• To use active recall instead of re-reading, since flashcards force retrieval and strengthen memory far more effectively than re-reading or highlighting.
• To apply cognitive load theory by keeping each flashcard concise, avoiding overload and focusing on the optimal amount of information for effective learning.
• To use a clear question-and-answer format for flashcards, since testing ourselves strengthens memory through the testing effect, making successfully recalled information easier to remember in the future
• To space out revision rather than cram, using the Leitner system with Q&A flashcards to strengthen long-term memory and retention.
• To design high-quality, specific questions for each flashcard, creating desirable difficulty that drives deeper learning, as highlighted by Bjork & Bjork (2011).
• To use dual coding effectively by pairing clear, relevant visuals with key content, following the essential 'dos and don’ts' to enhance recall and understanding.
• To mix topics rather than block them, demonstrating why interleaving improves exam performance and problem-solving, and showing how to use it effectively.
• To practice metacognition by tracking which flashcards are known and which are not, building self-awareness and control over one’s own study process.
• To prioritise consistency over intensity, studying daily with spaced flashcards for 10 minutes rather than cramming in dense blocks the night before.
• To use feedback effectively, reviewing responses on flashcards to identify gaps and fuel improvement.