Exploring the effectiveness of mobile assisted learning with digital flashcards in enhancing long-term retention of technical vocabulary among university students

This study investigated the efficacy of mobile-assisted technical vocabulary learning using digital flashcards compared to traditional paper-based flashcards in enhancement and long-term retention of technical vocabulary among university chemistry students. A total of 46 Iranian university students participated in a randomized controlled trial spanning an academic semester. The Vocabulary Knowledge Scale (VKS) was administered at three points—pre-test, post-test, and delayed post-test—to assess vocabulary learning and retention. The collected data was analyzed using mixed between-within analysis of variance. Results from the baseline assessments indicated no significant differences in initial vocabulary knowledge between the experimental (digital flashcards) and control (paper flashcards) groups. Subsequent testing revealed that the experimental group achieved significantly higher scores at the post-test (F = 7.192, p = .010, η_p² = .140), suggesting an immediate advantage from the use of digital learning tools. Although both groups experienced a decline in VKS scores at the delayed post-test, the experimental group maintained significantly higher scores, indicating better long-term retention. The analysis also revealed significant interaction effects between time and group variables (F = 4.116, p = .023, η_p² = .161), confirming that the intervention affected vocabulary learning outcomes over time. These findings suggest that digital flashcards are more effective than traditional methods for learning and long-term retention of technical vocabulary in higher education settings, likely due to the enhanced engagement and interactive features offered by mobile-assisted learning platforms.