Abstract:

The ubiquity of electronic technologies such as computers has led to the continuous offload of cognitive processes such as memory. In recent years, the emergence of AI tools such as ChatGPT has worsened the cognitive decline currently experienced across all levels of education. Research has shown that computers are a double-edged sword which have both positive and negative effects. In the current paper, we argue that computers, combined with mnemonic learning strategies, can be leveraged to enhance learning and memory. Mnemonics are cognitive cues used to retrieve information from memory easily. They have been shown to be effective in enhancing memory in facts-based subjects.

To test the hypothesis that mnemonics are more effective than traditional learning methods such as rote memorization, we developed an interactive mnemonics creation tool called "SAVE Tool" and conducted an experiment to examine its effectiveness across three time points (T1, T2 and T3) in promoting memory. We recruited 45 participants from a Canadian university and assigned them to an experimental group (n = 23) and a control group (n = 22). The experimental group used the SAVE Tool, which implemented a 4-step framework called "SAVE" for developing interactive tools to facilitate the creation of mnemonics to foster long-term memory. The framework comprises Selecting target information to encode, Associating the mnemonic with the target topic, Visualizing the mnemonic, and Elaborating on the created mnemonic by creating a conceptual connection between the mnemonic and the target topic/information. Moreover, the control group used a PowerPoint slide deck to learn the target information using a learning strategy of their choice. The target information comprises six biology topics: Biology Organization Levels (BL), Biology Organization Disciplines (BD), Cranial Nerves (CN), Cranial Nerve Functions (CF), Krebs Cycle Substrates (KS), and Krebs Cycle Reactions (KR). In the experiment, both groups learned six topics for 45 minutes at T1 and took recall- and recognition-based tests aimed to assess their remembering and understanding of the target information, respectively. Moreover, at T2 (one week later prior to revision of the target topics) and T3 (one week later after 15-minute revision), both groups took a repeated test.

Our analysis shows that, regardless of time, participants performed significantly better in recognition than recall task, indicating that multichoice questions are easier than short-answer questions. Moreover, both groups performed significantly better at T3 than T2 and T1 due to the revision effect, and significantly better at T1 than T2 due to the decay effect. Overall, there is no significant difference between both groups regarding recognition. However, the experimental group performed significantly better (>10% increase) in recall than the control group, with the group difference being significant higher in difficult topics such as KS (>40% increase) and CN (39% increase) than simple topics such as BL (-0.3% increase) and BD (0% increase). In a nut shell, our analysis indicates that mnemonics-based tools such as the SAVE Tool are effective in promoting learning in recall-based tasks, particularly in new-and-difficult topics that students are unfamiliar with such as the Krebs Cycle. Hence, we recommend that educators leverage mnemonics-based tools to promote long-term learning and memory of information that students find difficult to learn.

Keywords:

Mnemonics, memory, educational technology, learning, cognitive decline, pedagogy.