The influence of experiential learning with digital flashcards on study strategies in secondary schools

Retrieval practice is widely recognized as one of the most effective learning strategies, yet its adoption in everyday classrooms remains limited. The present study investigated the use of digital flashcard applications among 245 French secondary school students (Grades 8–9) within a Research–Practice Partnership framework. We examined (a) whether academic level, self-efficacy, and growth mindset predicted voluntary adoption of the app, (b) whether study frequency predicted exam performance, and (c) whether a brief supervised group intervention increased subsequent usage. Usage data were collected automatically from 37 classroom flashcard sets across five subjects, and analyzed using regression and mixed-effects models.Prior academic level was the strongest predictor of spontaneous adoption: higher-performing students were more likely to use the application. However, growth mindset was positively associated with adoption among students with lower self-efficacy. The intervention increased the likelihood of adoption among low-performing students, reducing the gap with medium-level peers, although high-level students remained the most consistent users. Among users, study frequency predicted higher exam grades for low- and medium-level students, but not for high-level students.Overall, digital flashcards appear particularly beneficial for students with greater room for improvement. However, structured exposure may be necessary to promote long-term adoption of retrieval practice among those who could benefit most from it.