Active recall versus passive recall effect on academic learning

Paper ID : 1043-ISCSR3 (R1)

Authors

Ahmed Mohamed Ahmed Ebrahim1, Anas Mohamed Majed2, yousif ashraf mohammed *1, akram abdallah hagag2, fahmi mohamed fahmi1, Ahmed ElSayed Salim2, Reham Hossam elgazar2, Hazem Khaled Diab2, Sarah Akram Youssef2, Alaa Tarek Fouad2, alaa Elsaid Mahmoud ali2, Bassanty wagih zaher2, Ahmed khaled mohamed salah2 1MTI university 2MTI University

Abstract

Introduction: Physical therapy education involves mastering a vast body of theoretical and practical knowledge. Traditional study methods, such as passive reading and rote memorization, often fail to promote long-term retention and effective application of this knowledge. This study introduces an AI-powered active recall approach, which combines evidence-based learning strategies with cutting-edge technology to enhance physical therapy education. Active recall engages learners by requiring them to retrieve information from memory, thereby strengthening neural connections and improving long-term retention. The integration of AI further amplifies this approach by generating adaptive, personalized flashcards and quizzes tailored to individual learning needs. A recent pilot study demonstrated that physical therapy students using AI-enhanced active recall improved their quiz scores by 19% compared to traditional study methods, highlighting the effectiveness and potential of this approach. Although active recall has been shown to improve memory and academic achievement through self-testing and retrieval practice, passive methods like rereading and rote memorization still require further investigation. Different active recall techniques, such as the Phenman method, spaced repetition, practice questions, and flashcards, are commonly employed. Methodology: This study used a quasi-experimental pretest-posttest design with 19 physical therapy students. Participants attended two sessions: one utilizing passive recall and the other employing active recall via AI-generated flashcards, with each session focused on a specific set of questions. Academic achievement was assessed through AI-generated multiple-choice quizzes. Results: The active recall group achieved an average quiz score of 8.26, significantly higher than the 6.95 average score for the passive recall group (p < 0.05), demonstrating the effectiveness of active recall in enhancing learning outcomes. Conclusion: Active recall significantly improves academic achievement compared to passive methods. These findings support the adoption of active recall strategies in educational settings. Future research should investigate larger sample sizes and diverse populations to further validate these outcomes.

Keywords

Studying methods, learning strategies, flashcards, memory, active recall.

Status: Abstract Accepted