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FaCT

PI: Phil Pavlik

Learning lists of facts, for example multiplication tables or the bones in the body, is important in many contexts, including school and work. Here at the University of Memphis Institute of Intelligent Systems, researchers are pioneering computer software (FaCT) that makes this task substantially easier and faster. This revolutionary software does this by using an intricate model of the learners progress to compute when each flashcard should be repeated for the learner so as to achieve optimal long term performance. Multiple applications, including math, foreign languages, face-name learning and geography, are being investigated since the software works interchangeably with flashcards composed of text, sound files, or images. Published research shows powerful effects compared to alternative methods of learning.

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Selected Publications:

  • Pavlik Jr., P. I. (2013). Mining the Dynamics of Student Utility and Strategy Use during Vocabulary Learning. International Journal of Educational Data Mining. (Text).

  • Pavlik Jr., P. I., & Anderson, J. R. (2008). Using a model to compute the optimal schedule of practice. Journal of Experimental Psychology: Applied, 14(2), 101–117. (Text).

  • Pavlik Jr., P. I., Bolster, T., Wu, S., Koedinger, K. R., & MacWhinney, B. (2008). Using optimally selected drill practice to train basic facts. In B. Woolf, E. Aimer, & R. Nkambou (Eds.), Proceedings of the 9th International Conference on Intelligent Tutoring Systems. Montreal, Canada. (Text).

  • Pavlik Jr., P. I., Presson, N., & Hora, D. (2008). Using the FaCT System (Fact and Concept Training System) for classroom and laboratory experiments. Workshop presented at the Inter-Science of Learning Center Conference, Pittsburgh, PA. (Text).

  • Pavlik Jr., P. I., Presson, N., Dozzi, G., Wu, S.-m., MacWhinney, B., & Koedinger, K. R. (2007). The FaCT (Fact and Concept Training) System: A new tool linking cognitive science with educators. In D. McNamara & G. Trafton (Eds.), Proceedings of the Twenty-Ninth Annual Conference of the Cognitive Science Society (pp. 397–402). Mahwah, NJ: Lawrence Erlbaum. (Text).

  • Pavlik Jr., P. I. (2007). Understanding and applying the dynamics of test practice and study practice. Instructional Science, 35, 407–441. (Text).

  • Pavlik Jr., P. I., & Anderson, J. R. (2005). Practice and forgetting effects on vocabulary memory: An activation-based model of the spacing effect. Cognitive Science, 29(4), 559–586. (Article).