the use of blocking software can increase focus and productivity.Missing: effectiveness | Show results with:effectiveness
  114. [114]
    The adverse impact of excessive smartphone screen-time on sleep ...
    Short-wavelength blue light (380-495nm) is known to adversely affect melatonin production. This dose-dependent suppression of melatonin production in turn leads ...
  115. [115]
    Yerkes-Dodson Law of Arousal and Performance - Simply Psychology
    Aug 14, 2025 · Definition: The Yerkes–Dodson law is a psychology principle showing that performance improves with arousal up to an optimal point, ...
  116. [116]
    Studying the effect of self-selected background music on reading ...
    Jan 30, 2023 · This study aims to elucidate the effect of self-selected BGM on reading task for learners with different characteristics.
  117. [117]
    Evidence of Improved Academic Performance
    Jul 24, 2025 · Children in classrooms with higher outdoor air ventilation rates tend to achieve higher scores on standardized tests in math and reading.Missing: optimization boost
  118. [118]
    Brain Basics: Understanding Sleep
    Feb 25, 2025 · Memory consolidation most likely requires both non-REM and REM sleep. ... Most adults need 7-9 hours of sleep a night, even older people.
  119. [119]
    Sleep On It | NIH News in Health
    Lack of sleep can cut learning ability by up to 40%. Get a full night of sleep within 24 hours after learning to strengthen new memories and build connections ...Missing: 7-9 | Show results with:7-9
  120. [120]
    Effects of Omega-3 Polyunsaturated Fatty Acids on Brain Functions
    Oct 9, 2022 · Ingestion of omega-3 fatty acids increases learning, memory, cognitive well-being, and blood flow in the brain.
  121. [121]
    Omega-3 fatty acids and cognitive function - PubMed - NIH
    Feb 1, 2023 · In cognitively healthy individuals with clinical coronary artery disease (CAD), 3.36 g EPA and DHA daily slowed cognitive ageing by 2.5 years.
  122. [122]
    The Effect of Aerobic Exercise on Brain-Derived Neurotrophic Factor ...
    A program of aerobic exercise may contribute to increased levels of BDNF in neurological populations.
  123. [123]
    A meta-analytic review of the effects of exercise on brain-derived ...
    A single exercise session moderately increases BDNF. Regular exercise intensifies this effect, and has a small effect on resting BDNF levels.
  124. [124]
    Mindfulness Enhances Cognitive Functioning: A Meta-Analysis of ...
    MBIs teach focused attention (FA) and open monitoring (OM) exercises to enhance EF abilities (Stein & Witkiewitz, 2020). FA training involves sustaining ...
  125. [125]
    Meditation, Mindfulness, and Attention: a Meta-analysis
    Feb 2, 2021 · This meta-analysis suggests that attention is likely implicated in meditation, and meditation may improve some, but not all, attentional processes.
  126. [126]
    Should I study or should I go (to sleep)? The influence of test ... - NIH
    In a study with American college students, almost 60% of them reported engaging at least once in all-night study sessions, which hampered their test performance ...
  127. [127]
    How all-nighters are hurting students' grades | InnerDrive
    The results showed that these students scored about 10% lower than their peers, showing just how much all-nighters can hurt academic performance.
  128. [128]
    Time to Form a Habit: A Systematic Review and Meta-Analysis of ...
    Dec 9, 2024 · One effective approach is to integrate novel habits with pre-existing ones, thereby creating a routine [2,13]. This entails linking a new habit ...
  129. [129]
    Making health habitual: the psychology of 'habit-formation' and ... - NIH
    Psychological theory and evidence around habit-formation generates recommendations for simple and sustainable behaviour change advice.Habit Formation And Health · Making Healthy Habits · Make A New Healthy Habit
  130. [130]
    Associations between circadian alignment and cognitive functioning ...
    Jun 12, 2024 · The purpose of this cross-sectional study was to determine if poorer circadian alignment was associated with decreased cognitive functioning among older (> 60 ...Missing: effectiveness | Show results with:effectiveness
  131. [131]
    The Impact of Test Preparation on Performance of Large-Scale ...
    Results Results from 28 included studies suggested that students' test performance can be significantly improved by test preparation (g = . 26, 95% CI = . 10–.
  132. [132]
    College algebra students' perceptions of exam errors and ... - Frontiers
    Feb 6, 2025 · A review of the literature. Error analysis is a metacognitive activity which has shown to be beneficial to learning mathematics (Rushton, 2018).
  133. [133]
    Using Testing as a Learning Tool - PMC - NIH
    While repeated studying improves recall in the short term (eg, five minutes after studying), testing improves recall over longer intervals (eg, after a week).
  134. [134]
    Testing Improves Performance as Well as Assesses Learning
    Taking a test of previously studied material has been shown to improve long-term subsequent test performance in a large variety of well controlled experiments.Feedback And Pretesting · Testing As Additional Study · Effortful RetrievalMissing: seminal | Show results with:seminal
  135. [135]
    Four Empirically Based Reasons Not to Administer Time-Limited Tests
    (1) Time-limited tests are less valid; students' test-taking pace is not a valid reflection of their knowledge and mastery.<|separator|>
  136. [136]
    The Effectiveness of Daily Mindful Breathing Practices on Test ... - NIH
    Oct 20, 2016 · The findings of this study suggest that both daily mindful breathing and cognitive reappraisal practices were effective in reducing test anxiety.
  137. [137]
    Multiple Choice Exams - UNC Learning Center
    This handout discusses things to know about multiple choice exams and effective strategies to improve your performance on these types of exams.
  138. [138]
    [PDF] Effectiveness of a Test-Taking Strategy on Achievement in ... - SIMville
    Research was conducted to ascertain if an essay-writing strategy was effective at improving the achievement on essay tests for 7th- and 8th-grade students ...<|separator|>
  139. [139]
    What is Digital SAT Adaptive Testing? - College Board Blog
    Aug 14, 2023 · In adaptive testing, the questions you encounter as you move through the test depend on how you answered the prior questions.
  140. [140]
    [PDF] The Effect of using Learning Journals on Developing Self - ERIC
    The power of writing journals as a learning tool is perceived as mediating between existing and new knowledge, enhancing the development of meta-cognitive ...
  141. [141]
    Do Quizzes Improve Student Learning? A Look at the Evidence
    Feb 1, 2017 · The use of quizzes seems to yield some impressive benefits. Students reported they spent more time reading and more time studying between tests.Missing: progress | Show results with:progress
  142. [142]
    Fostering Metacognition to Support Student Learning and ... - NIH
    Metacognition is awareness and control of thinking for learning. Strong metacognitive skills have the power to impact student learning and performance.
  143. [143]
    Feedback-seeking behaviour as a self-regulation strategy in higher ...
    Mar 12, 2025 · Feedback-seeking is a critical skill in higher education, where students are expected to actively engage with and initiate the feedback ...
  144. [144]
    The Choice to Make a Difference - Carol S. Dweck, 2019
    Jan 18, 2019 · The original, in-person growth-mindset interventions yielded effects of this size, and our self-administered online programs (which last ...The Research: The Path To... · Public Outreach · Challenges
  145. [145]
    [PDF] The Effects of Test Accommodation on Test Performance: A Review ...
    Specifically, he found that students with learning disabilities performed better with extended time in 31 out of 32 comparisons (the anomaly being from an ...
  146. [146]
    ‪Antonio-Jesús Marín-Paz (ORCID: 0000-0002-6058-6408‬
    2020. DRUG LEARNING THROUGH THE SPACED REPETITION SYSTEM USING" ANKI" AND" MNEMOSYNE" SOFTWARE IN NURSING STUDENTS. AJ Marín-Paz, V Casado-Arjona. EDULEARN20 ...Missing: efficacy | Show results with:efficacy<|separator|>
  147. [147]
    Notion Is the Best Free Note-Taking App I've Used - Lifehacker
    Rating 4.0 · Review by Lindsey EllefsonMar 20, 2025 · An app that helps you make to-do lists, recipe plans, study schedules, and more. It's unobtrusive and simple, just right for keeping things organized.Notion Is The Best Free... · Notion Is Easy To Use From... · Templates Are Where The...
  148. [148]
    20 Statistics on AI in Education to Guide Your Learning ... - Engageli
    Discover how AI is reshaping education with key statistics and insights for 2025, highlighting market growth, improved learning outcomes, and enhanced ...
  149. [149]
    The Effectiveness of Gamified Tools for Foreign Language Learning ...
    Apr 13, 2023 · Gamification has emerged as a promising approach for foreign language learning (FLL), which refers to the use of game design elements to engage ...
  150. [150]
    Gamification in mobile-assisted language learning: a systematic ...
    Jul 5, 2021 · The present systematic review aims to summarize different methods, frameworks, settings, and research samples used to assess Duolingo's design and impact on ...
  151. [151]
    [PDF] Benefits and Applications of Learning with Virtual Reality
    May 8, 2025 · VR mitigates several common issues with teaching students engineering such as financial limitations, overcrowded classrooms, and scheduling ...
  152. [152]
    Accessibility tools for neurodiversity - Microsoft Support
    This page lists neurodiversity-related accessibility tools to help all Microsoft Windows and Microsoft 365 users.
  153. [153]
    Accessibility features to support neurodiversity - Texthelp
    Features such as screen tinting and an advanced spelling and grammar check, supports employees with neurodiverse conditions such as dyslexia. Read more.
  154. [154]
    The Impact of Generative AI on Work Productivity | St. Louis Fed
    Feb 27, 2025 · Workers using generative AI reported they saved 5.4% of their work hours in the previous week, which suggests a 1.1% increase in ...<|separator|>
  155. [155]
    The potential effect of technology and distractions on undergraduate ...
    Students believed that laptop and cell phone use in the classroom can effect their concentration and ability to learn.
  156. [156]
    Artificial intelligence in education | UNESCO
    Guiding countries in supporting students and teachers to understand the potential as well as risks of AI.
  157. [157]
    Brain Computer Interfaces 2025-2045: Technologies, Players ...
    This report characterizes the brain computer interface market, technologies, and players. This includes coverage across non-invasive and invasive technologies.