RESUMEN
Over the past two decades, digital flashcards - that is, computer programmes, smartphone apps, and online services that mimic, and potentially improve upon, the capabilities of traditional paper flashcards - have grown in variety and popularity. Many digital flashcard platforms allow learners to make or use flashcards from a variety of sources and customise the way in which flashcards are used. Yet relatively little is known about why and how students actually use digital flashcards during self-regulated learning, and whether such uses are supported by research from the science of learning. To address these questions, we conducted a large survey of undergraduate students (n = 901) at a major U.S. university. The survey revealed insights into the popularity, acquisition, and usage of digital flashcards, beliefs about how digital flashcards are to be used during self-regulated learning, and differences in uses of paper versus digital flashcards, all of which have implications for the optimisation of student learning. Overall, our results suggest that college students commonly use digital flashcards in a manner that only partially reflects evidence-based learning principles, and as such, the pedagogical potential of digital flashcards remains to be fully realised.