Study software

<h2 id="origins">Origins</h2>
<p>Research has demonstrated that certain learning methods are more effective than others and that explicitly teaching study skills can benefit students.<a class="footnote-ref" id="fnref:1" href="#fn:1"><sup>1</sup></a><a class="footnote-ref" id="fnref:2" href="#fn:2"><sup>2</sup></a> Study software addresses this by guiding learners toward effective study practices without requiring in-depth knowledge of cognitive science.
</p><p>Historically, two of the most widely used types of study software are mind-mapping programs and <a href="/facts/Flashcard/YPIs6GrX">flashcard</a> applications.<a class="footnote-ref" id="fnref:3" href="#fn:3"><sup>3</sup></a> Mind-mapping software is particularly useful for organizing and structuring information but has limited utility once the material is well-structured. Flashcard software, on the other hand, is effective for memorization and recall, although it is sometimes criticized for encouraging rote learning.
</p><p>Hybrid study tools combining elements of both approaches also exist, including programs that allow students to test their knowledge using their own notes.
</p>
<h2 id="benefits">Benefits</h2>
<p>Study software offers several advantages, including:
</p>
<ul><li>A variety of information formats (images, sound, diagrams, etc.).</li>
<li>Easy access to resources via <a href="/facts/Database/VYcpkevb">databases</a>.</li>
<li>Optimized note-taking with features like Microsoft Ink and <a href="/facts/Speech_recognition/z7S7Pgk6">speech recognition</a>.</li>
<li>Memorization techniques using colors, images, and <a href="/facts/Mind_map/4ytd9gIw">mind maps</a>.</li>
<li>The use of <a href="/facts/Hypertext/qD8ozxSb">hypertext</a> to link related information.<a class="footnote-ref" id="fnref:4" href="#fn:4"><sup>4</sup></a></li>
<li>Testing and revision tools based on the <a href="/facts/Spacing_effect/wuvUDs0n">spacing effect</a>.</li>
<li>Personalized content adaptation according to the student's level and progress.<a class="footnote-ref" id="fnref:5" href="#fn:5"><sup>5</sup></a></li></ul>
<h2 id="barriers">Barriers</h2>
<p>Barriers to the use of study software include:
</p>
<ul><li>The need for appropriate hardware and access to digital content.</li>
<li>The requirement to develop certain technical skills (e.g., <a href="/facts/Typing/HyjnNen9">typing</a>, <a href="/facts/Touchscreen/zpSKDFpe">touchscreen</a> navigation).</li>
<li>The cost of software and equipment, which may be prohibitive for some institutions.</li>
<li>Programs don't communicate together as they could (see <a href="/facts/Unix_philosophy/U2WTavT0">Unix philosophy</a>). Self-contained programs either don't offer enough features (e.g. calculation of the <a href="/facts/Spacing_effect/wuvUDs0n">spacing effect</a> to learn faster) or offer more than they should (<a href="/facts/Software_bloat/glhQsSYt">Software bloat</a>).</li>
<li>Content might differ significantly in different countries.</li>
<li>Overreliance on software, which may hinder the development of autonomy and critical thinking.<a class="footnote-ref" id="fnref:6" href="#fn:6"><sup>6</sup></a></li></ul>
<h2 id="see-also">See also</h2>
<ul><li><a href="/facts/Computer-assisted_language_learning/Hm30fEyI">Computer-assisted language learning</a></li>
<li><a href="/facts/Flashcard/YPIs6GrX">Flashcard</a></li>
<li><a href="/facts/Forgetting_curve/DwPIMyss">Forgetting curve</a></li>
<li><a href="/facts/Free_recall/qeaoDv33">Free recall</a></li>
<li><a href="/facts/List_of_concept-_and_mind-mapping_software/bdcMsbfN">List of concept- and mind-mapping software</a></li>
<li><a href="/facts/List_of_flashcard_software/K9IeoTPq">List of flashcard software</a></li>
<li><a href="/facts/Memory/zucwQIEX">Memory</a></li>
<li><a href="/facts/Mind_map/4ytd9gIw">Mind map</a></li>
<li><a href="/facts/Notetaking/V27nB55K">Notetaking</a></li>
<li><a href="/facts/Spaced_repetition/T4f2c3Yv">Spaced repetition</a></li>
<li><a href="/facts/Spacing_effect/wuvUDs0n">Spacing effect</a></li></ul>

<h2 id="external-links">External links</h2>
<ul><li>Burdess, N. (1998). <i>Handbook of student skills</i>. (2nd ed.). Sydney: Prentice Hall</li>
<li>Farrand, P, Hussain, F, Hennessy, E (2002) "The efficacy of the 'mind map' study technique". <i>Medical Education</i>. 36 (issue5) p426-</li>
<li>Glenberg A.M. (1977) "Influences or the retrieval processes on the spacing effect in <a href="/facts/Free_recall/qeaoDv33">free recall</a>". <i>Journal of Experimental Psychology</i> 3: 282-294</li>
<li>Hilliary F.G et al. (2003) "Spacing of Repetitions Improves Learning and Memory After Moderate and Severe TBI". <i>Journal of Clinical and Experimental NeuroPsychology</i> 25(1): 49-58 (as above internet link)</li>
<li>Hintzman D.L. (1974) "Theoretical implications of the spacing effect". In <i>Theories in cognitive psychology: The Loyola Symposium</i> (Ed.R.L. Solso), p. 77-99</li>
<li>Toppino T.C, Kasserman J.E., Mracek W.A (1991) "The effect of Spacing Repetitions on the Recognition Memory of Young Children and Adults". <i>Journal of Experimental Child Psychology</i> 51: 123-138</li>
<li>Withers, G. (1991). <i>Tackling that test: Everything you wanted to know about taking tests and exams</i>. Hawthorn, Vic.: Australian Council for Educational Research.</li></ul>

<h2 id="references">References</h2>

<ol>
<li id="fn:1"><p>"IRIS | Page 2: Importance of Teaching Study Skills Strategies". iris.peabody.vanderbilt.edu. Retrieved 2025-03-14. <a href="https://iris.peabody.vanderbilt.edu/module/ef1/cresource/q1/p02/" target="_blank">https://iris.peabody.vanderbilt.edu/module/ef1/cresource/q1/p02/</a> <a href="#fnref:1" class="footnote-back-ref">↩</a></p></li>
<li id="fn:2"><p>"Spaced repetition and the 2357 method". Birmingham City University. Archived from the original on 2025-03-14. Retrieved 2025-03-14. <a href="https://archive.today/20250314164624/https://www.bcu.ac.uk/exams-and-revision/best-ways-to-revise/spaced-repetition" target="_blank">https://archive.today/20250314164624/https://www.bcu.ac.uk/exams-and-revision/best-ways-to-revise/spaced-repetition</a> <a href="#fnref:2" class="footnote-back-ref">↩</a></p></li>
<li id="fn:3"><p>Shi, Yi-shan; Tsai, Chih-yung (2024-05-03). "Fostering vocabulary learning: mind mapping app enhances performances of EFL learners". Computer Assisted Language Learning. 37 (4): 634–686. doi:10.1080/09588221.2022.2052905. ISSN 0958-8221. <a href="/wiki/Doi_(identifier)" target="_blank">/wiki/Doi_(identifier)</a> <a href="#fnref:3" class="footnote-back-ref">↩</a></p></li>
<li id="fn:4"><p>Conradty, Cathérine; Bogner, Franz X. (September 2016). "Hypertext or Textbook: Effects on Motivation and Gain in Knowledge". Education Sciences. 6 (3): 29. doi:10.3390/educsci6030029. ISSN 2227-7102. <a href="https://doi.org/10.3390%2Feducsci6030029" target="_blank">https://doi.org/10.3390%2Feducsci6030029</a> <a href="#fnref:4" class="footnote-back-ref">↩</a></p></li>
<li id="fn:5"><p>Yaseen, Husam; Mohammad, Abdelaziz Saleh (January 2025). "The Impact of Adaptive Learning Technologies, Personalized Feedback, and Interactive AI Tools on Student Engagement: The Moderating Role of Digital Literacy". Sustainability. 17 (3): 1133. doi:10.3390/su17031133. ISSN 2071-1050. <a href="https://doi.org/10.3390%2Fsu17031133" target="_blank">https://doi.org/10.3390%2Fsu17031133</a> <a href="#fnref:5" class="footnote-back-ref">↩</a></p></li>
<li id="fn:6"><p>Gerlich, Michael (January 2025). "AI Tools in Society: Impacts on Cognitive Offloading and the Future of Critical Thinking". Societies. 15 (1): 6. doi:10.3390/soc15010006. ISSN 2075-4698. <a href="https://doi.org/10.3390%2Fsoc15010006" target="_blank">https://doi.org/10.3390%2Fsoc15010006</a> <a href="#fnref:6" class="footnote-back-ref">↩</a></p></li>
</ol>

Study software open-in-new

Study software