The Effect of Digital Flashcards on the Learning Process, Short and Long-Term Recall: A Randomized Controlled Trial

Background: Digital flashcards are an effective technique that facilitates conceptual teaching, aids in learning new terms, and enhances information retention. They are particularly recognized as effective in health education for integrating theoretical and practical knowledge. This study compared the effects of digital flashcards and traditional memorization on nursing students’ learning and recall.Method: A total of 109 nursing students were randomly assigned to an intervention group (n=54) using digital flashcards or a control group (n=55). Data were collected at (T0), before the intervention; (T1), after the intervention; (T2), four weeks after the intervention; (T3) eight weeks after the intervention.Results: Both groups showed significant improvements from pre- to posttest and from short- to long-term recall, with no significant differences between groups. The intervention group had a higher mean course exam score, but this difference was not significant.Conclusion: Digital flashcards enhance the learning process, but their effect on short- and long-term recall is limited. They can support nursing students’ adaptation to digital learning environments, though additional strategies may be needed for sustained retention.